scholarly journals FIRST YEAR LEARNER NURSES PERCEPTIONS ON LEARNING MOTIVATION IN SELF-DIRECTED LEARNING IN A SIMULATED SKILL LABORATORY AT A HIGHER EDUCATION INSTITUTION

2016 ◽  
Vol 28 (6) ◽  
Author(s):  
K Jooste
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Learning Motivation ◽  
First Year ◽  
Self Directed Learning ◽  
Higher Education Institution ◽  
Skill Laboratory ◽  
Directed Learning ◽  
Nurses Perceptions

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

scholarly journals Stress and burnout: exploring postgraduate physiotherapy students’ experiences and coping strategies

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and purpose The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three timepoints in the first year of a postgraduate, pre-registration physiotherapy program. Methods A qualitative and quantitative survey design was utilised at one Australian Higher Education Institution. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions. The questionnaire was administered at three timepoints (T) in the program: T1 at the start of semester 1, T2 before the first placement in semester 2 and T3 after 10-weeks of placement. Data were analysed using descriptive, statistical and thematical analysis. Subjects All first year Doctor of Physiotherapy students. Results A response rate of 62% (n = 38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1–3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating, and gaming. Conclusion Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout, and coping mechanisms to optimise student welfare and enhance Higher Education Institution outcomes.

scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

scholarly journals MOTIVATION FOR STUDENTS OF PEDAGOGICAL HIGHER EDUCATION INSTITUTION

2018 ◽  
pp. 14-18
Author(s):  
N. ATAMANCHUK ◽  
U. KURILO
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Education Institution ◽  
First Year ◽  
Qualitative And Quantitative Analysis ◽  
Higher Education Institution ◽  
Qualitative And Quantitative ◽  
Professional Activities ◽  
Highly Skilled ◽  
Development Of Students

The theoretical analysis of the motivation problem was conducted, the motivation of the study was described, the specificity of the motivation of the study in the student's age was revealed. An empirical study of the motivation of teaching students of a higher education institution was carried out, their qualitative and quantitative analysis was carried out.It is established, for the students of the first course the most chosen motives of training are as follows: to become a highly skilled specialist; get a diploma; gain deep and solid knowledge; get approval from parents and the environment; to ensure the success of future professional activities. The most chosen motives for studying for the fourth year students: to become a highly skilled specialist; gain deep and solid knowledge; to ensure the success of future professional activities; get a diploma; get intellectual pleasure. Discovered that the students of the first year of the pedagogical institution of higher education are the external motives of education, and in the fourth year students are internal. It is emphasized that the results of the study give grounds to assert the importance of the pedagogical influence on the development of students in the institution of higher education motivation to study, and hence to future professional activities.

scholarly journals Stress and burnout: Exploring postgraduate physiotherapy students’ experiences and coping strategies.

2020 ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and Purpose: The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three timepoints in the first year of a postgraduate, pre-registration physiotherapy program. Methods: A qualitative and quantitative survey design was utilised at one Australian Higher Education Institution. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions. The questionnaire was administered at three timepoints (T) in the program: T1 at the start of semester 1, T2 before the first placement in semester 2 and T3 after 10-weeks of placement. Data were analysed using descriptive, statistical and thematical analysis. Subjects: All first year Doctor of Physiotherapy students.Results: A response rate of 62% (n=38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1-3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating, and gaming. Conclusion: Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout, and coping mechanisms to optimise student welfare and enhance Higher Education Institution outcomes.

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