scholarly journals Early Drop-Out from Sports and Strategic Learning Skills: A Cross-Country Study in Italian and Spanish Students

Sports ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 96
Author(s):  
Carla Consoni ◽  
Caterina Pesce ◽  
Domenico Cherubini
Keyword(s):  
Learning Strategies ◽  
Drop Out ◽  
School Type ◽  
Strategic Learning ◽  
Self Assessment ◽  
Learning Skills ◽  
Sport Type ◽  
Drop Out Rates ◽  
Personal Skills ◽  
The Individual

The search for overarching factors involved in both sport and broader lifestyle and achievement domains may help to understand the early drop-out phenomenon. This study aimed to analyze the association between early sport drop-out and strategic learning skills, checking for the individual and joint role of nationality, school type, gender, age and sport habits. Six hundred and fourteen Italian and Spanish students aged 14–18 years completed two self-assessment questionnaires concerning physical activity, sports habits and learning strategies. Outcomes were analyzed with frequency analysis. Higher affective–motivational strategic learning skills were associated with lower drop-out rates in Italian but not Spanish students. In high schools with an enhanced sports curriculum, drop-out rates were negligible compared to other Italian and Spanish curricula. A lack of persistence in the same sport type was significantly associated with a higher drop-out rate in males but not in female students, who had overall higher drop-out rates. This study suggests that overarching personal skills, cultural characteristics and sports habits may independently and jointly contribute to sport drop-out. Specifically, affective–motivational learning skills may play a key role in sport persistence and in strategies tailored to drop-out prevention.

scholarly journals Model of Group Peer Assessment on E-Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 56
Author(s):  
Komang Oka Saputra ◽  
Putu Arya Mertasana ◽  
Pratolo Rahardjo
Keyword(s):  
Student Motivation ◽  
Peer Assessment ◽  
Student Interest ◽  
Self Assessment ◽  
Final Grade ◽  
Group Assignment ◽  
Individual Solution ◽  
E Learning ◽  
Personal Skills ◽  
The Individual

Student motivation at class takes major role on achieving courses’ learning outcomes. Multimedia based content, game-based quiz, or self-assessment can maintain student interest to follow the learning process. Apart from the individual solution, working in group is one way to improve student motivation, however without proper arrangement, putting students in groups can degrade the competitive atmosphere of class, as less-smart students hang up to the more-smart students. Another alternative is implementing collaborative learning such as peer assessment that allows students to grade their fellows. However, objectivity between students must be concerned as students tend to give high-grade for their fellows. Combining group mode and peer assessment, this work proposed group peer assessment to improve student motivation on e-learning. Proposed method started by teacher open a group assignment on e-learning. Students then work on group to create solution. After the solutions are submitted, the extra-group peer assessment begins, where each group examines another group work. To maintain the objectivity of the peer assessment, final grade of each group obtained by combining grade from another group and grade from teacher.  In the meantime, cooperation atmosphere in each group is maintained by intra-group peer assessment, where each member asses all his/her teammates in terms of intra-personal and inter-personal skills.

High School Success: A Learning Strategies Intervention to Reduce Drop-Out Rates

2022 ◽  
Author(s):  
Christopher Lowder ◽  
Chris O’Brien ◽  
Dawson Hancock ◽  
Jeremy Hachen ◽  
Chuang Wang
Keyword(s):  
High School ◽  
Learning Strategies ◽  
School Success ◽  
Drop Out ◽  
High School Success ◽  
Drop Out Rates

scholarly journals Learning strategies and their correlation with academic success in biology and physiology examinations during the preclinical years of medical school

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245851
Author(s):  
Annemarie Hogh ◽  
Brigitte Müller-Hilke
Keyword(s):  
Academic Success ◽  
Medical School ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Approaches ◽  
Successful Completion ◽  
Learning Skills ◽  
Second Year ◽  
The Individual ◽  
Efficient Learning

Background Efficient learning is essential for successful completion of the medical degree and students use a variety of strategies to cope with university requirements. However, strategies that lead to academic success have hardly been explored. We therefore evaluated the individual learning approaches used by a cohort of medical students in their first and second preclinical years and analyzed possible correlations with examination scores. Methods 107 students participated in our longitudinal survey on cognitive, meta-cognitive and resource-oriented learning strategies using the LIST-questionnaire (Lernstrategien im Studium). The students were surveyed twice while in their first and second year of medical school, respectively and academic performances were assessed as scores obtained in two examinations written shortly after the LIST surveys. Statistical evaluations included comparisons and cluster analyses. Results We here identified four different patterns of learning strategy combinations, describing the relaxed, diligent, hard-working, and sociable learners. About half of the students stayed true to their initially registered pattern of learning strategy combinations while 53 students underwent a change between the first and second surveys. Changes were predominantly made between the relaxed and the sociable and between the diligent and the hard-working learners, respectively. Examination results suggested that the diligent and hard-working learners were academically more successful than the relaxed and sociable ones. Conclusion Early habits of sociable learning were quickly abandoned however, not in favor of more successful patterns. It is therefore essential to develop interventions on learning skills that have a lasting impact on the pattern of the students´ learning strategy combinations.

scholarly journals LANGUAGE LEARNING STRATEGIES AND SELF-REGULATION SKILLS OF UNIVERSITY PREPARATORY SCHOOL AND PRIVATE LANGUAGE COURSE STUDENTS

2021 ◽  
pp. 83-114
Author(s):  
Muhammed EKEN ◽  
Kerim GÜNDOĞDU
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
School Type ◽  
Private Language ◽  
Language Learning Strategies ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Confirmatory Factor ◽  
Regulated Learning

This research aims to examine the use of language learning strategies and self-regulatory learning skills of university preparatory class and private English language course students according to their school type, gender, proficiency level, graduated high school type, and age. 293 learners from Adnan Menders University, School of Foreign Languages, and 129 learners from private language schools in Aydın (a total of 422 learners) composed of the research sample. Language Learning Strategies Inventory, which was developed by Oxford (1990) and adapted to Turkish by Cesur and Fer (2007), and self-regulated learning scale developed by Turan (2009) were used to identify the use of language strategies and self-regulated learning skills of learners. Confirmatory factor analysis was carried out for Language Learning Strategies Inventory and for Self-regulated Learning Scale both explanatory and confirmatory factor analysis were carried out by researchers. According to the results of the research, it was found that learners had a medium level use of language learning strategies and self-regulation skills. It was determined that the use of language learning strategies and self-regulation skills of private language course students are higher than those of preparatory class learners. It was also found that there was a positive, high-level correlation between the language learning strategies and self-regulation skills of the learners.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

Valades ousitanes, architettura e rigenerazione

ARCHALP ◽  
2020 ◽  
Vol 2020 (N. 4 / 2020) ◽  
Author(s):  
Antonio De Rossi ◽  
Laura Mascino
Keyword(s):  
Twentieth Century ◽  
Cultural Heritage ◽  
Technological Innovation ◽  
Drop Out ◽  
The South ◽  
Po Valley ◽  
Famous Book ◽  
Drop Out Rates ◽  
Symbolic Image ◽  
Recovery And Reuse

It hasn’t even been half a century since, in 1977, the famous book by Nuto Revelli entitled Il mondo dei vinti was published. A symbolic image, which summed up with powerful evocative efficacy the dramatic process of depopulation and dissolution of traditional Alpine societies during the twentieth century. A phenomenon that found its epicenter in the valleys of Carnia and in the south-east of France, and especially in the Piedmont’s valleys of the Cuneo area, with drop-out rates that will reach even 80-90% of the population. A little over forty years have passed by since Nuto Revelli’s book was published and since then a lot seemed to have changed. Today many prestigious and successful tourist and winter centers are experiencing a growing crisis of image and public, while the once neglected Valades ousitanes live an unprecedented season, focused on enhancing the trinomial of natural, historical, and cultural heritage. Maira Valley, Ostana in the Po Valley, Paraloup and Rittana in the Stura Valley, the upper Varaita Valley, the phenomena of rebirth are affecting all the Occitan valleys, with interesting resettlement processes that have their engine in who are defined «the new mountaineers». This renaissance of the Occitan valleys is accompanied by new forms of architecture that focus on the theme of the recovery and reuse of heritage, of dialectical confrontation with environmental and historical contexts, but without forgetting the contemporary and technological innovation.

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