scholarly journals Is student procrastination related to controlling teacher behaviours?

2017 ◽  
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
Jose Vicente Pestana ◽  
Joan González-Conde
Keyword(s):  
Personal Control ◽  
Decision Processes ◽  
Academic Learning ◽  
First Year ◽  
Interpersonal Style ◽  
Learning Context ◽  
Teacher Behaviour ◽  
Self Regulated Learning ◽  
First Year University ◽  
Alternative Activities

Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

scholarly journals Supporting students' transition to higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katarina Perander ◽  
Monica Londen ◽  
Gunilla Holm
Keyword(s):  
Higher Education ◽  
University Students ◽  
Qualitative Content Analysis ◽  
Study Strategies ◽  
First Year ◽  
Content Type ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Transition To Higher Education ◽  
First Year University

PurposeThe purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.Design/methodology/approachA qualitative content analysis was done of 190 reflective journals written by first-year university students.FindingsThe main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.Practical implicationsThis study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.Originality/valueThis study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

scholarly journals Using PLS-SEM to Examine the Structure of First-year University Students’ Mathematics-related Beliefs

2021 ◽  
Vol 11 (4) ◽  
pp. 7
Author(s):  
Ruixuan Ji ◽  
Xiaoyao Yue ◽  
Xu Zheng
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Epistemological Beliefs ◽  
Transition Period ◽  
Drop Out ◽  
First Year ◽  
Self Regulated Learning ◽  
First Year University ◽  
The Impact

Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students' belief factors on their persistence in mathematics study needed further research. This study served as a pilot study; it structured the framework of first-year university students’ mathematics-related beliefs in relation to students’ persistence on the further mathematics study. A two-stage approach of using PLS-SEM to assessing the conceptual framework was introduced in detail. The relationships of dimensions of students’ epistemological beliefs about mathematics, self-efficacy, self-regulated learning strategies and perceptions about learning environment were assessed. This study provides the feasibility for future follow-up studies to examine mathematics-related beliefs and intentions to continue learning among university students on a larger scale.

scholarly journals The revised ‘Common Time’ program as a strategy for student engagement and retention at university

2017 ◽  
Vol 8 (1) ◽  
pp. 79-86
Author(s):  
Courtney Wright ◽  
Caroline Lenette ◽  
Stephen Lewis-Driver ◽  
Stephen Lamar
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Academic Learning ◽  
First Year ◽  
First Year Students ◽  
Common Time ◽  
Research Initiative ◽  
Evaluative Research ◽  
University Experience ◽  
First Year University

The School of Human Services and Social Work at Griffith University (Brisbane, Australia) developed the Common Time program in 2002 for its first year undergraduate students to increase student success in academic learning and to facilitate student engagement with staff and fellow students.  Common Time consists of a series of facilitated forums during the initial weeks of each semester, where the first year cohort meet  weekly to discuss general first year issues and receive information relevant to the first year university experience. As the program underwent changes in 2013, this paper discusses the findings of an evaluative research initiative. The results indicate that the revised 2013 Common Time program was, for the most part, effective in orientating and engaging these first year students during their transition into university study.  However, further revisions to the program are needed to improve students’ opportunities to build meaningful social networks in particular.

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

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