scholarly journals RELATIONS BETWEEN INSTRUCTOR FEEDBACK, SELF-REGULATION, ASSIGNMENT COMPLETION AND ACADEMIC ACHIEVEMENT IN THAI HIGHER LEARNING INSTITUTIONS

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 85-109
Author(s):  
Wuttiporn Suamuang ◽  
Matthew A. Easter ◽  
Surachai Suksakulchai
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Undergraduate Students ◽  
Time Management ◽  
Self Efficacy ◽  
Help Seeking ◽  
Self Regulation ◽  
Assignment Completion ◽  
Instructor Feedback ◽  
The Impact

Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

scholarly journals Linking Mentoring and Job Search Behavior: A Moderated Mediation Model

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Ruirui Lian ◽  
Wenjing Cai ◽  
Kun Chen ◽  
Hongru Shen ◽  
Xiaopei Gao ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Self Efficacy ◽  
College Graduates ◽  
Self Regulation ◽  
Search Behavior ◽  
Survey Study ◽  
Job Search Behavior ◽  
Search Behaviors ◽  
The Impact

The present research aims to explore the impact of mentoring relationship on college graduates’ job search behavior among Chinese undergraduate students by examining the mediator of job search intention and the moderator of job search self-efficacy. A two-wave survey study was conducted in China ( N = 594). Our findings show a positive indirect relation between mentoring and college graduates’ job search behaviors through job search intention. The graduates’ job search self-efficacy positively moderated the indirect relationship such that when job search self-efficacy was higher, the influence of mentoring on behavior via job search intention was stronger. These findings extend the literature by clarifying how and when mentoring facilitates graduates’ job search behaviors and provide practical implications for facilitating a smooth school-to-work transition in China. As the first study that empirically clarifies why (through job search intention) and when (job search self-efficacy) mentoring function is positively related to job search behavior among Chinese undergraduate students, the present study contributes to the existing mentoring and job search literature. Future research is encouraged to extend the findings by integrating theory of planned behavior (TPB) with self-regulation theory toward deepening current understanding of how and when mentoring can contribute to a student’s success in job search behavior.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

Family−school conflict and self-regulation among diverse women in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jinyoung Koh ◽  
Susan P. Farruggia ◽  
Nicole Perez ◽  
Julienne Palbusa
Keyword(s):  
Higher Education ◽  
Emotion Regulation ◽  
Ethnic Groups ◽  
Time Management ◽  
Help Seeking ◽  
Self Regulation ◽  
Content Type ◽  
Latina Students ◽  
School Conflict ◽  
Racial Ethnic

PurposeThis study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity.Design/methodology/approachParticipants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables.FindingsFamily−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students.Originality/valueIn considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts.

scholarly journals Role Strain of Women as Nurse Educators

2020 ◽  
Author(s):  
Jessamine Gail S. Acla ◽  
Mauro Allan Padua Amparado
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Time Management ◽  
Nurse Educators ◽  
Higher Education Institutions ◽  
Role Strain ◽  
Work Family Conflict ◽  
Bible Studies ◽  
The Impact ◽  
At Home

Objectives: This qualitative study explored the role strain of women as nurse educators of selected higher education institutions in Cebu City, Cebu, Philippines. The findings served as basis for recommendations. Specifically, the study answered the following questions:1.What are the responsibilities of the informants at home, workplace, and civic and religious organizations?2.What are the sources of their role strain in terms of role conflict and role overload?3.What is the impact of the role strain to their family and work?4.How do the informants balance their roles?5.What support system help in addressing the role strain?Methods:This feminist study was conducted in three higher education institutions of Cebu City, Cebu, Philippines. There were five women working as nurse educators and were selected purposively with the following inclusion criteria: currently employed as a nurse educator for five years or more; married; has two to three children and a member of a civic and religious organization. The study employed a one-on-one structured interview.Findings and Conclusion:The informants revealed that their primary responsibility at home is to take care of the needs of their husband and children. At work, they prepare and deliver lectures and examinations to undergraduate students. They also attend seminars, trainings, and bible studies. These responsibilities have caused role strains. They claimed that they lack time and energy to accomplish multiple tasks. The impact of role strain is work-family conflict. The role strain experience can be handled through time management which helps them in balancing all their roles. The family also helps them in addressing role strain that they experience. From the data collected, it revealed that work interfering with family is the role strain of the nurse educators. Therefore, the role strain they experience adversely affected their role as a mother and as a nurse educator.Recommended citation:Acla, J. G. & Amparado, M. A. P. (2010, March). Role Strain of Women as Nurse Educators. 2010 Southwestern University Research Congress, 2(1), 20-21.

scholarly journals Self-Efficacy and Self-Regulation as Predictors of Academic Motivation among Undergraduate Students in the United States

2021 ◽  
Author(s):  
◽  
Fatimah Aljuaid
Keyword(s):  
Covariance Matrix ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Self Regulation ◽  
The United States ◽  
Equation Modeling ◽  
Fit Indices ◽  
Adjusted Model ◽  
The Impact

Problem Some undergraduate students demonstrate lack of academic motivation which negatively affects engagement and perseverance in higher education (Busse & Walter, 2017; Rizkallah & Seitz, 2017; Dresel & Grassinger, 2013). Amotivated students are more likely to drop out of school and disengage from learning activities or underachieve (Wang & Pomerantz, 2009). Although the lack of academic motivation is correlated with deficiency in self-regulation and self-efficacy, relatively little studies have been conducted to examine the impact of these factors on academic motivation particularly in the U.S. This study constructed a hypothesized model to investigate the role of self-regulation and self-efficacy in academic motivation. Method The sample consisted of 349 undergraduate students enrolled in U.S. universities. Participants were recruited via the online-tool QuestionPro. The students completed the Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ) online providing input about their academic motivation, self-regulation, and self-efficacy. Structural equation modeling was used to evaluate the impact of self-regulation and self-efficacy on academic motivation. Results Analysis of the data indicated that the initial model did not fit the data. The Chi-square value was 271.569, df = 40, p = .000, and poor fit indices were found (GFI = .875, NFI = .874, CFI = .889, RMSEA = .129. SRMR= .090). Therefore, an exploratory analysis was conducted, and modifications made based on modification indices and theory in order to improve the fit indices. The adjusted model showed acceptable fit between the theoretical covariance matrix and the empirical covariance matrix (GFI = .918, NFI = .913, CFI = .928, RMSEA = .108, and SRMR = .072) indicating that the data fit the hypothesized model. The overall adjusted model explained 41% of the variance of academic motivation, in which self-efficacy (β = .45; p < .01) was a better predictor of academic motivation than self-regulation (β = .24; p < .01). There was significant correlation between self-regulation and self-efficacy (r = .69, p < .01) Conclusion Self-regulation and self-efficacy can predict students’ academic motivation. Self-efficacy was the best predictor of academic motivation. Students who reported high beliefs in their capabilities and control over their effort showed high levels of intrinsic motivation. In addition, advanced levels of metacognitive strategies, time and study environment, and effort regulation predict high levels of academic motivation. Further research should be conducted to determine other factors that may contribute to students’ academic motivation. This study offers recommendations for future research and professional practice.

The Impact of Mindfulness Practices and the Implementation of Technology in Higher Education

2022 ◽  
pp. 124-145
Author(s):  
Shaakira Sharif ◽  
Aubrey Statti ◽  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Undergraduate Students ◽  
Convenient Method ◽  
Time Management ◽  
Self Care ◽  
Evidence Based ◽  
The Past ◽  
Mindfulness Practices ◽  
The Impact

Maintaining efficient time management and learning how to balance different facets of life can be difficult for undergraduate students. Students can have difficulty with maintaining their schedules and academic responsibilities, which can disrupt daily living functionality. Mindfulness is an evidence-based practice that can help students establish a self-care routine. Additionally, establishing a mindfulness regimen can help to improve students' academic performance. With the inclusion of technology, mindfulness mobile applications have gained popularity over the past decade and have provided a convenient method for students to engage in guided meditations.

scholarly journals Identification of the Learning Choices of Undergraduate Students in District Bahawalpur

2020 ◽  
Vol V (IV) ◽  
pp. 59-66
Author(s):  
Safura Fatima ◽  
Sidra Rasheed ◽  
Tehrima Sundas
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
The Right ◽  
The Impact

Aim of the study was to identify the learning choices of undergraduate students. The key objectives of the study were (a) to examine the Impact of learning choices on academic achievement, (b) to find out the factors that influence the learning choices of undergraduate students. Nature of the study was descriptive, and the survey was used to explore the reasons from the students about their learning choices. Total 240 BS Students from Higher Education Institutions of District Bahawalpur were selected randomly. The questionnaire was the main source of collecting information from undergraduate students. Results of the study identified that majority of the undergraduate students face difficulty in choosing the right learning course while less than half of the students were satisfied with their learning choices.

scholarly journals What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

2020 ◽  
Vol 36 (3) ◽  
pp. 119-131 ◽  
Author(s):  
Eyal Rabin ◽  
Maartje Henderikx ◽  
Yoram, M. Kalman ◽  
Marco Kalz
Keyword(s):  
Goal Setting ◽  
Time Management ◽  
Self Efficacy ◽  
Help Seeking ◽  
Extrinsic Motivation ◽  
Setting Time ◽  
Self Regulation ◽  
Technical Problem ◽  
The Self ◽  
Study Strategy

Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.

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