Differential use of learning strategies in first-year higher education: The impact of personality, academic motivation, and teaching strategies

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

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Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v16i4.1952 ◽

2015 ◽

Vol 16 (4) ◽

Cited By ~ 3

Author(s):

Tom H Brown

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Learning Theories ◽

Learning Approaches ◽

Policy Makers ◽

Teaching And Learning Strategies ◽

The Impact ◽

The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly & Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead” addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general. Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se. In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms. In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006). We need a fresh approach and new skills to survive the revolution ahead. We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

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Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-01-2017-0006 ◽

2018 ◽

Vol 10 (1) ◽

pp. 15-30 ◽

Cited By ~ 3

Author(s):

Bothaina A. Al-Sheeb ◽

Mahmoud Samir Abdulwahed ◽

Abdel Magid Hamouda

Keyword(s):

Higher Education ◽

Student Engagement ◽

Positive Impact ◽

First Year ◽

Content Type ◽

College Of Law ◽

First Year Seminars ◽

Campus Resources ◽

The Impact ◽

First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

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The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

Acción Psicológica ◽

10.5944/ap.15.2.21831 ◽

2018 ◽

Vol 15 (2) ◽

pp. 51 ◽

Cited By ~ 1

Author(s):

Richard Merhi ◽

Ángeles Sánchez-Elvira Paniagua ◽

Francisco José Palací Descals

Keyword(s):

University Students ◽

Coping Strategies ◽

Learning Strategies ◽

Academic Engagement ◽

Academic Motivation ◽

Well Being ◽

First Year ◽

Personal Strengths ◽

First Year University ◽

Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

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A Case Study of the Integration of Self, Peer, and Group Assessment in a Core First-Year Educational Psychology Unit through Flexible Delivery Implementation

Self, Peer and Group Assessment in E-Learning ◽

10.4018/978-1-59140-965-6.ch005 ◽

2011 ◽

pp. 101-141 ◽

Cited By ~ 1

Author(s):

Rozz Albon

Keyword(s):

Higher Education ◽

Knowledge Sharing ◽

Peer Group ◽

First Year ◽

Collective Knowledge ◽

Flexible Delivery ◽

Complex Forms ◽

The Impact ◽

Learn Collaborative

This chapter provides a case study of one lecturer’s approach to innovativeassessment in a first year unit of university study of 188 students. Manyinsights are provided into the training, preparation, and assessmentexperiences of self, peer, group, and lecturer assessments bound togetherby technology for flexible delivery. The dynamic and complex forms ofassessment support the coproduction of knowledge sharing to harness thesynergy of collective knowledge. Specifically, this chapter presents theauthor’s use of theory used to inform selected assessment strategies.General issues surrounding group assessments, and the impact of graduateattributes and technology on assessment, introduce the case study andreinforce the fact that assessment drives the learning. The author hopesthat by sharing her insights, higher-education practices can better meet theneed for students to learn collaborative and team skills required for thefuture world of work.

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Does working to pay for higher education really harm French academic results?

International Journal of Manpower ◽

10.1108/ijm-10-2017-0276 ◽

2019 ◽

Vol 40 (4) ◽

pp. 591-615 ◽

Cited By ~ 1

Author(s):

Liliane Bonnal ◽

Pascal Favard ◽

Kady Marie-Danielle Sorho-Body

Keyword(s):

Higher Education ◽

Negative Impact ◽

Working Hours ◽

Drop Out ◽

First Year ◽

Content Type ◽

Explanatory Variables ◽

Student Profiles ◽

The Impact ◽

Academic Results

Purpose This paper is the first of its kind to look at first-year undergraduates in France. The purpose of this paper is to measure the impact of holding down a job on the probability of students dropping out of higher education or passing their first year. Design/methodology/approach Given the existence of relevant unobserved explanatory variables, probit models with two simultaneous equations have been estimated. The first equation will enable us to explain paid employment or working hours, and the second academic outcomes that allow for dropout. Findings The results show that being employed means students are more likely to drop out during their first year and less likely to pass. The latter finding is comparable with results for subsequent academic years although the impact is greater for first-year undergraduates. The more intensive the work, the greater the adverse effects of employment. Originality/value By refining the research, this negative impact of employment is not verified for all the student profiles. For some of them, e.g., those with honours at the secondary bachelor, employment does not harm their academic results.

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Living and Teaching When Change is the New Normal: Trends in Theological Education and the Impact on Teaching and Learning

The Wabash Center Journal on Teaching ◽

10.31046/wabashcenter.v1i1.1580 ◽

2020 ◽

Vol 1 (1) ◽

pp. 23-36

Author(s):

Frank M. Yamada

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Theological Education ◽

Teaching And Learning ◽

Educational Models ◽

New Normal ◽

Theological Schools ◽

Teaching And Learning Strategies ◽

Changing Demographics ◽

The Impact

Theological education is currently undergoing significant changes. These changes are rooted in broader trends within the changing landscape of North American religion and higher education. This article surveys these larger shifts and explores their impact on the Associaton of Theological Schools (ATS), particularly in the changing financial/organizational model of schools, in the educational models and practices, and in the changing demographics of ATS student bodies. These trends point to significant themes that will characterize teaching and learning strategies for the future.

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

INTED2017 Proceedings ◽

10.21125/inted.2017.0721 ◽

2017 ◽

Author(s):

Cristina Costa-Lobo ◽

Patrícia Silva ◽

Alexandra Ribeiro ◽

Stéphanie Silva

Keyword(s):

Higher Education ◽

Social Support ◽

Academic Motivation ◽

The Impact

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Student challenges and learning strategies at Hong Kong EMI universities

PLoS ONE ◽

10.1371/journal.pone.0251564 ◽

2021 ◽

Vol 16 (5) ◽

pp. e0251564

Author(s):

Jack Pun ◽

Xina Jin

Keyword(s):

Higher Education ◽

Hong Kong ◽

Learning Strategies ◽

Tertiary Education ◽

First Language ◽

Male Students ◽

First Year ◽

Knowledge Application ◽

Academic Challenges ◽

Learning Challenges

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

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