scholarly journals Analysis of Critical Thinking Path of College Students Under STEAM Course

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingrong Sha ◽  
Hong Shu ◽  
Zhaocao Kan
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Academic Engagement ◽  
Medium Level ◽  
Different Levels

This study examined the differences in critical thinking levels among students with different levels of academic engagement in STEAM courses. In this study, 30 college students were selected as subjects. Before experimenting, they received the academic engagement test and were divided into high, medium, and low groups based on their performance. Then, each group received three STEAM sessions and was asked to complete a topic discussion task. The results show that there are significant differences in the critical thinking level of students with different levels of academic engagement. Specifically, the students with a medium level of academic engagement had the highest critical thinking. Research has shown that the level of academic engagement affects the critical thinking of students in STEAM courses.

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

2020 ◽  
pp. 009579842097979
Author(s):  
Samuel T. Beasley ◽  
Shannon McClain
Keyword(s):  
College Students ◽  
Academic Engagement ◽  
Structural Equation ◽  
Black College ◽  
Self Concept ◽  
Equation Modeling ◽  
Black College Students ◽  
Grade Point ◽  
Racial Centrality ◽  
Positive Direct

Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

scholarly journals Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

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