“It’s Their Responsibility, Not Ours”

2016 ◽  
Vol 47 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Laura Froehlich ◽  
Sarah E. Martiny ◽  
Kay Deaux ◽  
Sog Yee Mok
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Student Teachers ◽  
Causal Attributions ◽  
Error Theory ◽  
Negative Stereotypes ◽  
Turkish Origin ◽  
German Student ◽  
Ultimate Attribution Error ◽  
Italian Origin

Abstract. In many countries, there is a gap in academic performance between native-born students and students with certain immigrant backgrounds. Based on ultimate attribution error theory, we examined the stereotypes and causal attributions that German student teachers use to account for immigrants’ underperformance. By including both Turkish-origin and Italian-origin migrants, we assessed whether these judgments are group-specific. A pilot study (N = 70) showed that Turkish-origin migrants were viewed more negatively than either Germans or Italian-origin migrants. Studies 1 (N = 65) and 2 (N = 54) showed that negative stereotypes moderated judgments of internal responsibility for both immigrant groups. Study 2 also showed that negative stereotypes moderated external attributions for the underperformance of Turkish-origin, but not Italian-origin, migrants.

scholarly journals The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

2021 ◽  
Vol 20 (2) ◽  
pp. 137-151
Author(s):  
Gabriel Sen ◽  
Albert Adeboye ◽  
Oluwole Alagbe
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Deep Learning ◽  
Pilot Study ◽  
Statistical Analyses ◽  
Future Research ◽  
Learning Approaches ◽  
Research Needs ◽  
Heterogeneous Samples ◽  
And Gender

The paper was a pilot study that examined learning approaches of architecture students; variability of approaches by university type and gender and; influence of architecture students’ learning approaches on their academic performance. The sample was 349 architecture students from two universities. Descriptive and statistical analyses were used. Results revealed predominant use of deep learning approaches by students. Furthermore, learning approaches neither significantly differed by university type nor gender. Regression analysis revealed that demographic factors accounted for 2.9% of variation in academic performance (F (2,346) = 6.2, p = 0.002, R2 = 0.029, f2 = 0.029) and when learning approaches were also entered the model accounted for 4.4% of variation in academic performance (F (14,334) =2.2, p =0.009, R2 = 0.044, f2=0.044). Deep learning approaches significantly and positively influenced variation in academic performance while surface learning approaches significantly and negatively influenced academic performance. This implies that architectural educators should use instructional methods that encourage deep approaches. Future research needs to use larger and more heterogeneous samples for confirmation of results.

scholarly journals Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study

2021 ◽  
Vol 18 (23) ◽  
pp. 12630
Author(s):  
Adam Koncz ◽  
Ferenc Köteles ◽  
Zsolt Demetrovics ◽  
Zsofia K. Takacs
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Pilot Study ◽  
Executive Functioning ◽  
Short Story ◽  
First Graders ◽  
School Entry ◽  
Control Group ◽  
Mindfulness Intervention ◽  
Cortisol Levels

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.

scholarly journals Peer tutor network and academic performance: A UKM pilot study

2020 ◽  
Author(s):  
Jeyasree A/P Ratanarajah ◽  
Fatimah Abdul Razak ◽  
Zamira Hasanah Zamzuri
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Peer Tutor

THE EFFECTS OF SELF-ESTEEM AND EXPECTANCIES FOR SUCCESS ON AFFECTIVE REACTIONS TO ACHIEVEMENT

1992 ◽  
Vol 20 (4) ◽  
pp. 273-282 ◽  
Author(s):  
Robert M. Midkiff ◽  
Felicia A. Griffin
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Causal Attributions ◽  
Self Esteem ◽  
Affective Reactions ◽  
Performance Outcome

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

scholarly journals A pilot study of pre- post anxiety treatment to improve academic performance for engineering students

2011 ◽  
Vol 15 ◽  
pp. 3826-3830 ◽  
Author(s):  
Prima Vitasari ◽  
Muhammad Nubli Abdul Wahab ◽  
Tutut Herawan ◽  
Ahmad Othman ◽  
Suriya Kumar Sinnadurai
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Engineering Students ◽  
Anxiety Treatment
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