Social interaction learning strategies, motivation, first-year students’ experiences and permanence in university studies

2017 ◽  
Vol 38 (4) ◽  
pp. 451-469 ◽  
Author(s):  
Rafael García-Ros ◽  
Francisco Pérez-González ◽  
Francisco Cavas-Martínez ◽  
José M. Tomás
Keyword(s):  
Social Interaction ◽  
Learning Strategies ◽  
First Year ◽  
First Year Students ◽  
University Studies

scholarly journals The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo

2018 ◽  
Vol 5 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Muhammad Iksan ◽  
Dirham Dirham
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
First Year ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
First Year Students ◽  
Study Programs ◽  
High Motivation ◽  
English Competence

The aims of this research were: (1) to investigate the students’ motivations, (2) to investigate the language learning strategies (LLSs) that are used by the students, (3) to investigate the level of students’ LLSs usage, and (4) to investigate the influence of the students’ motivations and the level of students’ LLSs usage towards their English competence. This research gave descriptions about the students’ motivations, LLSs that are used by the students, and the level of students’ LLSs usage. The sample of this research was 111 students that were taken from three classes of the first year students from three study programs, i.e. Ilmu Ekonomi, Manajemen, and Akuntansi. This research revealed that the students were categorized into high motivated to learn English where 70 students (63%) had high motivation, 25 students (23%) had very high motivation, 13 students (12%) had medium motivation, and 3 students (3%) had low motivation. This research also found that the students were dominantly used metacognitive strategies (44%), followed by compensation strategies (18%), affective strategies (14%), social strategies (10%), cognitive strategies (8%), and the least used strategies were memory strategies (6%). For the level of the students’ language learning strategies usage, the researcher found that the students level were categorized into medium, where 78 students (70%) mediumly used the LLSs, 30 students (27%) highly used the LLSs, 2 students (2%) lowly used the LLSs, and 1 student (1%) very highly used the LLSs.

Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 306-315 ◽  
Author(s):  
Kevin Wai-Ho Yung ◽  
Natalie Fong
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
High Achievers ◽  
First Year ◽  
First Year Students ◽  
Essential Component ◽  
Individual Interviews ◽  
University Studies ◽  
Written Assignments ◽  
Insight Into

AbstractThis study focuses on the perceptions of learning EAP of first-year undergraduates with high ESL proficiency admitted to an English-medium university in Hong Kong. Two in-depth individual interviews were conducted with nine participants and their written assignments were analysed. The data reveal several challenges facing the high achievers in learning EAP. One evident aspect is how to properly cite academic sources. The participants struggled with selecting suitable texts from sources, paraphrasing them, and using them to support their arguments. They also perceived a need to abandon the recited formulaic expressions which may have helped them score highly in the secondary school examination. This study reveals gaps between the English learnt in secondary school and EAP and offers insight into what first-year students need when they transition from secondary school to university studies. It argues that EAP should be made an essential component of first-year undergraduate programmes.

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

2012 ◽  
Vol 2 (2-3) ◽  
pp. 35-45 ◽  
Author(s):  
Laura Hirsto
Keyword(s):  
Career Choice ◽  
Stepwise Regression ◽  
First Year ◽  
Paper Sample ◽  
First Year Students ◽  
On Certainty ◽  
University Studies ◽  
Task Avoidance ◽  
Career Motives ◽  
And Task

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives The focus of this paper is on certainty of career choice at the beginning of university studies, and how this relates to students' career motives and more general strategies and attributions in achievement situations. The paper sample comprised 137 first-year students of theology, who completed a questionnaire developed on the basis of earlier studies on motives for studying theology and certainty of career choice. The questionnaire included a section on strategies and attributions in achievement situations (SAQ), a section covering the reasons and motives for starting to study theology and a scale measuring uncertainty of career choice. According to the results, uncertainty of career choice related positively to being assured of a place to study, and negatively to having a spiritual calling, a helping orientation and self-fulfillment. In the first year of university studies it also related positively to task avoidance and social pessimism, and negatively to success expectation. Stepwise regression analysis showed that being assured of a place to study, having a spiritual calling and low self-fulfillment explained 57 percent of the total variance. The strategies and attributions the students used in achievement situations were very modest predictors of uncertainty in career choice. Success expectation and task avoidance explained nine percent of the variance.

scholarly journals Building Learning Communities in Residential Colleges

2009 ◽  
Vol 6 (2) ◽  
pp. 54-68
Author(s):  
Robyn L. Muldoon ◽  
◽  
Ian Macdonald ◽  
Keyword(s):  
New England ◽  
Learning Communities ◽  
Learning Strategies ◽  
First Year ◽  
First Year Students ◽  
Low Socioeconomic ◽  
Regional University ◽  
Traditional Lectures ◽  
The University ◽  
Senior Students

This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.

scholarly journals Socio-Psychological Training as a Tool for Correcting Antivital Experiences in First-Year Students

2021 ◽  
pp. 26-29
Author(s):  
Elena Victorovna Odinochkina
Keyword(s):  
Empirical Study ◽  
First Year ◽  
First Year Students ◽  
University Studies ◽  
Psychological Training ◽  
The Individual

The article discusses the approaches to understanding antivital experiences, their actualization in first-year students in the process of adaptation to university studies; an empirical study of the effectiveness of socio-psychological training, built taking into account the individual results of the diagnosis of antivital experiences and vitality, is analyzed.

scholarly journals Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

2020 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Mixed Method ◽  
Self Regulation ◽  
Peer Learning ◽  
Large Individual ◽  
First Year ◽  
Measurement Point ◽  
First Year Students ◽  
University Studies

AbstractThe present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

scholarly journals University students’ social interaction type specifics in the learning process

2019 ◽  
Vol 69 ◽  
pp. 00093
Author(s):  
Olga Rodina ◽  
Liubov Gladkova ◽  
Olga Selivanova
Keyword(s):  
Social Interaction ◽  
University Students ◽  
Oil And Gas ◽  
First Year ◽  
Interaction Type ◽  
First Year Students ◽  
Theoretical Approaches ◽  
Conflict Situations ◽  
Definition Of ◽  
First Year University

The author highlights the importance of human social interaction in training university students.The paper presents an overview of the conceptual aspects of social interaction in scientific research.Based on theoretical approaches to the definition of social interaction, the paper defines “social interaction” in the context of the classroom activities.The aim of the paper is to investigate and define the first-year university students’ interaction specifics in the learning process.The experiment involved 118 students from the Institute of Geology and Oil and Gas Production.On the basis of K.Thomas-Kilmann’s test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.

Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting

2002 ◽  
Vol 29 (2) ◽  
pp. 115-119 ◽  
Author(s):  
Victoria Manion Fleming
Keyword(s):  
Learning Strategies ◽  
Goal Setting ◽  
Study Strategies ◽  
Introductory Psychology ◽  
Learning Goals ◽  
Exam Performance ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Experimental Section

This study addresses whether learning strategies would improve students' exam performance. Students in 2 sections (N = 65) of Introductory Psychology participated. I introduced students in the experimental section to learning strategies. Students set individual learning goals and recorded their learning related behavior during the first 2 units. Students in the control condition engaged in nonacademic tasks. All students experienced a lesson on learning at the end of Unit 2. First-year students in the control condition obtained significantly lower scores than all other students on the first 2 exams. On the 3rd exam, differences were not significant. On the final exam, the original pattern reemerged.

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