scholarly journals Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School

2000 ◽  
Author(s):  
Daniel Grimes
Keyword(s):  
Middle School ◽  
Academic Engagement ◽  
First Year ◽  
Academic Coping

The development of academic coping across late elementary and early middle school: Do patterns differ for students with differing motivational resources?

2020 ◽  
Vol 44 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Ellen A. Skinner ◽  
Emily A. Saxton
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
First Year ◽  
Developmental Patterns ◽  
Ways Of Coping ◽  
Fifth Grade Students ◽  
School Year ◽  
Academic Coping ◽  
Learning School ◽  
Motivational Resources

The way that students cope with the difficulties and setbacks they encounter daily in their academic work can make a material difference to their learning, school success, and capacity to re-engage with challenging educational activities. Because of their potential importance to students’ everyday academic resilience, educators and researchers are interested in the development of adaptive and maladaptive ways of coping—both how they improve or deteriorate over students’ educational careers and the factors that underlie their differential development. Using information on self-reports of 5 adaptive and 6 maladaptive ways of coping, collected from 1,018 American third through sixth graders in fall and spring of the same school year, this study examined (1) the normative progression of these 11 ways of coping across fall of third to spring of sixth grade, and (2) whether developmental patterns differed for students with differing motivational resources. A generally stable profile of constructive coping was evident during Grades 3 and 4 (in which adaptive strategies were high and maladaptive responses low), followed by modest improvements across fourth to fifth grades. Marked shifts were apparent across the transition to middle school. Compared to spring of fifth grade, students in fall of sixth grade reported lower levels of all adaptive and higher levels of all maladaptive ways of coping, and this trend persisted across the first year of middle school. Although motivational resources did not produce differing developmental trends, they did seem to organize coping. Highest levels of adaptive coping were found for students high in both personal and interpersonal assets, just as the highest levels of maladaptive coping were found for students high in both personal and interpersonal liabilities. Findings suggest that both motivational and developmental approaches are needed to fully account for patterns of age-graded trends in academic coping across late elementary and early middle school.

First-Year Effectiveness on School Functioning of a Self-Contained ED Middle School

2009 ◽  
Vol 34 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Richard E. Mattison ◽  
Jayne Schneider
Keyword(s):  
Middle School ◽  
School Functioning ◽  
First Year

scholarly journals The School Environment is a Mixed blessing for Seventh-Graders with Autism Spectrum Disorder in Taiwan: A Cohort Study

2021 ◽  
Author(s):  
Hsin-Hui Lu ◽  
Duan-Rung Chen ◽  
An-Kuo Chou
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Social Exclusion ◽  
School Environment ◽  
Autism Spectrum ◽  
Seventh Graders ◽  
Bullying Victimization ◽  
First Year ◽  
Time Basis ◽  
Regular Classes

Abstract Background : There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD. In Taiwan, seventh grade marks the first year in middle school after elementary school. It is also a period when peers tend to affiliate with one another to perform bullying behaviors to establish status among the peer group. Therefore, it is considered one of the most challenging times for students with ASD due to several adjustments within the school environment and the developmental changes that arise at this age.. To assess the association between school environment and bullying victimization among students with autism spectrum disorder (ASD) studying in regular classes in the first year of middle school. Methods: Data were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. One hundred and eighty-four seventh-graders with ASD in regular classes across Taiwan were included in the analysis. The primary variables under study were whether they had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.Results: Participants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with higher positive friendship quality (P = 0.001) and a more positive learning environment in the classroom (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021). Conclusions : This study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD are bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

Moodle

2013 ◽  
pp. 107-116 ◽  
Author(s):  
Elena Marcato ◽  
Elisabetta Scala
Keyword(s):  
Middle School ◽  
Learning Experience ◽  
First Year ◽  
Technological Equipment ◽  
School Students

The Project “Moodle: A Platform for a School” started in February 2010 in the first year of a cl@sse 2.0 of the middle school I.C.9 of Bologna. Through the integrated use of the Interactive WB, of personal notebooks of the students and of the technological equipment of the school, students and teachers have had the opportunity to use Moodle for socialization, exploration, and learning. The project has encouraged inclusion and has developed the students’ autonomy, making learning experience creative and motivating.

scholarly journals 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]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
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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