The Relationships between Student Engagement and the Academic Achievement of First-Year University Students in Cambodia

2013 ◽  
Vol 23 (2) ◽  
pp. 179-189 ◽  
Author(s):  
Kreng Heng
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
University Students ◽  
First Year ◽  
First Year University

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

2019 ◽  
Vol 22 (3) ◽  
pp. 403-418 ◽  
Author(s):  
Jenny Veldman ◽  
Loes Meeussen ◽  
Colette van Laar
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Social Class ◽  
Social Identity ◽  
University Students ◽  
Social Adjustment ◽  
First Generation ◽  
First Year ◽  
The Social ◽  
First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

scholarly journals Relationships between learning approach, procrastination and academic achievement amongst first-year university students

2016 ◽  
Vol 74 (5) ◽  
pp. 757-774 ◽  
Author(s):  
Rannveig Grøm Sæle ◽  
Tove Irene Dahl ◽  
Tore Sørlie ◽  
Oddgeir Friborg
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
First Year ◽  
Learning Approach ◽  
First Year University

scholarly journals Binge Drinking, Cannabis Co-Consumption and Academic Achievement in First Year University Students in Spain: Academic Adjustment as a Mediator

2020 ◽  
Vol 17 (2) ◽  
pp. 542 ◽  
Author(s):  
María Fernanda Páramo ◽  
Fernando Cadaveira ◽  
Carolina Tinajero ◽  
María Soledad Rodríguez
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Binge Drinking ◽  
Academic Adjustment ◽  
Mediation Effect ◽  
First Year ◽  
Grade Point ◽  
Cannabis Consumption ◽  
First Year University ◽  
The Impact

Little is known about how binge drinking or the combination of binge drinking and cannabis consumption affect academic achievement in students during the transition to university, or about the mechanisms that mediate this relationship. The purpose of this study was to evaluate the association between this pattern of alcohol/cannabis consumption and academic achievement, considering academic adjustment as a possible mediator. A total of 258 Spanish, first-year university students (145 females and 113 males), enrolled in undergraduate degree courses, were categorized into three groups on the basis of their patterns of alcohol/cannabis consumption: control, binge drinkers and co-consumers. The findings showed a significant effect of the combined binge drinking/cannabis consumption, but not of binge drinking alone, upon academic achievement and academic adjustment. Grade point average (GPA) and academic adjustment were lower in the co-consumers than in the other groups. Regarding the mediation effect, 34.33% of the impact of combined alcohol/cannabis use on GPA was mediated by academic adjustment. The combined consumption of alcohol and cannabis led to difficulties in adaptation to academic life, which in turn contributed to poorer performance at university. The implications of the findings are discussed.

Moderating Effects of Campus Recreation Participation in the Relationship between Grade Point Average and First-Year Student Engagement: An Exploratory Study

2017 ◽  
Vol 41 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Rebecca Fallon Mayers ◽  
Austin W. Wilson ◽  
Luke R. Potwarka
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Grade Point Average ◽  
First Year ◽  
Campus Recreation ◽  
Grade Point ◽  
Transition From High School ◽  
Recreation Participation ◽  
First Year University ◽  
The Relationship

Health and student success outcomes are often thought to be associated with campus recreation participation. Thus, decision makers at the university level are interested in the relationship between campus recreation participation, grade point average (GPA), and student engagement. Previous research has called for a clearer understanding of how campus recreation is meaningful for first-year university students and its potential influences on GPA. This study explored the influence of first-year students' campus recreation participation, GPA, and facets of student engagement. First-year university students ( N = 171) were surveyed. Demographic characteristics, GPA, and level of engagement on five scales were assessed. Results showed that GPA positively influenced those who participated in campus recreation on four facets of engagement. Results may help academic administrators to target efforts toward making the transition from high school to university easier. Promoting campus recreation participation may be effective for strengthening students' level of engagement and result in positive success outcomes.

scholarly journals Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

2021 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Matthew Driller ◽  
Haresh Suppiah ◽  
Paul B. Gastin ◽  
Christopher M. Beaven
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Sleep Quality ◽  
First Year ◽  
Sleep Habits ◽  
Study Results ◽  
First Year University ◽  
The Impact

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.

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