Veterans in Higher Education: The Impact of Hope, Social Support, and Stress on Academic Achievement

2012 ◽  
Author(s):  
David A. Shwalb ◽  
Joseph A. Johnston ◽  
Matthew P. Martens
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Academic Achievement ◽  
The Impact

scholarly journals The impact of transformational leadership on individual academy performance through knowledge sharing

2021 ◽  
Vol 9 (2) ◽  
pp. 465-480 ◽  
Author(s):  
Thi Minh Thu Vu ◽  
Khashayar Yazdani
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Transformational Leadership ◽  
Organizational Commitment ◽  
Organizational Learning ◽  
Knowledge Sharing ◽  
Employee Engagement ◽  
The Impact ◽  
The Relationship ◽  
Positive Effect

The objective of this paper is to evaluate the impact of transformational leadership on individual academy performance through knowledge sharing, organizational learning, organizational commitment in higher education Vietnam. The study conducts the research on 500 lecturers at 10 universities in Vietnam. The study uses Smart pls 3.6 software to analyze the data. The results show that transformational leadership had a positive effect on knowledge sharing, organizational learning and organizational commitment. Ultimately, employee engagement and social support play a moderate role in the relationship between transformational leadership and knowledge sharing statistically. However, organizational learning and organizational commitment did not play any mediate role on the relationship between transformational leadership and knowledge sharing.

scholarly journals Effect of problem-solving based methods on critical thinking and academic achievement of math among students of saravan higher education centers

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Azizollah Nosrat ◽  
Abdulhamid Parsafar
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Critical Thinking ◽  
Problem Solving ◽  
Content Validity ◽  
High Reliability ◽  
Control Group ◽  
Post Test ◽  
Higher Education Centers ◽  
The Impact

The aim of the present study is to determine the impact of problem-solving based methods on critical thinking and academic achievement of math in students of higher-education centers in the second semester of academic year 2013-14, Saravan city. The research method in this study is quasi-experimental, with the control group as well as pre-test and post-test. The study population includes all students in the second semester of 2013-14 who studied math in higher-education centers of Saravan city whose number was 400 and 130 students were selected as statistical samples. Measuring instruments used in this study were a researcher made academic achievement of math test and Watson-Glaser critical thinking test. To give an approximation of the content validity of the tests, analyzing books contents and comparing it with the extent of usage for conceptual questions, tests content validity was assured to some extent. The reliability of the test was calculated using bi-section method that according to the figures obtained for pre-test and post-test respectively (r = 0.71 and 0.68), tests have an acceptable and relatively high reliability. To analyze the data, t-test was used. The results showed that academic achievement of math and critical thinking in the test group, compared to the control group were higher and the differences between their means were significant.

scholarly journals THE IMPACT OF SOCIAL SUPPORT ON ACADEMIC MOTIVATION LEVELS IN HIGHER EDUCATION

2017 ◽  
Author(s):  
Cristina Costa-Lobo ◽  
Patrícia Silva ◽  
Alexandra Ribeiro ◽  
Stéphanie Silva
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Academic Motivation ◽  
The Impact

scholarly journals Predictors of Resilience among Indonesian Students in Malaysian Universities

2020 ◽  
Vol 16 (3) ◽  
pp. 169
Author(s):  
Khairina Khairina ◽  
Samsilah Roslan ◽  
Noorlila Ahmad ◽  
Zeinab Zaremohzzabieh ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
International Students ◽  
Self Efficacy ◽  
Well Being ◽  
Postgraduate Students ◽  
Studying Abroad ◽  
Internationalization In Higher Education ◽  
Adjustment Issues ◽  
The Impact

The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, self-efficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations.  Keywords: adjustment, higher education, international students, Malaysia, resilience

scholarly journals More than learning English? The impact of university intensive English language program attendance on international student academic achievement

2021 ◽  
Vol 29 ◽  
pp. 43
Author(s):  
Adam T. Clark ◽  
Dianna Lippincott ◽  
Jeongeun Kim
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Higher Education Policy ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Intensive English ◽  
The Impact

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

scholarly journals Predicting Academic Procrastination and Academic Achievement in Private Higher Education With the HEXACO Model of Personality and Psychological Distress

2022 ◽  
Vol 6 (4) ◽  
pp. 29
Author(s):  
Katarina Sokic ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Distress ◽  
Personality Traits ◽  
Academic Outcomes ◽  
Private Higher Education ◽  
Academic Procrastination ◽  
Personal Factors ◽  
The Impact

Academic procrastination is one of the main problems in the private higher education sector associated with a high rate of abandonment of higher education and delays in fulfilling student obligations. In an effort to detect some of the personal predictors of this phenomenon, we examined associations between personality traits, psychological distress, academic procrastination, and academic achievement among students in private higher education. A sample of 369 participants (145 men, 224 women, 23 years on average) was taken. Participants self-reported their academic achievement and anonymously completed several questionnaires: The Studying Procrastination Scale, The Depression Anxiety Stress Scales – 21, the HEXACO Personality Inventory-Revised - 60. In line with prediction, the HEXACO dimensions explained an additional 24% of the variance in academic procrastination after controlling for psychological distress. In addition, Conscientiousness and psychological distress predicted academic procrastination, and Conscientiousness uniquely significantly predicted academic performance. Our results suggest that academic procrastination and academic performance are influenced by personality. Also, this study indicated that the impact of psychological distress on academic outcomes depends on the constellation of personality traits. Current findings could help to better understand personal factors associated with negative academic outcomes and prevent negative emotional states associated with student procrastination and poor academic performance.

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