The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students

2020 ◽  
Vol 30 (3) ◽  
pp. 197-202
Author(s):  
Karina Mostert ◽  
Jaco Pienaar
Keyword(s):  
Social Support ◽  
University Students ◽  
Moderating Effect ◽  
Drop Out ◽  
First Year ◽  
First Year University ◽  
The Relationship

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 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' 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’ mathematics-related beliefs in relation to students’ 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’ 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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