scholarly journals Bored to Be Wild: How Boredom Is Related to Pre-Service Teachers’ Intention to Persist in Their Studies

2021 ◽  
Vol 18 (9) ◽  
pp. 4452
Author(s):  
Catherine Audrin ◽  
Marine Hascoët
Keyword(s):  
Academic Outcomes ◽  
Cognitive Appraisals ◽  
Past Research ◽  
Dropping Out ◽  
Educational Context ◽  
Partial Support ◽  
Mediation Model ◽  
Intention To Persist

Boredom is an emotion that often arises in an educational context. Past research suggests that boredom depends on specific cognitive appraisals, such as how people can control the task and how much they value it. Research further suggests that boredom is related to negative academic outcomes such as lower grades and a higher risk of dropping out. Here, we tested a mediation model on 324 pre-service teachers during the first lockdown of 2020 in Switzerland to assess (1) how control and value predicted boredom, and (2) how boredom was related to the intention to persist at university. We hypothesized that (1) the more participants felt lacking in control and low in value, the higher their boredom and (2) the more intense their boredom, the lower their intention to persist. We further hypothesized that both control and value would be positively related to the intention to persist, and this link may be mediated by boredom. Our results provide partial support for our mediation model as we found a significant indirect link between control and intention to persist through boredom. More specifically, the more participants lost control over their studies, the more they felt bored, which in turn was negatively related to their intention to persist.

scholarly journals Peer effects in college: how peers' performance can influence students' academic outcomes

2021 ◽  
Author(s):  
Laeticia R. de Souza ◽  
Cristine Campos de Xavier Pinto ◽  
Bernardo L Queiroz ◽  
Dimitri de Oliveira e Silva
Keyword(s):  
Peer Effects ◽  
Academic Outcomes ◽  
Female Students ◽  
Male Students ◽  
Dropping Out ◽  
Admission Process ◽  
Self Selection ◽  
The Impact ◽  
High Ability Students ◽  
Identification Strategy

This paper investigates the existence of peer effects in academic outcomes by exploringspecificities in the student's admission process of a Brazilian federal university, which works as a naturalexperiment. Individuals who are comparable in terms of previous academic achievement end up havingclassmates with better or worse performance in college because of the assignment rule of students toclassrooms. Thus, our identification strategy for estimating peer effects on academic outcomes eliminates theendogenous self-selection into groups that would otherwise undermine the causal inference of peer effects.Overall, our findings showed that joining a class with high-ability students damages academic achievementsof the lowest-ability students at UFMG. Although male and female students are both negatively affected bybeing in the first (better) class, we found gender differences. Specifically, being at the bottom of the betterclass make females take less radical decisions compared to male students in the sense that female studentscontinue to study even though with lower performance (reduced GPA and credits earned) while male studentsseem to be more prone towards dropping out (increased number of subjects – or even University registration– cancelled and reduced attendance in classroom). We have also found other heterogeneities in peer effectsin college in terms of class shift, period of admission, area of study and parents’ education. This study is anecessary step before investigating the impact of peer quality on after-graduating decisions using the samenatural experiment. This will allow us to deepen our understanding of how peer effects can also have long-lasting impacts.

scholarly journals How does adopting a Growth Mindset Improve Academic Performance? Probing the Underlying Mechanisms in a Nationally- Representative Sample

2020 ◽  
Author(s):  
Maithreyi Gopalan ◽  
David Scott Yeager
Keyword(s):  
Academic Outcomes ◽  
Representative Sample ◽  
Experimental Studies ◽  
Past Research ◽  
Growth Mindset ◽  
National Study ◽  
Student Behaviors ◽  
Low Achieving Students ◽  
Nationally Representative ◽  
Underlying Mechanisms

Students who are taught that intellectual abilities are not fixed but can be developed—a growth mindset of intelligence—show improvements in their academic outcomes. Specifically, the mindset treatment effects are strongest for low-achieving students and vary across school contexts, as demonstrated by several lab and field-experimental studies including the largest randomized control trial (RCT) evaluation in a nationally- representative sample of 9th graders in the US as shown by the National Study of Learning Mindsets (NSLM). Yet, the mechanisms through which a growth mindset brings about positive academic outcomes remains unclear. Past research posits a role for challenge-seeking/learning-oriented behaviors exhibited by students exposed to a growth mindset intervention. However, research illuminating this pathway from mindset to academic outcomes through student behaviors are sparse. For the first time, given the multisite RCT design and the inclusion of a rich set of mediators—especially, a mediator measured using a novel behavioral task that elicits learning-oriented behavior in the NSLM, rather than relying on just self-reported mindset measures, this research tests the complete mediational pathway and highlights a key mechanism through which growth mindset interventions may work.

Perceived Similarity in Identity Meanings, Identity Verification, and Positive Emotions

2019 ◽  
pp. 35-52
Author(s):  
Matthew Grindal ◽  
Ryan Trettevik
Keyword(s):  
College Students ◽  
Positive Emotions ◽  
Identity Theory ◽  
Past Research ◽  
Dropping Out ◽  
Student Identity ◽  
Perceived Similarity ◽  
Identity Verification ◽  
Positive Feelings

Past research suggests that perceived similarity promotes good feelings and positive relationships between partners (Byrne, 1971). Current research in identity theory offers a theoretical framework for understanding part of this process. According to identity theory, when people experience identity verification, they feel good, which can generate social bonds. In this study, we examine the role of perceived similarity in identity meanings, and how this may be associated with identity verification, and in turn, positive feelings. Using survey data examining the student identity among a sample of college students, we find that students who perceive similarities between their own views of themselves as students and their close friends’ views of themselves as students are more likely to experience positive emotions. This effect is partially mediated by heightened identity verification. The theoretical implications for incorporating the concept of perceived similarity into identity theory are discussed, along with the applications of these findings to at-risk college students who are most vulnerable to dropping out.

scholarly journals The Relationship between Corporate Environmental Responsibility and Firm Performance: A Moderated Mediation Model of Strategic Similarity and Organization Slack

2019 ◽  
Vol 11 (12) ◽  
pp. 3395 ◽  
Author(s):  
Van Thac Dang ◽  
Ninh Nguyen ◽  
Xiangzhi Bu ◽  
Jianming Wang
Keyword(s):  
Firm Performance ◽  
Past Research ◽  
Moderated Mediation ◽  
Environmental Responsibility ◽  
Organizational Slack ◽  
Mediation Model ◽  
Business Managers ◽  
Corporate Environmental Responsibility ◽  
Moderated Mediation Model ◽  
The Relationship

There has been growing interest among business managers and academics in corporate environmental responsibility (CER), which represents a company’s focus on its long-term sustainability and society. Past research, however, has reported inconsistent and mixed results with regard to the link between CER and firm performance. This study, therefore, proposes and validates a moderated mediation model of strategic similarity and organizational slack to better explain the relationship between CER and firm performance. Data were obtained from 260 listed firms in China from 2015 to 2017, resulting in 780 firm-year observations. Multivariate data analysis indicates that strategic similarity mediates the relationship between CER and firm performance. Furthermore, organizational slack moderates the relationship between CER and strategic similarity and the indirect effect of CER on firm performance through strategic similarity. The findings of this study provide insights for business managers attempting to understand and enhance the quality of their decision making regarding CER. Importantly, business managers should engage in CER activity and pursue strategic similarity to deal with pressure from stakeholders while following the competitive speed of competitors in the marketplace.

Academic Correlates of Unwanted Sexual Contact, Intercourse, Stalking, and Intimate Partner Violence: An Understudied but Important Consequence for College Students

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4375-4392 ◽  
Author(s):  
Victoria L. Banyard ◽  
Jennifer M. Demers ◽  
Ellen S. Cohn ◽  
Katie M. Edwards ◽  
Mary M. Moynihan ◽  
...  
Keyword(s):  
College Students ◽  
Intimate Partner Violence ◽  
Undergraduate Students ◽  
Academic Outcomes ◽  
Partner Violence ◽  
Past Research ◽  
Intimate Partner ◽  
Institutional Commitment ◽  
Future Research ◽  
Academic Efficacy

Sexual assault, partner abuse, and stalking are major problems on college campuses. Past research has demonstrated a host of physiological and psychological outcomes associated with victimization; however, there has been little research conducted on the potential academic outcomes associated with victimization. The purpose of this study was to measure the relation between academic outcomes and experiences of sexual violence, intimate partner violence, and stalking victimization among college students. A sample of 6,482 undergraduate students currently enrolled at one of eight universities in New England was surveyed using items from the subscales of the College Persistence Questionnaire (Academic Efficacy, Collegiate Stress, Institutional Commitment, and Scholastic Conscientiousness). All four types of victimization were associated with significant differences on academic outcomes after controlling for sex and year in school, with victimized students reporting lower academic efficacy, higher college-related stress, lower institutional commitment, and lower scholastic conscientiousness. Polyvictimization was also significantly correlated with outcomes, with the greater number of types of victimization experienced by students being associated with more negative academic outcomes. Implications for future research and campus response were discussed.

Employability of fresh engineering graduates in India

2019 ◽  
Vol 62 (1) ◽  
pp. 47-63
Author(s):  
Saitab Sinha ◽  
Piyali Ghosh ◽  
Ashutosh Mishra
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
Past Research ◽  
Measurement Model ◽  
Model Fit ◽  
Mediation Model ◽  
Multiple Stakeholders ◽  
Content Type ◽  
Confirmatory Factor

Purpose The purpose of this paper is to examine whether satisfaction of employers with skill competencies of fresh engineering graduates (EGs) in India is impacted by their expectations and perceptions. Applying Expectation Confirmation Theory (ECT), the authors have also proposed and tested whether such effects on employers’ satisfaction are mediated by (dis)confirmation. Design/methodology/approach Data were collected through a survey of employers’ representatives using a structured questionnaire. The proposed mediation model has been tested on a sample of 284 with Confirmatory Factor Analysis by applying structural equation modelling in AMOS. Findings The structural model has been constructed with six latent constructs in accordance with extant literature. Excluding some observed variables, the structural model was found to have a good model fit. The measurement model is in accordance with ECT. Three of the four independent variables (two related to employers’ expectations and one to employers’ perception) exert significant influence on employers’ satisfaction, with (dis)confirmation as a mediator. Practical implications Industry–academia partnerships need to be an integral feature of any curriculum to bridge the gap between course curricula on one hand and employers’ expectations and perceptions on the other. Originality/value Past research on employability of EGs has mostly explored a direct association between employers’ perception and satisfaction. The authors study contributes to literature by examining the role of employers’ expectations in addition to their perception as precursors of their satisfaction, using the framework of ECT. Outcomes reported are of relevance to multiple stakeholders in technical education.

scholarly journals The Point of View of the Student in Attrition Research

1993 ◽  
Vol 23 (2) ◽  
pp. 65-85
Author(s):  
Brent McKeown ◽  
Allan Macdonell ◽  
Charles Bowman
Keyword(s):  
Theoretical Foundation ◽  
Past Research ◽  
Theoretical Framework ◽  
Point Of View ◽  
Drop Out ◽  
Academic Life ◽  
Dropping Out ◽  
The Social ◽  
Social And Academic Integration ◽  
Key Concepts

Until the early 1970's, research into attrition among postsecondary students was largely aimed at establishing correlations between the characteristics the students brought with them to an institution and dropping out. Virtually all of this research was unguided by any explicit theoretical framework. With the work of Spady (1970; 1971), and that of Tinto (1975), a model was provided which became the theoretical foundation for most subsequent research into the problem. The model was based fundamentally on part of Durkheim's work on suicide, keying on the concept of integration. According to the model, those students who were integrated into the social and academic life of the institution were less likely to drop out, and the focus shifted to include not only "background" factors, but also the experiences of students after they were admitted to the institution. While creating the illusion of offering a clear theoretical framework, the key concepts of social and academic integration are only very loosely connected with the original Durkheimian idea. It is contended here that a firmer foundation for the development of an appropriate theoretical framework is more likely to arise out of a careful attempt to understand the actions of students in terms of the meanings things in their world have for them. Methodological techniques appropriate to this task are advocated, without denying the importance of many significant clues to be found in much of the current and past research in the field.

scholarly journals The Causes of School Dropout: State of the Art

2021 ◽  
pp. 295-305
Author(s):  
Júlia Angélica de Oliveira Ataíde Ferreira ◽  
Layde Dayelle dos Santos Queiroz ◽  
Ronison Oliveira da Silva ◽  
Márison Luiz Soares ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
State Of The Art ◽  
School Dropout ◽  
Point Of View ◽  
Drop Out ◽  
Dropping Out ◽  
Educational Context ◽  
School Dropouts ◽  
The Subject ◽  
Research Questions ◽  
Definition Of

In the educational context, one of the biggest problems that affect the performance of school institutions is what concerns dropouts. This study aims to describe the state of the art of school dropouts. It considered that the decision of students to interrupt their training itinerary brings adverse effects not only for the subject who evades since the magnitude of this problem causes damage to the whole society. The method used was the conceptual bibliographic submitted by Nascimento-e-Silva (2012; 2020), which consists of four phases: a) definition of research questions; b) data collection; c) organization and analysis of data, and; d) generation of responses. The study inferred that among the causes detected in the consulted literature, there are both causes relevant to the personal scope of students who drop out and the causes related to the education system and how education is organized from an institutional point of view. The conclusion shows that the school institutions need to constantly observe what science produces about dropout, to strengthen themselves in terms of managing and controlling the causes that support the phenomenon of dropping out of school.

scholarly journals Identifying the factors that influence computer use in the early childhood classroom

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Suzy Edwards
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Computer Use ◽  
Developmental Outcomes ◽  
Past Research ◽  
Educational Context ◽  
Early Childhood Classroom ◽  
Developmental Needs ◽  
Childhood Education ◽  
The Social

<span>omputers have become an increasingly accepted learning tool in the early childhood classroom. Despite initial concerns regarding the effect of computers on children's development, past research has indicated that computer use by young children can support their learning and developmental outcomes (Siraj-Blatchford &amp; Whitebread, 2003; Yelland, 1999). Whilst this has been established, more recent research has begun to focus on the social and educational context in which computers are used in early childhood education (Brooker, 2003; Plowman &amp; Stephen, 2005). An aspect of this focus involves understanding how educators conceive of, and use, computers in early childhood education classrooms. This paper reports the findings from a study aimed at examining twelve Victorian early childhood educators' experiences integrating computers into the early childhood classroom. The paper focuses on the factors the educators saw as influencing computer use in their classrooms. A total of nine factors were identified as important. The top four of these factors were examined in more detail, these being 1) the need for educators to have operational knowledge of the computer; 2) the need to select software appropriate to the children's learning and developmental needs; 3) the need for children and educators to have access to current and reliable technology; and 4) the need to actively consider where (and why) the computer would be located in the classroom.</span>

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