scholarly journals “Minor Setback, Major Comeback”: A Multilevel Approach to the Development of Academic Resilience

2021 ◽  
Vol 5 ◽  
pp. 115-134
Author(s):  
Brandi Frisby ◽  
Jessalyn Vallade
Keyword(s):  
Student Performance ◽  
Role Models ◽  
Academic Resilience ◽  
Traditional Classroom ◽  
Teaching Behaviors ◽  
Individual Level ◽  
Student Resilience ◽  
Development Processes ◽  
The Individual ◽  
Effective Use

This study examined communicative processes at multiple levels that may influence students’ academic resilience through transitions. Participant interviews (N = 23) revealed that at the individual level, students develop a resilient mindset and effective academic strategies, engage in self-care, and compartmentalize. At the relational level, students rely on teachers to demonstrate positive teaching behaviors, receive academic and emotional support from a variety of sources, and find role models to inspire resilience. Finally, students reported that the campus community gave opportunities to build support networks and access campus resources, but identified threats to effective use of these resilience-building opportunities. Finally, all but one theme demonstrated that the development of academic resilience typically happens outside the traditional classroom yet affects student performance inside the classroom. These findings contribute to instructional communication research because of the application of an underutilized theory and method in instructional research, the multilevel focus on communication and resilience development processes, and by providing practical insight to create targeted approaches to improve student resilience and related outcomes.

scholarly journals Barriers and Facilitators Implementation of Evidence-Based Nursing practice in Hospitals: A Literature Review

2020 ◽  
Vol 9 (2) ◽  
pp. 1504-1511
Author(s):  
Ikar Swito ◽  
Indahwaty Sidin
Keyword(s):  
Literature Review ◽  
Group Dynamics ◽  
Work Experience ◽  
Role Models ◽  
Complex Structure ◽  
Organizational Level ◽  
Evidence Based ◽  
Individual Level ◽  
Strategic Support ◽  
The Individual

The results of the literature review study clearly show: that attitudes and beliefs, knowledge about EBP, a capability to interpret faithful journals, nurses' demographic characteristics including the level of education, work experience, and age influenced the implementation of EBP. At the organizational level, the obstacles in implementing EBP consist of facilities and infrastructure, leadership, conflict, group dynamics, workplace, and organizational culture, lack of human resources, workload, lack of time, lack of internet access, the need for role models in the implementation of EBP. The results clearly showed that the implementation of evidence-based practice was a complex structure where the support of both individuals and organizations was very influential. It was necessary at the individual level to increase knowledge and skills in implementing EBP. However, workplace organizational management and strategic support integrated into the hospital's vision became the initial capital in implementing EBP

scholarly journals How Assessment in Final Year Project Can Threatening the Validity?

2020 ◽  
Vol 8 (5) ◽  
pp. 277-283
Keyword(s):  
Student Performance ◽  
Validity And Reliability ◽  
Separation Index ◽  
Individual Level ◽  
Halo Effects ◽  
Analysis Group ◽  
Subjective Evaluations ◽  
Separation Ratio ◽  
Level Of Understanding ◽  
The Individual

An undergraduate project evaluation is measured using a rubric assessment. The tendency for the examiner to be biased is high. Otherwise, these subjective evaluations will threaten the validity and reliability of the assessment. Therefore, this study was conducted to investigate the effect of halo in the evaluation of undergraduate projects using analysis software program Multi Facet Rasch Measurement (MFRM) version 3.82.2. The methodology of this study is by using a design approach quantitative form. A total number of 98 students and 43 lecturers who serve as examiners of the Faculty of Electrical and Electronic Engineering of Tun Hussein Onn Malaysia University were involved in this study using purposive sampling. Halo effects were analyzed based on the objective of the study and detected using two methods, as a group and individually. In the analysis group there were four indicators examined (i) A Fixed ChiSquared Test (Fixed) (ii) The trait separation ratio (iii) The trait separation index and (iv) The Reliability of the trait separation index. Meanwhile, in the analysis of individual level was examined by identifying significant bias interactions. From the study, it was found that studies show that there are halo effects at the individual level while halo effects cannot be detected at the group level. The findings of the study are to create that measurement is an important element in interpreting student performance. Although halo effects can be identified individually among examiners. But it does not affect the assessment because it does not exist in the group. Training and coordination need to be done to further develop the same level of understanding to improve student's ability to be translated to actual ability. Quality assessment will produce excellent and valuable human capital in the future

Prospective Associations Among Youth Assets and Alcohol, Tobacco, and Other Drug Use in a Hispanic Youth Population

2020 ◽  
Vol 42 (2) ◽  
pp. 235-247
Author(s):  
Lea Moser ◽  
Roy F. Oman ◽  
Taylor Lensch ◽  
Kristen Clements-Nolle
Keyword(s):  
Drug Use ◽  
Role Models ◽  
Educational Aspirations ◽  
Community Level ◽  
Hispanic Youth ◽  
Individual Level ◽  
Family Level ◽  
Youth Population ◽  
The Individual ◽  
Youth Assets

This study’s purpose was to determine whether specific youth assets (conceptualized as influencing health behavior at the individual, family, or community level) were prospectively associated with reduced alcohol, tobacco, and other drug use (ATD) in a sample of Hispanic youth. A longitudinal community-based study was conducted with five waves of data collected annually over 4 years. Participants were Hispanic youth (14.1 years old; 53% female) and their parents ( N = 306 youth/parent pairs). Generalized linear mixed models were used to determine the prospective influence of 17 youth assets on ATD over five waves of data. Results indicated that Hispanic youth with three of seven individual-level assets (e.g., educational aspirations), any of four family-level assets (e.g., family communication), or with one of six community-level assets (e.g., positive peer role models) were significantly less likely to engage in ATD. The results suggest that assets protect Hispanic youth from ATD and that family-level assets may be particularly important.

scholarly journals Demands and tasks of intercultural school development: Group discussions with experts about intercultural school development

2017 ◽  
Vol 21 (1) ◽  
pp. 84-101 ◽  
Author(s):  
Marcus Syring ◽  
Teresa Tillmann ◽  
Nicole Sacher ◽  
Sabine Weiß ◽  
Ewald Kiel
Keyword(s):  
Educational Institution ◽  
Theoretical Models ◽  
School Development ◽  
Future Research ◽  
Group Discussions ◽  
Specific Content ◽  
Individual Level ◽  
Development Processes ◽  
The Individual ◽  
High Level

The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research on the specific content of various administrative levels of school as an educational institution can still be identified. In order to fill those gaps, we conducted group discussions with small groups of experts in the field of interculturalism. Experts were matched into three groups so that each represents a high level of diversity regarding their particular expertise. Results from the discussions were investigated by applying content analysis. Based on the revealed findings, five fields of action can be established that are essential for the process of intercultural school development. The revealed areas covered a variety of factors, ranging from individual reflection to developmental processes of a school as an organization. In the present study, those facets are interpreted as conditions under which successful intercultural school development processes can be established. While most content areas can be mapped to the existing theoretical models, they add further information with regard to the content of the theoretical dimensions. This is particularly the case at the individual level. Resulting practical implications are explained and further discussed on the basis of inevitable future research.

scholarly journals The individual level effect of symbolic representation: An experimental study on teacher-student gender congruence and students’ perceived abilities in math

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Laura Doornkamp ◽  
Petra Van den Bekerom ◽  
Sandra Groeneveld
Keyword(s):  
Student Performance ◽  
Representative Bureaucracy ◽  
Future Research ◽  
Individual Level ◽  
Positive Effects ◽  
Self Confidence ◽  
Teacher Student ◽  
Performance Effects ◽  
Individual Client ◽  
The Individual

Studies on representative bureaucracy have often confirmed the positive performance effects of bureaucracies mirroring the demographic characteristics of their clientele. However, little is known about the underlying individual level mechanisms leading to these outcomes. In this study, theoretical ideas from representative bureaucracy literature and social and educational psychology are combined in a new model that explains effects of passive representation from the perspective of the individual client in the educational field. It is hypothesized that positive effects of gender congruence on students’ academic self-concepts are mediated by gender stereotypical beliefs of students. This mediation is expected to be moderated by the self-confidence of the teacher. Results of a survey experiment among students in a Dutch high school do not support the hypothesized relationships. The study does reveal gender differences in stereotypical beliefs and academic self-concepts though. Furthermore, the academic self-concept for math of both male and female students is higher if the math teacher is a woman. The study concludes with a discussion of the findings and avenues for future research on the role of stereotypical beliefs in the association between gender representation and student performance.

scholarly journals Severity and Leniency Effect in Assessing Teaching Practicum: Analysis using Multi Facet Rasch Measurement (MFRM)

2020 ◽  
Vol 8 (5) ◽  
pp. 284-289
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Sampling Technique ◽  
Rasch Measurement ◽  
Group Level ◽  
Validity And Reliability ◽  
Assessment Practice ◽  
Individual Level ◽  
Huge Impact ◽  
The Individual

Practical teaching assessment is a performance assessment that can be exposed to threat regarding the validity and reliability as the assessment is made subjectively. If it is not measured correctly, it can give effect to a negative score. The purpose of this study is to analyse the severity and leniency effects between raters through a variable map in Multi Facet Rasch Measurement (MFRM) analysis. Instrument of study is an e-PLM assessment rubric that is assessed based on five assessment criteria which are planning, implementation, personality, portfolio and reflection. This study is done quantitatively. Data were collected from 170 of teachers candidate that undergoing teaching practical in Malaysia peninsula and 194 raters that gave the rate towards all the teachers candidate. Raters consists of the lecturers from UTHM and teacher’s counselor from Vocational College who are sampled by using purposive sampling technique. Data was analyzed using analysis software Multi Facet Rasch Measurement (MFRM) Version 3.82.2. In the study, it was reached to the results that the rater’s severity holds an unexpected effect towards group level and individual level in assessment based on the logit value, infit MNSQ, outfit MNSQ, Model S. E and t-value. Based on results analysis, three rater are found to be more severe and inconsistent in assessing students. While, eight raters are found to be more lenient in making the assessment. It can be concluded that these raters was inconsistent in rating student performance. From the findings, the result shows that there are severity/leniency effects at the individual level while severity/leniency effects does not exist at the group level. However, to summarize this study gives a huge impact on validity and reliability towards performance assessment. Besides that, this study also can assist rater in the assessment field, assessment practice as well as lead towards the valid and quality assessment.

Collaborative Learning in a Web-Based Environment

2011 ◽  
pp. 343-356
Author(s):  
Yin Zhang
Keyword(s):  
Distance Learning ◽  
Collaborative Learning ◽  
Student Performance ◽  
Empirical Studies ◽  
Traditional Classroom ◽  
Learning Goals ◽  
Future Research ◽  
Classroom Setting ◽  
Web Based ◽  
The Individual

Collaborative learning has long been proven to be an effective approach in the traditional classroom setting. Despite the discussion of the benefits and potential of collaborative learning in a Web-based learning environment, there has been a lack of empirical studies showing whether and how distance learning students may benefit from this learning experience, particularly in comparison to their oncampus peers and from their own perspectives. This chapter reports on a study that uses a comparative approach to evaluate the effectiveness of collaborative learning and related teaching and learning outcomes in both distance learning and on-campus settings. The major findings of this study suggest that distance learning students tend to have more positive perceptions of collaborative learning than their peers in the traditional classroom setting. In addition, distance learning students tend to embrace collaborative learning readily and early compared to their on-campus peers. In terms of student class performance, this study shows that distance learning students can achieve essentially the same learning goals as their on-campus peers. However, there are individual differences in student performance. An analysis of factors contributing to the individual performance differences suggests that engagement is closely correlated to student class performance. This study also shows that, overall, both distance learning and on-campus students provide similar course and instructor evaluations for teaching effectiveness for classes with collaborative learning. Finally, the implications of this study and suggestions for future research are discussed.

scholarly journals The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

2020 ◽  
Author(s):  
Cora Parrisius ◽  
Hanna Gaspard ◽  
Steffen Zitzmann ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Autonomy Support ◽  
Predictive Power ◽  
Value Theory ◽  
Residual Variance ◽  
Teaching Behaviors ◽  
Individual Level ◽  
Class Level ◽  
Trait Variance ◽  
Competence Beliefs ◽  
The Individual

In their situated expectancy-value theory, Eccles et al. (2020) assume students’ competence and value beliefs to be situation-specific and thereby to be “situative” in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies still have not disentangled them at the class level. The present study sought to close this gap by applying a multilevel modeling approach based on data from 1,617 ninth-grade students in 78 classrooms across five consecutive math lessons. Our findings revealed significant proportions of trait variance and state residual variance in students’ competence beliefs, value beliefs, and their perceptions of autonomy-supportive teaching behaviors at the individual and class levels. The largest amount of variance could be attributed to the individual level (compared with the class level) with more or less equal amounts of proportions of trait variance and state residual variance. Furthermore, students’ perceptions of autonomy-supportive teaching behaviors predicted the situational manifestation of their competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than differences within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, interindividual differences had more predictive power for students’ competence and value beliefs than intraindividual fluctuations over time.

Teacher and peer relationships and life satisfaction: Mediating the role of student resilience in south korean elementary schools

2020 ◽  
pp. 1-13
Author(s):  
Minyoung Lee ◽  
Sang Min Lee
Keyword(s):  
Life Satisfaction ◽  
Peer Relationships ◽  
Student Teacher ◽  
Structural Equation ◽  
Mediating Effects ◽  
Individual Level ◽  
South Korean ◽  
Teacher Relationships ◽  
Student Resilience ◽  
The Individual

Abstract The purpose of this study was to examine the association between life satisfaction and positive student-teacher and peer relationships. Further, we aimed to test the mediating effects of student resilience in a multilevel model. The data were collected from elementary students in South Korea. To examine the mediating effects of student resilience, multilevel structural equation modelling was conducted. The results indicated that schools with positive student-teacher relationships correlated with higher life satisfaction for children. This relationship was fully mediated by student resilience. However, the mediating effects of student resilience in the relationship between peer relationships and life satisfaction was found to be at the individual level rather than by school climate. Practical implications on ways to improve students’ life satisfaction within the school and classroom settings are discussed.

Differential Effects of Competence and Morality on Self-Esteem at the Individual and the Collective Level

2020 ◽  
Vol 51 (3) ◽  
pp. 183-198
Author(s):  
Wiktor Soral ◽  
Mirosław Kofta
Keyword(s):  
Self Esteem ◽  
Differential Effects ◽  
Individual Level ◽  
The Subject ◽  
The Individual

Abstract. The importance of various trait dimensions explaining positive global self-esteem has been the subject of numerous studies. While some have provided support for the importance of agency, others have highlighted the importance of communion. This discrepancy can be explained, if one takes into account that people define and value their self both in individual and in collective terms. Two studies ( N = 367 and N = 263) examined the extent to which competence (an aspect of agency), morality, and sociability (the aspects of communion) promote high self-esteem at the individual and the collective level. In both studies, competence was the strongest predictor of self-esteem at the individual level, whereas morality was the strongest predictor of self-esteem at the collective level.

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