scholarly journals Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?

2021 ◽  
Author(s):  
Annette Lohbeck ◽  
Barbara Moschner
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Environmental Control ◽  
Cognitive Learning ◽  
Self Concept ◽  
First Year ◽  
Self Talk ◽  
Motivational Regulation ◽  
Regulation Strategies ◽  
And Performance

AbstractThe 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.

scholarly journals LOGIC RETAINING POWER AMONG GENDERS AND EFFECT OF TIME CONSTRAINTS ON THE PERFORMANCE OF UNDERGRADS UNIVERSITY STUDENTS

2021 ◽  
Vol 16 (4) ◽  
Author(s):  
Imtiaz Husain
Keyword(s):  
Mathematical Logic ◽  
University Students ◽  
Gender Gap ◽  
Vital Role ◽  
The Self ◽  
Self Concept ◽  
Time Constraints ◽  
Undergraduate University Students ◽  
Males And Females ◽  
And Performance

Logic has a vital role throughout human history. It considers important for the mental development and performance of the student. The present study was conducted to evaluate the proficiency and logic retaining power and the effect of time constraints on undergraduate university students. Tests comprised of three categories Arithmetic, Algebra, and Geometry. Each section was comprised of 10 questions with four possible answers to respond within the 10 minutes duration. The test was divided into two different questionnaires. One hundred and seventy-five students both males and females took part in the survey and undergo mathematical logic tests. Scores, responding time and differences among the gender profound that males were more logical as compared to females to retain the mathematical logic and performed the assigned task in 23% less time and achieved 20% more scores. Whereas, the significant correlation found among the understanding level of logic, gender gap and the performance among the undergrad’s university students (r = 0.963; P<0.05), which depend upon the factor of time constraints as well as the self-concept and concentration about the topic.

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

scholarly journals An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

2012 ◽  
Vol 15 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Pablo Miñano Pérez ◽  
Juan-Luis Castejón Costa ◽  
Raquel Gilar Corbí
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Structural Equation ◽  
Structural Model ◽  
Goal Orientations ◽  
Self Concept ◽  
First Year ◽  
General Intelligence ◽  
Achievement Goal Orientations ◽  
Academic Goals

As a result of studies examining factors involved in the learning process, various structural models have been developed to explain the direct and indirect effects that occur between the variables in these models. The objective was to evaluate a structural model of cognitive and motivational variables predicting academic achievement, including general intelligence, academic self-concept, goal orientations, effort and learning strategies. The sample comprised of 341 Spanish students in the first year of compulsory secondary education. Different tests and questionnaires were used to evaluate each variable, and Structural Equation Modelling (SEM) was applied to contrast the relationships of the initial model. The model proposed had a satisfactory fit, and all the hypothesised relationships were significant. General intelligence was the variable most able to explain academic achievement. Also important was the direct influence of academic self-concept on achievement, goal orientations and effort, as well as the mediating ability of effort and learning strategies between academic goals and final achievement.

scholarly journals DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL

2019 ◽  
Vol 77 (3) ◽  
pp. 338-348 ◽  
Author(s):  
Indrek Kaldo ◽  
Kandela Õun
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
First Year ◽  
Component Structure ◽  
University Mathematics ◽  
Item List ◽  
Different Populations ◽  
University Level ◽  
The University ◽  
First Time

This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations. Keywords: learning strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics.

scholarly journals Using PLS-SEM to Examine the Structure of First-year University Students’ Mathematics-related Beliefs

2021 ◽  
Vol 11 (4) ◽  
pp. 7
Author(s):  
Ruixuan Ji ◽  
Xiaoyao Yue ◽  
Xu Zheng
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Epistemological Beliefs ◽  
Transition Period ◽  
Drop Out ◽  
First Year ◽  
Self Regulated Learning ◽  
First Year University ◽  
The Impact

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students&#39; belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students&rsquo; mathematics-related beliefs in relation to students&rsquo; persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students&rsquo; epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.

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