scholarly journals Hybrid contracts in introductory linguistics

2021 ◽  
Vol 6 (2) ◽  
pp. 5096
Author(s):  
Cornelia C. Paraskevas
Keyword(s):  
Academic Performance ◽  
Metacognitive Awareness ◽  
Final Project ◽  
Life Challenges ◽  
High Standards ◽  
Learning Logs

Wanting to shift the focus in the introductory linguistics classes in an access institution from teaching to learning, I created a tripartite (hybrid) contract that consists of three distinct tasks: labor-based tasks (collaborative forums and breakout activities); content-based tasks (assignments and final project on changing understandings about language) and self-regulated tasks (learning logs, metacognitive awareness surveys, capstone). This contract gives students agency and establishes a culture of “forgiveness” (while maintaining high standards), providing flexibility since my students’ life challenges can affect their academic performance.

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals Human mediators of the relationship between metacognitive awareness and academic achievement: parents’ and teachers’ support. A mediation analysis

2019 ◽  
Vol 20 (2) ◽  
pp. 85-102
Author(s):  
Andrea Barta ◽  
◽  
Borbála Tamás ◽  
István Szamosközi ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Human Resources ◽  
Parental Support ◽  
Predictor Variable ◽  
Metacognitive Awareness ◽  
Outcome Variable ◽  
Multiple Mediation ◽  
Economic Point ◽  
The Relationship ◽  
Mediation Models

From an economic point of view, it is a global problem that young people do not pursue their scientific activities after graduating from university. One of the explanations for this phenomenon is the lack of success in higher education and the inadequate information, enlightenment and motivation of stu dents towards scientific activity. In this sense, the cognitive abilities and human resources that can increase young people’s academic performance, thereby reinforcing their commitment to science, prove to be relevant. The present study included 108 psychology students from Babeș-Bolyai University who completed the Metacognitive Awareness Inventory and we recorded their academic performance (GPA), as well as the level of support offered by their parents and teachers. Our research is exploratory; in contrast with previous research, we examine not only simple linear relationships between metacognition that determines academic performance and students’ social support, but also two significant human resources, parent and teacher support, as a mediator in the relationship between metacognition and academic performance. We tested three mediation models in which the predictor variable is metacognition and the outcome variable is academic performa nce . In simple mediation models, both parental support and teacher sup port were considered significant mediators. Multiple mediation has revealed that metacognition, through the support of parents and then teachers, predicts learning achievement to a greater extent than it does in itself, without the presence of these supports.

scholarly journals Metacognitive Awareness, Procrastination and its Impact on Students’ Academic Performance

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 400-406
Author(s):  
Ghazal Khalid Siddiqui ◽  
Saira Taj ◽  
Farah Maqsood
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Grade Point Average ◽  
Educational Level ◽  
Metacognitive Awareness ◽  
Grade Point ◽  
The Impact ◽  
Survey Approach

Metacognitive awareness is awareness about perception which further involves declaration, procedure as well as condition aspects, whereas, procrastination involves the action of delaying or postponing something. Both metacognition and procrastination are interrelated and can affect academic performance. Academic performance is an indicator of students' learning at any educational level but several factors can have an impact on it. This investigation was mainly conducted to determine the impact of metacognitive awareness and procrastination on the academic performance of learners in universities. The nature of this study was quantitative and a survey approach was adopted for this study. The sample of the study was comprised of twelve hundred graduates and postgraduates from universities by utilizing cluster sampled methods. To find the awareness of students’ metacognition the MAI (Schraw & Denison, 1994) was applied because of its appropriateness as well as for finding the procrastination behavior of students the Aitken Procrastination Inventory (Aitken, 1982) was applied in this investigation. Academic performance was determined through students’ previous GPA (grade point average). The findings of this investigation revealed that metacognition and procrastination significantly affect the academic performance of university students.

Effectiveness of nature at improving undergraduate performance and health

2020 ◽  
Author(s):  
Mitchell Greenhalgh
Keyword(s):  
Academic Performance ◽  
Large Body ◽  
Well Being ◽  
Student Health ◽  
Life Challenges ◽  
Health Patterns ◽  
Health Performance ◽  
Representative Random Sample ◽  
Course Load ◽  
Undergraduate Performance

<p>There is a large body of research linking nature with student health and academic performance. University students are exposed to stresses due to personal and academic life challenges such that mental health services on campuses around the world are overwhelmed by the number of students that seek their services. Excessive stress prevents students from spending time outside and in nature, potentially creating a harmful feedback loop. A survey will be drafted to assess the links between time in nature, academic performance, and student health at BYU. The survey will collect information about academic performance, health, and involvement in nature from a representative random sample of BYU students. The data will be analyzed to quantify the relationships among credit-hour load, academic performance, health patterns, and time spent in nature.  This work will shed light on how universities can manage student course load and create an environment that protects student health, performance, and well-being while achieving the goals of higher education.</p>

Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention

2016 ◽  
Vol 16 (1) ◽  
pp. 64-73 ◽  
Author(s):  
Raechel N. Soicher ◽  
Regan A. R. Gurung
Keyword(s):  
Academic Performance ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Metacognitive Instruction ◽  
Final Grades ◽  
And Performance ◽  
Metacognitive Awareness Inventory ◽  
Metacognitive Ability

Previous research has indicated that an intervention called “exam wrappers” can improve students’ metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students’ metacognition and academic performance when used in only one course per academic term. A total of 86 students used either exam wrappers (an exercise with metacognitive instruction), sham wrappers (an exercise with no metacognitive instruction), or neither (control). We found no improvements on any of three exams, final grades, or metacognitive ability (measured with the Metacognitive Awareness Inventory, MAI) across conditions. All students showed an increase in MAI over the course of the semester, regardless of condition. We discuss the challenges of improving metacognitive skills and suggest ideas for additional metacognitive interventions.

scholarly journals ASSESSMENT OF MEDICAL STUDENTS’ METACOGNITIVE AWARENESS OF READING STRATEGIES AND ITS RELATION WITH ACADEMIC PERFORMANCE: A CROSS SECTIONAL STUDY AT AZIZ FATIMA MEDICAL AND DENTAL COLLEGE, FAISALABAD

2020 ◽  
Vol 11 (3) ◽  
pp. 1-8
Author(s):  
Subhan Ullah ◽  
Sami ullah ◽  
Khalid Parvez ◽  
Ghulam Abbas Sheikh
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Reading Strategies ◽  
Cross Sectional Study ◽  
Metacognitive Awareness ◽  
Strongly Correlated ◽  
Cross Sectional ◽  
Medical College ◽  
The University ◽  
Academic Scores

ABSTRACT  BACKGROUND & OBJECTIVE: Students reading strategies strongly influence their academic performance. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores.  METHODOLOGY:  Study was done among third year MBBS students of Aziz Fatima Medical College Faisalabad. Students previous years academic achievement information was collected and they also filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. Convenient sampling was used for this study. The data were analyzed in SPSS 20. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. For categorical data, percentage and frequencies were used.  RESULTS: Different reading strategies employed by medical students in relation to metacognition were our main focus in the study. Metacognition was taken as score measured by a 30 item MARSI scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University. Total 101 out of 110 students from 3rd year MBBS class were enrolled in the study and the response rate was 92%. Forty one (41) respondents were females and sixty (60) respondents were male the mean± SD age of students was 21.05±0.74.  CONCLUSION: All dimensions of metacognition are positive and strongly correlated with each other’s. Higher the score in one dimension will cause positive change in other dimension score and vice versa.

Metacognitive Awareness, Online Traces of Metacognitive Process, and Academic Performance

2019 ◽  
Author(s):  
Katherine P. Johnson ◽  
Meganclaire Cogliano ◽  
Matthew L. Bernacki
Keyword(s):  
Academic Performance ◽  
Metacognitive Awareness
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