scholarly journals Bridging contextual and individual factors of academic achievement: a multi-level analysis of diversity in the transition to higher education

2021 ◽  
Vol 9 (2) ◽  
pp. 96-120
Author(s):  
Mikaël De Clercq ◽  
Benoît Galand ◽  
Virginie Hospel ◽  
Mariane Frenay
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Contextual Factors ◽  
Individual Characteristics ◽  
Individual Factors ◽  
Goal Structure ◽  
Past Performance ◽  
Transition To Higher Education ◽  
The Impact ◽  
Predictors Of Academic Achievement

The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; contextual factors have often been left out of the investigation. The majority of studies have tested the impact of individual characteristics assuming that the effects are the same in different programs. However, differences between institutions or programs could result in specific learning contexts leading to different adjustment processes. As an attempt to overcome this limitation, the current study has investigated the impact of both individual and contextual factors on academic achievement through a multifactorial multilevel analysis. The analyses were carried out on 1,173 freshmen from 21 study programs. Results highlighted that 15% of variation in students’ achievement was found between programs. Aspects of curriculum organization that contributed to academic achievement were gender ratio, opportunities given for practice and class size. Besides, seven individual factors were also predictive of academic achievement in the multifactorial approach: past performance, socioeconomic status, self-efficacy beliefs, value, mastery goal structure, study time and paid job. Finally, significant random effects were identified for peer support, course value, attendance and external engagement (i.e. commitment in extra-academic activities). The implications and limitations of this study are discussed. By connecting individual and contextual predictors of academic achievement this study intends to endorse a frontline approach regarding the transition to higher education.

How academic leaders facilitate knowledge sharing: a case of universities in Hong Kong

2020 ◽  
Vol 41 (6) ◽  
pp. 777-798
Author(s):  
Man Fung Lo ◽  
Feng Tian
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Knowledge Sharing ◽  
Latent Variables ◽  
Organizational Factors ◽  
Individual Factors ◽  
Content Type ◽  
Helping Others ◽  
The Impact ◽  
Hong Kong Higher Education

PurposeThe objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approachBased on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.FindingsThe result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/valueThis paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection.

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 Factors Influencing High Academic Achievement of Stateless Migrant Children in Tak Province, Thailand

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Peson Chobphon
Keyword(s):  
Academic Achievement ◽  
Peer Relationships ◽  
Peer Group ◽  
School Teacher ◽  
Individual Characteristics ◽  
Migrant Children ◽  
Structured Interviews ◽  
Data Coding ◽  
Tak Province ◽  
The Impact

The knowledge gained from this study will contribute to the field of migrant education and could encourage policymakers and educators to implement education programmes to both meet the needs and enable the success of migrant children. This multi-case study examined five factors—family, individual, school/teacher, peer group, and community/culture—that influenced the academic achievement of migrant children. The key participants were six migrant children in Grade 6 in two Royal Thai Government schools in Mae Sot, Tak Province, Thailand, three class teachers, and six caregivers. Data were collected through semi-structured interviews and observations. Creswell’s five steps of qualitative data analysis was used: organising and preparing data, reading through all data, coding the data, interrelating the themes, and interpreting the meaning of themes. The seven themes were as follows: (1) the value of education; (2) parents/guardians as important agents to support their children’s education; (3) individual characteristics contributing to good grades; (4) the impact of peer relationships; (5) healthy relationships with school and teachers; (6) the power of the community; and (7) gratitude as a motivation for a high level of education.

The Americans With Disabilities Act Implications for Family Counselors: Counseling Students in Higher Education

2020 ◽  
pp. 106648072094886
Author(s):  
Larry K. Phillippe ◽  
Nicole Noble ◽  
Bret Hendricks ◽  
Janna Brendle ◽  
Robin H. Lock
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Counseling Students ◽  
College Counselors ◽  
College Classrooms ◽  
Family Counselors ◽  
Transition To Higher Education ◽  
K 12 ◽  
The Impact

Family counselors at times work with families in which a family member with a disability is transitioning into higher education settings. Frequently, these counselors are unaware of the federally protected rights of all students and they may not know how to access this information. This article explains the differences between laws for students with disabilities in K–12 school settings and the components of the Americans with Disabilities Act (ADA) and its subsequent ADA 2008 Amendments to inform family counselors on how to support clients and their families in the transition to higher education. In this article, the authors discuss the ADA and the ADA 2008 Amendments, which dramatically impacted the college experience of all students with disabilities. With record numbers of students with disabilities now attending college, counselors, as they advocate for families, should be aware of federal guidelines that require physical access to educational facilities, the use of universal design, electronic accessibility, and the provision of academic accommodations and modifications in college classrooms. Through family counselors’ awareness of these significant changes in the higher education experience, they can more fully assist families with students with disabilities who are transitioning from high school to higher education. This article describes each of these four facets of the ADA 2008 Amendments as well as the impact each major facet of the amendment has on the higher education landscape for students with disabilities.

scholarly journals The Efficacy of Computer-Mediated Feedback in Improving L2 Speaking: A Systematic Review

2021 ◽  
Vol 11 (12) ◽  
pp. 1590-1601
Author(s):  
Wenrui Zhang
Keyword(s):  
Systematic Review ◽  
Empirical Studies ◽  
Computer Mediated Communication ◽  
Task Type ◽  
Individual Characteristics ◽  
Future Research ◽  
Individual Factors ◽  
Computer Mediated ◽  
L2 Speaking ◽  
The Impact

Recent trends in computer-mediated communication (CMC) have led to a proliferation of studies investigating the effect of computer-mediated feedback (CMF). The present systematic review aimed to explore the role of linguistic, contextual, and individual factors in mediating the impact of CMF on second language (L2) speaking performance. A literature search located 16 relevant empirical studies for the final analysis. Each study was coded for linguistic, contextual, and individual characteristics. First, CMF was theoretically conceptualized as an instructional input, a dialogic process, and an internal process based on theoretical underpinnings. Correspondingly, CMF was analyzed under the influence of 1) linguistic factors including feedback type, the linguistic focus of CMF, and the timing of CMF, 2) contextual factors including the feedback source and the task type, and 3) individual factors including individual differences and learners’ proficiency levels. The implication of the study was twofold. Theoretically, this study not only provided a multi-dimension view towards the effect of CMF in developing L2 oral proficiency but also shed new light on the interrelations between these identified factors. Pedagogically, teachers were encouraged to take advantage of CMC technologies to enhance the effectiveness of CMF as well as considering learners’ uniqueness. Suggestions for future research were also provided.

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 Predictors of academic achievement in higher education

2018 ◽  
Vol 1 (1-2) ◽  
pp. 168-188
Author(s):  
Cristina Tulbure
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Self Control ◽  
Intellectual Ability ◽  
Personality Variables ◽  
The Relationship ◽  
Predictors Of Academic Achievement

In this study we investigated the relationship between academic achievement and the students' characteristics such as personality traits, learning motivation or intellectual ability. Our intention was to highlight possible predictors of academic achievement on the level of higher education. A sample­group of 284 pre-service teachers voluntarily participated in the study. The results showed a significant correlation between academic achievement and some personality variables such as conscientiousness, emotional stability, self­esteem and self-control. Moreover, intellectual ability and intrinsic motivation positively correlated with academic achievement, as shown in previous studies. Regression analysis further revealed that the most important predictors of academic achievement were intrinsic motivation, intelligence, self-control and self-esteem. Overall, it seems that identifying the predictors of academic achievement and wisely integrating them in the classroom setting could significantly improve the quality of instruction in higher education.

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