scholarly journals When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

2018 ◽  
Vol 7 (11) ◽  
pp. 223 ◽  
Author(s):  
Rebecca Maymon ◽  
Nathan Hall ◽  
Thomas Goetz
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
North America ◽  
Secondary Students ◽  
Domain Specificity ◽  
Future Research ◽  
Post Secondary ◽  
Academic Computing ◽  
Poor Academic Performance ◽  
Academic Technology

As education experiences are increasingly mediated by technology, the present research explored how causal attributions for academic computing difficulties impacted emotions and achievement in two studies conducted with post-secondary students in North America and Germany. Study 1 (N = 1063) found ability attributions for computer problems to be emotionally maladaptive (more guilt, helplessness, anger, shame, regret, anxiety, and boredom), with strategy attributions being more emotionally adaptive (more hope, pride, and enjoyment). Study 2 (N = 788) further showed ability attributions for computer problems to predict poorer academic achievement (grade percentage) over and above effects of attributions for poor academic performance. Across studies, the effects of effort attributions for computer problems were mixed in corresponding to more negative computing-related emotions despite academic achievement benefits. Implications for future research on students’ academic computing attributions are discussed with respect to domain-specificity, intervention, and technical support considerations.

scholarly journals Effects of Touch on Students’ Stress, Happiness, and Well-Being During Animal-Assisted Activities

2021 ◽  
Vol 5 (1) ◽  
pp. 111
Author(s):  
Laura Sokal ◽  
Brianne Bartel ◽  
Taylor Martin
Keyword(s):  
Mental Health ◽  
North America ◽  
Secondary Students ◽  
Repeated Measures ◽  
Research Study ◽  
Well Being ◽  
Post Secondary ◽  
College And University ◽  
Positive Effects ◽  
Repeated Measures Design

Post-secondary institutions across North America have adopted animal-assisted activities as a way to promote better mental health in their students. The current research study of 242 Canadian college and university students sought to contribute to our collective understanding of the aspects of the programs and characteristics of students that are related to promotion of better mental health in post-secondary students including decreased stress, and increased happiness and well-being. Results of a repeated measures design showed that students demonstrated greater positive effects on stress, happiness, and well-being when they touched dogs as compared to when they observed them. Furthermore, positive mental health outcomes were correlated with greater durations of contact as well as with higher levels of animal affiliation in students. Implications for post-secondary institutions are discussed. 

scholarly journals Visual factors and dyslexia: A research review

2010 ◽  
Vol 69 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Academic Performance ◽  
Causal Relationship ◽  
Research Review ◽  
Future Research ◽  
Eye Care ◽  
Psychological Literature ◽  
Poor Academic Performance ◽  
The Relationship

Eye care professionals have long been involved with vision and learning, and receive referrals from teachers, psychologists and other professionals who seek advice about whether vision problems may contribute to, or be responsible for, poor academic performance.  This is particularly the case when dealing with the relationship between vision and dyslexia, which has been a subject of controversy in optometric, ophthalmologic, educational and psychological literature. Ophthalmologists and optometrists in particular, hold different views on the association of dyslexia and vision, and there has been much debate regarding any causal relationship between them.  The results of studies that investigated the vision functions in dyslexic populations remain inconclusive.  This review is intended to provide an overview of studies to date and makes recommendation to guide future research.  (S AfrOptom 2010 69(2) 58-68)

scholarly journals Risk and protective factors for anxiety impacting academic performance in post-secondary students

2020 ◽  
Vol 50 (2) ◽  
pp. 71-88
Author(s):  
Konrad T. Lisnyj ◽  
Regan Russell ◽  
Andrew Papadopoulos
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Protective Factors ◽  
Secondary Students ◽  
Protective Factor ◽  
Risk And Protective Factors ◽  
Survey Study ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Significant Factors

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students’ educational attainment. By planning, designing, and implementing proactive programs focusing on thesepredictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.

Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds

2001 ◽  
Vol 1 (1) ◽  
pp. 1-25
Author(s):  
Kimi Kondo-Brown
Keyword(s):  
Secondary Students ◽  
Intergenerational Transmission ◽  
Heritage Language ◽  
Indigenous Communities ◽  
The United States ◽  
Language Instruction ◽  
Short Paper ◽  
Future Research ◽  
Heritage Languages ◽  
Post Secondary

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

scholarly journals Relation of Personality to Grades and Grading in Undergraduate Peer Review

2019 ◽  
Vol 12 ◽  
pp. 9-22
Author(s):  
Jenessa Louise Shaw ◽  
Kenneth Cramer
Keyword(s):  
Peer Review ◽  
Secondary Students ◽  
Online Survey ◽  
Peer Assessment ◽  
Future Research ◽  
Personality Factors ◽  
Academic Entitlement ◽  
Post Secondary ◽  
Peer Reviews ◽  
Psychology Course

Peer reviews offer a unique assessment of post-secondary students’ writing, wherein students grade fellow students’ (or peers’) essay submissions according to a provided rubric. Previous research found that students’ personality dimensions were related to the grades that students both gave and received through peer assessment. The present study examined the association between personality factors on grader leniency and grades received during a peer review assignment in an introductory psychology course. Participants completed an online survey to assess academic entitlement, learning/grade orientation, narcissism, and the 5-factor personality traits; these were later joined to peer review grades received and given. Results showed that rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation. Moreover, the strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism. Implications of these findings, plus directions for future research, are discussed.             Keywords: peer review, rater leniency, personality, academic achievement   L’évaluation par les pairs constitue un processus exceptionnel d’évaluation de l’écriture d’étudiants de niveau postsecondaire. Des étudiants notent les rédactions de leurs camarades de classe (leurs « pairs ») en utilisant une grille d’évaluation qui leur est fournie. Des recherches ont montré que les aspects de la personnalité des étudiants ont une incidence sur les notes que ceux-ci donnent ou reçoivent. La présente étude examine le lien entre, d’une part, les facteurs liés à la personnalité et, d’autre part, la clémence des évaluateurs et les notes reçues au cours d’une évaluation par les pairs dans un cours d’introduction à la psychologie. Les participants ont rempli un sondage en ligne pour mesurer leurs attentes en matière de notes, leur intérêt pour l’apprentissage ou pour les notes, leur narcissisme et les cinq traits centraux de la personnalité. Les réponses au sondage ont ensuite été combinées aux évaluations par les pairs que les participants ont rendues et reçues. Les résultats montrent que la clémence de l’évaluateur est liée de façon négative à l’intérêt en matière d’apprentissage, au caractère consciencieux et à l’intérêt pour les notes. Qui plus est, les principaux indicateurs des notes reçues comprennent l’attente de recevoir de bonnes notes, le caractère consciencieux et le narcissisme. L’article examine les conséquences de ces résultats et indique la direction à prendre pour des recherches à venir. Mots clés : évaluation par les pairs, clémence de l’évaluateur, personnalité, rendement universitaire

scholarly journals EXPLORING STUDENTS’ PERCEPTIONS OF COLLABORATION AND CRITICTHINKING SKILLS FOLLOWING AN ESCAPE ROOM EXPERIENCE

2021 ◽  
Vol 3 (1) ◽  
pp. 5-16
Author(s):  
Frances Hamilton ◽  
Kimberly Hile ◽  
Dana Skelley ◽  
Sarah Roller ◽  
Sandra Lampley ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Statistics ◽  
Future Research ◽  
Comparison Analysis ◽  
Post Secondary ◽  
Collaboration Skills ◽  
Skills Use

Collaboration and critical thinking are 21st century skills employers value. Campus programming offers a space where, through intentional design, post-secondary students may develop critical thinking and collaboration skills. This study investigates survey data collected after a campus program that engaged participants in an escape room experience. Descriptive statistics were utilized to investigate students’ perceptions of collaboration and critical thinking skills use and improvement during the experience. Comparison analysis was employed to explore if the structure of the escape room produced any difference in results. Findings indicate the majority of participants reported being able to practice and improve collaboration and critical thinking skills in the escape room experience. Patterns suggest that the escape room structure may impact participants’ perceptions of collaboration and critical thinking skills. Limitations and recommendations for areas of future research are discussed.

scholarly journals Impact of Internet on Academic Performance of University Students in Pakistan

2021 ◽  
Vol 17 (38) ◽  
pp. 1
Author(s):  
Nimra Nawaz
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Information And Communication Technologies ◽  
Internet Use ◽  
Alternative Hypothesis ◽  
Systematic Sampling ◽  
Future Research ◽  
The Internet ◽  
The Impact

It is impossible to ignore the fact that the internet is the basic need of today’s technological world. Different research shows that individuals across the globe are using information and communication technologies (ICTs) to get the most up-to-date information from the internet. Similarly, university students also spend a lot of time on the internet researching and collecting material relevant to their research topics. Although different research has been conducted on the usage of the internet in different countries, research about Pakistani students is still limited. The major goal of this research was to see how internet usage affects students' academic performance particularly when it comes to increasing their grades. The objective of this research was to determine the type of internet use and the impact of the internet on students' academic achievement. Arts faculty from the University of Punjab Pakistan was selected as the universe of the study and 5 departments of arts were selected by simple random sampling and a sample of 100 students was taken through systematic sampling. The study adopted a survey research design. A questionnaire was developed by the researchers as a tool for data collection. The data was analyzed statistically, which led to the acceptance of the alternative hypothesis. Statistical results are also presented and discussed, and implications for future research are also provided. According to the findings, internet use has a positive impact on student's academic achievement.

On-Campus Animal-Assisted Therapy Events

2018 ◽  
Vol 26 (6) ◽  
pp. 616-632
Author(s):  
Alisa D. McArthur ◽  
Corinne Syrnyk
Keyword(s):  
Secondary Students ◽  
Liberal Arts ◽  
Animal Assisted Therapy ◽  
Future Research ◽  
Advocacy Group ◽  
Post Secondary ◽  
Liberal Arts Institution ◽  
Before And After ◽  
Final Exams ◽  
The Impact

Abstract Post-secondary students are experiencing more stress than ever before. In an attempt to help alleviate some of this stress, animal-assisted therapy (AAT) events were held on the campus of a small liberal arts institution just prior to final exams in the Fall and Winter terms. All students were invited to mingle with dogs and handlers from a local AAT advocacy group. In Study 1, students were surveyed following the events held in the Fall and Winter and self-reported an improved mood as a result of the events as well as being extremely satisfied with the experience. Similarly, Study 2, held in the subsequent Fall, replicated the findings from Study 1. In addition, the Brief Mood Inspection Scale, administered before and after the event, found students’ mood improved on all three subscales. The implications for future research to fully assess the impact of such events on students are discussed.

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