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

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.

Riding on a roller coaster: personal reflections of teaching a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Janet T.Y. Leung
Keyword(s):  
University Students ◽  
General Education ◽  
Undergraduate Students ◽  
University Education ◽  
First Year ◽  
Roller Coaster ◽  
The Subject ◽  
Personal Reflections ◽  
First Year University ◽  
Academic Year

AbstractA university subject on leadership and intrapersonal development was delivered during the academic year of 2012–2013 to the first-year university students. The teacher taught four classes of a total of 268 undergraduate students coming from four different disciplines. The teacher shares her experience in teaching the subject with reference to the stages of forming, storming, norming and performing that the students had gone through. Personal reflections on teaching the subject as well as perceived benefits to the students are also highlighted. The teacher deeply reflects on the essence of university education in the cultivation of the leadership and intrapersonal attributes of the students. In facing the growing trend of “McDonaldization” and commercialization of university education, a general education subject that emphasizes the intrapersonal and interpersonal qualities of the students, and fosters the holistic development of the students is essential in university education.

scholarly journals Plagiarism Curricula May Reduce Need for Punitive Plagiarism Education

2014 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Robin E. Miller
Keyword(s):  
University Students ◽  
Critical Issue ◽  
Virtual Learning Environment ◽  
P Value ◽  
First Year ◽  
Final Exam ◽  
The United Kingdom ◽  
New Students ◽  
First Year University ◽  
Education Courses

Objective – To describe the development and implementation of two courses designed to help university students avoid plagiarism. Design – Quantitative and qualitative analysis. Setting – A university in the United Kingdom. Subjects – An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011. Methods – Data collected from PAP participants informed revision of the authors’ approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently. Main Results – Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum. Conclusion – As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing and mitigates the need for punitive plagiarism education programs. In discussing the challenges and implementation of plagiarism awareness curricula, the authors contribute to the dialogue about effective approaches to addressing this critical issue in higher education.

Moderating Effects of Campus Recreation Participation in the Relationship between Grade Point Average and First-Year Student Engagement: An Exploratory Study

2017 ◽  
Vol 41 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Rebecca Fallon Mayers ◽  
Austin W. Wilson ◽  
Luke R. Potwarka
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Grade Point Average ◽  
First Year ◽  
Campus Recreation ◽  
Grade Point ◽  
Transition From High School ◽  
Recreation Participation ◽  
First Year University ◽  
The Relationship

Health and student success outcomes are often thought to be associated with campus recreation participation. Thus, decision makers at the university level are interested in the relationship between campus recreation participation, grade point average (GPA), and student engagement. Previous research has called for a clearer understanding of how campus recreation is meaningful for first-year university students and its potential influences on GPA. This study explored the influence of first-year students' campus recreation participation, GPA, and facets of student engagement. First-year university students ( N = 171) were surveyed. Demographic characteristics, GPA, and level of engagement on five scales were assessed. Results showed that GPA positively influenced those who participated in campus recreation on four facets of engagement. Results may help academic administrators to target efforts toward making the transition from high school to university easier. Promoting campus recreation participation may be effective for strengthening students' level of engagement and result in positive success outcomes.

scholarly journals THE TRUE PRIVATE COST OF A “FREE” UNIVERSITY EDUCATION: A COMPARATIVE STUDY

2018 ◽  
Vol 76 (4) ◽  
pp. 437-450
Author(s):  
Marilou Ioakimidis ◽  
George Papakonstantinou
Keyword(s):  
University Students ◽  
Secondary Students ◽  
Income Elasticity ◽  
Financial Burden ◽  
University Education ◽  
First Year ◽  
Lower Income ◽  
First Year University ◽  
Year 2000 ◽  
Income Elasticity Of Demand

The ostensibly free university education in Greece actually has several private costs. A comparative research design was used to compare Greek families’ private expenditures for university education in 2014-2015 to families’ costs for the same education in the year 2000 to determine whether there have been any changes during ensuring years. Data were gathered from a 2014-2015 survey of a random sample of over 2.300 Greek first-year university students and compared to results from a similar survey of over 3.000 first-year university students conducted in the year 2000. Income elasticity of demand was the theoretical framework used to examine and compare results. As with the older survey data, it is shown that despite the “free education” supposedly available in Greece, families actually still spend more than the state in preparing students for and supporting them at a university. It is also demonstrated that lower-income families spend a higher share of income on a university education for their children, a discrepancy that has grown over the past 13 years. Finally, it is shown that private expenditures for a university education appear to remain a necessity in Greece, with income elasticity calculated at between 0.2 and 0.3. Results suggest the need to reallocate the Greek university budget to help relieve the financial burden on families of lower-income students. Results also suggest the importance of reducing the Greek emphasis on expensive preparation of secondary students for national university entrance examinations. Keywords: Greece, higher education, private tutoring, university finance.

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