scholarly journals Student perception of topic difficulty: Lecture capture in higher education

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Genevieve Newton ◽  
Patrick McCunn
Keyword(s):  
Higher Education ◽  
Student Perception ◽  
Performance Outcomes ◽  
Learning Approaches ◽  
Lecture Capture ◽  
Perceived Difficulty ◽  
Academic Settings ◽  
And Performance ◽  
And Gender ◽  
The Relationship

<p>Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while additionally taking into account student learning approaches, comfort with technology, gender and performance outcomes. In several analyses, it was found that a higher perceived level of difficulty was associated with an increased number of video accessions, although this relationship was not consistent across all topics. As well, it was found that surface learning approach score and gender were significantly associated with the number of accessions of lecture capture videos, while deep approach score, course grade, and level of comfort with technology were not. This study confirms that student use of lecture capture is related to their perception of topic difficulty, and demonstrates that student characteristics also influence lecture capture behaviour. Although the strength of our observed associations were weak, the level of content difficulty may be an important factor to consider when deciding when to use lecture videos as learning resources in higher education.</p>

scholarly journals The relationship of gender with reading performance, reading enjoyment, perceived ability and perceived difficulty in a sample of Romanian students

2021 ◽  
Vol 11 (73) (1) ◽  
pp. 79-90
Author(s):  
Lavinia Șuteu ◽  
Mădălina Cristea ◽  
Liliana Ciascai
Keyword(s):  
Gender Differences ◽  
Reading Comprehension ◽  
Secondary Data ◽  
Reading Performance ◽  
Educational Systems ◽  
Perceived Difficulty ◽  
And Performance ◽  
And Gender ◽  
Relationship Of ◽  
The Relationship

Difficulties in reading comprehension and gender differences are increasing concerns for the educational systems. The purpose of this study is to investigate gender differences concerning reading enjoyment, perceived competence, perceived reading difficulty and performance in reading. Using a secondary data analysis of the 2018 PISA survey, this research paper assessed the differences between boys and girls in reading literacy on a sample of Romanian students. Difficulties in reading comprehension were found to be an issue for most of the Romanian students while gender differences were present for all the analysed dimensions, girls outperforming boys in the reading performance, reading enjoyment and perceived competencies in reading but scoring lower levels of the perceived difficulty in reading. Further research is needed to develop intervention programmes.

scholarly journals Relating Competitive Golfers’ Perceived Emotions and Performance

2021 ◽  
pp. 003151252110059
Author(s):  
Erik Lundkvist ◽  
Henrik Gustafsson ◽  
Gunilla Björklund ◽  
Paul Davis ◽  
Andreas Ivarsson
Keyword(s):  
Perceived Control ◽  
Performance Outcomes ◽  
Skill Level ◽  
Complex Nature ◽  
Moderating Effects ◽  
Dynamic Relationship ◽  
And Performance ◽  
Player Skill ◽  
Task Oriented ◽  
The Relationship

The present study examined relationships between golfers’ self-perceived emotions (e.g., irritability, nervousness, tension), task-oriented coping, perceived control, and performance during a golf competition. We implemented a process-oriented golf analysis in which competitors rated these variables hole-by-hole in a competitive golf round. Within a two-level Bayesian multivariate autoregressive model, we showed that (a) within persons, emotions and task-oriented coping were reactions that stemmed from performance on the previous hole; and (b) between persons, player skill level predicted both better scores and the ability to limit the influence of negative affect on performance. These findings highlight the complex nature of the relationship between emotions and performance. Future studies might use a similarly ecologically valid research design to more precisely measure aspects of time and potentially moderating effects of player skill level and personality. An increased understanding of the dynamic relationship between emotions and performance can promote the development of effective psychological interventions for optimal performance outcomes.

Diversity in Alliance Portfolios and Performance Outcomes: A Meta-Analysis

2014 ◽  
Vol 43 (5) ◽  
pp. 1472-1497 ◽  
Author(s):  
Donghun (Don) Lee ◽  
Katie Kirkpatrick-Husk ◽  
Ravi Madhavan
Keyword(s):  
Positive Impact ◽  
Theoretical Orientation ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Alliance Portfolio ◽  
Quantitative Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Level Of Analysis ◽  
Alliance Portfolios

Given the increasing interest in alliance portfolios, alliance portfolio diversity (APD) has been the focus of many recent studies. Yet, the performance consequences of APD—or of diversity in general—are neither theoretically clear nor empirically consistent. With meta-analytic analyses, we assess extant research on the APD–performance link. Across studies, APD has a positive impact on performance, although the level of analysis and how performance is measured influence the relationship. Going beyond conventional quantitative synthesis, however, we also systematically uncover patterns in how theoretical orientation and the operationalization of diversity moderate the APD–performance relationship. Our study serves as an invitation for future APD studies to employ more sophisticated theoretical and operationalization approaches as they expand our knowledge of diversity in alliance portfolios.

Signaling sustainability: impact that learning how to report has on enrollment, endowment and emissions of North American higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcel C. Minutolo ◽  
Albena Ivanova ◽  
Michelle Cong
Keyword(s):  
Higher Education ◽  
Linear Models ◽  
Higher Education Institutions ◽  
Main Hypothesis ◽  
Signaling Mechanism ◽  
Content Type ◽  
Improved Performance ◽  
And Performance ◽  
Reporting Mechanism ◽  
The Relationship

Purpose The purpose of this paper is to develop an integrated model assessing the frequency and timing between reports on the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment and Rating System (STARS) reporting the framework by higher education institutions (HEIs) and the relationship between the STARS score and reputation (enrollment), finances (endowment) and performance (emissions). Design/methodology/approach The development of the theoretical model is based on learning, signaling and legitimacy theories. This study collects data from the AASHE STARS to indicate the rating level of 202 HEIs, control variables, enrollment, endowments and emissions. The hypotheses were tested using generalized linear models. Findings Findings suggest that as HEIs report on their sustainability activity, they learn to report better but that there is also an “un-learning” aspect if the HEI skips reporting in a period. The results support the main hypothesis that there is a relationship between reporting and engagement with the HEIs in the form of enrollment and endowments. Finally, the findings provide evidence that the HEIs’ reporting is associated with a reduction in emissions. Practical implications The findings suggest that HEIs should develop a reporting strategy on a standardized framework such as AASHE STARs and they ought to codify the approach to learn from prior reporting. Students and alumni are increasingly seeking to engage the HEI in the sustainability process and the report is a mechanism for signaling activities. Social implications The findings suggest that AASHE STARS scores may be used by HEIs as a signaling mechanism to stakeholders of their commitment to sustainability. The signal is a mechanism to reduce information asymmetry between the HEI and stakeholders who may want more information on the institution’s attempts toward sustainability but lack access to information. Further, HEI partners have a mechanism to assess the overall level of commitment of the HEI toward sustainability and can, therefore, engage accordingly. Originality/value There has been significant work on signaling theory and sustainability. However, the relationship between STARs reporting as a signal that legitimates the HEI, learning how to report well and HEI performance has received less attention. The current study demonstrates that the STARS framework as a reporting mechanism signals the HEIs’ level of commitment to sustainability thereby legitimating it resulting in improved performance.

Innovative Approaches to Improving the Transfer and Sustainability of Learning

2014 ◽  
pp. 111-126 ◽  
Author(s):  
Michael P. Leimbach
Keyword(s):  
Literature Review ◽  
Competitive Advantage ◽  
Learning Transfer ◽  
Meta Analysis ◽  
Performance Outcomes ◽  
Performance Impact ◽  
Difference Scores ◽  
Effective Learning ◽  
And Performance ◽  
The Relationship

The importance of learning transfer in ensuring that learning contributes to an organization's competitive advantage has been undermined in organizational practice. There are two major reasons for this: 1) few studies directly explore the relationship between transfer and performance improvement, and 2) most existing transfer models are too complex for practitioners to implement. The purpose of this chapter is to explore the link between learning transfer activities and performance outcomes, and to create a framework for implementing an effective learning transfer solution. A targeted literature review meta-analysis was used to explore the performance impact of training vs. training plus transfer activities. The authors compute “difference scores” representing the percentage of improvement from the transfer activities over training alone. Activities are categorized into a framework of eleven critical learning transfer actions. They then implement the elements of the Learning Transfer Framework in three demonstration projects. By incorporating findings from the literature review, meta-analysis, and the demonstration projects, the authors propose a new transfer framework that is effective and easy to implement. Implications and directions for future researchers are advanced.

The Relationship Between Work-Life Balance (WLB) and Firm Performance

2017 ◽  
pp. 402-411
Author(s):  
Choi Sang Long
Keyword(s):  
Firm Performance ◽  
Organizational Performance ◽  
Management Practices ◽  
Longitudinal Research ◽  
Synergistic Effects ◽  
Performance Outcomes ◽  
Favorable Effect ◽  
And Performance ◽  
The Cost ◽  
The Relationship

It is paramount that firms accurately assess the cost-effectiveness of WLB policies as initiatives to conduct such policies involve cost. WLB policies should be considered due to synergistic effects by employing a variety of policies. The benefits are usually under-estimated while the costs over-estimated, as the latter is easier to measure. Until longitudinal research is conducted, we cannot discount the possibility that successful organizations are more likely to offer WLB practices, and that the practices themselves are not exerting any favorable effect on organizational performance. Instead, it might simply be that organizations offering WLB practices are more predisposed to engaging in high-quality management practices and that this approach usually generates a positive effect on employees and performance outcomes. Thus, we can surmise that improved firm performance is a result of effective management usually associated with the implementation of WLB policies in the workplace, and not solely because of WLB per se.

Cognitive Consequences of Programming: Achievements of Experienced and Talented Programmers

1987 ◽  
Vol 3 (1) ◽  
pp. 53-72 ◽  
Author(s):  
Ellen B. Mandinach ◽  
Marcia C. Linn
Keyword(s):  
Classroom Instruction ◽  
General Ability ◽  
Home Computers ◽  
Cognitive Consequences ◽  
General Experience ◽  
And Performance ◽  
And Gender ◽  
Successful Students ◽  
The Relationship ◽  
Programming Courses

To understand the factors leading to success in programming courses it is helpful to examine the background of successful students. In this study we examined the influences of general ability, computer-related and general experience, perception of programming performance, and gender. We also studied the relationship between the form of classroom instruction and performance of successful students. Results indicated that the most successful students did not progress far along the chain of cognitive accomplishments of programming, gained their skills primarily from classroom instruction, and were not necessarily high in general ability or owners of home computers. These results have strong implications for classroom instruction.

Job insecurity and performance in public and private sectors: a moderated mediation model

2020 ◽  
Vol 7 (2) ◽  
pp. 237-253
Author(s):  
Antonio Chirumbolo ◽  
Antonino Callea ◽  
Flavio Urbini
Keyword(s):  
Job Insecurity ◽  
Moderated Mediation ◽  
Performance Outcomes ◽  
Economic Sector ◽  
Mediation Model ◽  
Content Type ◽  
Moderated Mediation Model ◽  
And Performance ◽  
The Impact ◽  
The Relationship

PurposeThe purpose of this study was to extend our knowledge of the relationship between quantitative and qualitative job insecurity and performance. On the basis of stress theories, we hypothesised that qualitative job insecurity (QLJI) would mediate the negative effect of quantitative job insecurity (QTJI) on two different indicators of performance: task performance (TP) and counterproductive work behaviours (CPWBs). In addition, the authors hypothesised that the effect of QTJI on QLJI would be moderated by the economic sector (public vs private) in which employees worked. Therefore, the authors empirically tested a moderated mediation model via PROCESS.Design/methodology/approachParticipants were 431 employees from various Italian organisations. Data were collected using a self-report questionnaire measuring QTJI, QLJI, TP and CPWBs.FindingsThe results indicated that economic sector moderated the relationship between quantitative and QLJI. Both quantitative and QLJI were related to performance outcomes. Furthermore, QLJI mediated the effect of QTJI on TP and CPWB. However, this mediation was particularly apparent among employees in the private sector, supporting our hypothesised moderated mediation model.Practical implicationsThe results suggest that managers of private and public organisations need to apply different policies to reduce the impact of job insecurity on CPWBs and increase the TP of their employees.Originality/valueThis study attempted to examine the job insecurity–performance relationship in more depth. For the first time, the effects of both job insecurity dimensions on performance were simultaneously investigated, with economic sector as a moderator and QLJI as a mediator.

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