scholarly journals Becoming a university student: An emotional rollercoaster

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Katarina Perander ◽  
Monica Londen ◽  
Gunilla Holm ◽  
Susanne Tiihonen
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
University Teaching ◽  
First Year ◽  
Academic Emotions ◽  
Factors Affecting ◽  
First Semester ◽  
Reflective Journals ◽  
Self Regulated Learning ◽  
Regulated Learning

Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

scholarly journals Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout

2016 ◽  
Vol 29 (12) ◽  
pp. 803 ◽  
Author(s):  
Joselina Barbosa ◽  
Álvaro Silva ◽  
Maria Amélia Ferreira ◽  
Milton Severo
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Secondary School ◽  
Medical School ◽  
First Year ◽  
Academic Burnout ◽  
Self Regulated Learning ◽  
Self Study ◽  
Regulated Learning ◽  
Academic Year

Introduction: The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school.Material and Methods: We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout.Conclusion: Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.

scholarly journals Supporting students' transition to higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katarina Perander ◽  
Monica Londen ◽  
Gunilla Holm
Keyword(s):  
Higher Education ◽  
University Students ◽  
Qualitative Content Analysis ◽  
Study Strategies ◽  
First Year ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Transition To Higher Education ◽  
First Year University

PurposeThe purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.Design/methodology/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.Originality/valueThis study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

Setting the Stage for Success in an Online Learning Environment

2018 ◽  
pp. 1-9 ◽  
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

Disposisi Matematis Dan Kemandirian Belajar Mahasiswa Pada Perkuliahan Daring Berbantuan Google Classroom Masa Covid-19

2020 ◽  
Vol 7 (2) ◽  
pp. 53-64
Author(s):  
Rizki Nurhana Friantini ◽  
Rahmat Winata
Keyword(s):  
Sampling Method ◽  
Female Students ◽  
Male Students ◽  
Study Program ◽  
Male And Female ◽  
First Semester ◽  
Self Regulated Learning ◽  
Online Lectures ◽  
Regulated Learning ◽  
Very High

This study aims to analyze the mathematical disposition and self-regulated learning of online lectures with the help of Google Classroom. This type of research is descriptive quantitative. This study's subjects were 34 students of the first semester of the Mathematics Education Study Program consisting of 11 male students and 23 female students determined by the saturated sampling method. From the research results, it can be concluded that students' mathematical disposition through learning assisted by Google Classroom has high criteria. The mathematical disposition of male and female students through learning assisted by Google Classroom has high criteria. Still, the level of mathematical disposition of male students is slightly higher than female students. Meanwhile, student self-regulated learning with the help of Google Classroom obtains very high criteria. For male and female students, both have very high learning independence criteria in carrying out learning with the help of Google Classroom.Keywords: Mathematical Disposition, Self-regulated learning, Google Classroom, Online Lectures, Gender

Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

2018 ◽  
Vol 10 (2) ◽  
pp. 118-129
Author(s):  
Linda Carol Algozzini ◽  
Valencia Lavon Gabay ◽  
Shannon D. Voyles ◽  
Kimberly Bessolo ◽  
Grady Batchelor
Keyword(s):  
Higher Education ◽  
First Century ◽  
Individual Student ◽  
Change Model ◽  
Participatory Action ◽  
Content Type ◽  
Self Regulated Learning ◽  
Group Coaching ◽  
Regulated Learning

Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

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