Understanding the Undergraduate Student's Transition Into Higher Education: An OT Perspective

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505179p1-7512505179p1
Author(s):  
Megan Nicole Hutson ◽  
Kendall Horan ◽  
Suzanne Holm
Keyword(s):  
Community Development ◽  
Undergraduate Students ◽  
Time Management ◽  
Transition To College ◽  
Communication Management ◽  
Transition Experience ◽  
And Performance ◽  
Performance Results ◽  
The University ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. This study explored undergraduate students' transition to college from a holistic perspective of the person, environment, occupation, and performance. Results indicated resources to promote organization, time management, friendship and community development, and effective communication for engagement in occupation support a successful transition experience. OTs can aid students during the transition by facilitating communication management between the university and students. Primary Author and Speaker: Megan Nicole Hutson Additional Authors and Speakers: Kendall Horan Contributing Authors: Suzanne Holm

Making Knowledge/Playing Culture

2020 ◽  
Vol 40 (1-2) ◽  
pp. 83-101
Author(s):  
Antje Budde ◽  
Sebastian Samur
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Performance Studies ◽  
Performing Arts ◽  
Undergraduate Research ◽  
Theoretical Background ◽  
Comparative Approach ◽  
University Of Toronto ◽  
And Performance ◽  
The University

(A project of the Digital Dramaturgy Lab at the Centre for Drama, Theatre and Performance Studies, University of Toronto) This article discusses the 2017 festival-based undergraduate course, “Theatre Criticism and Festival Dramaturgy in the Digital Age in the Context of Globalization—A Cultural-Comparative Approach” as a platform for experiential learning. The course, hosted by the University of Toronto’s Centre for Drama, Theatre and Performance Studies, and based on principles of our Digital Dramaturgy Lab, invited a small group of undergraduate students to critically investigate two festivals—the Toronto Fringe Festival and the Festival d’Avignon—in order to engage as festival observers in criticism and analysis of both individual performances and festival programming/event dramaturgy. We argue that site-specific modes of experiential learning employed in such a project can contribute in meaningful ways to, and expand, current discourses on festivalising/festivalization and eventification through undergraduate research. We focus on three modes of experiential learning: nomadic learning (learning on the move, digital mobility), embodied knowledge (learning through participation, experience, and feeling), and critical making (learning through a combination of critical thinking and physical making). The article begins with a brief practical and theoretical background to the course. It then examines historical conceptions of experiential learning in the performing arts, including theoriesadvanced by Burnet Hobgood, David Kolb and Ronald Fry, and Nancy Kindelan. The importance of the festival site is then discussed, followed by an examination of how the festivals supported thethree modes of experiential learning. Samples of student works are used to support this analysis.

scholarly journals The Role of Self-Management Practices, Competency, and Time Management Practices of the University Undergraduates on Their Success: A Conceptual Model Development

2020 ◽  
Vol 5 (8) ◽  
pp. 236-240
Author(s):  
T. L. Sajeevanie
Keyword(s):  
Conceptual Model ◽  
Undergraduate Students ◽  
Time Management ◽  
Management Practices ◽  
National Level ◽  
Model Development ◽  
Self Management ◽  
Secondary School Education ◽  
University Level ◽  
The University

Most of the university undergraduate students are having very good academic results at their secondary school education. However, when they enter to the university, very little amount of students pay more attention compared with their previous studies, very limited number of students continue their studies as previously. Majority of the students pay less attention compared with their Advance level. In addition, the most serious issue is there are some students who does not pay considerable level of attention for their university studies and them very unsuccessful at the university level. Some of they cannot get at least general pass at the desired time. Another important factor is majority of them do not have clear life plan. Hence, the major outcome of this study is to develop a conceptual model to test the importance of having proper self-management practices and time management practices. In addition, this study has identified the importance of identify the methods of how to disseminate the knowledge of self-management and time management practices. And this study suggest for future researchers to conduct research studies on how to disseminate the knowledge and enhancing the selfmanagement competency, initially at the university level and ultimately at the national level.

Relationship between Competitive State Anxiety Inventory-2 Subscale Scores and Pistol Shooting Performance

1987 ◽  
Vol 9 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Daniel Gould ◽  
Linda Petlichkoff ◽  
Jeff Simons ◽  
Mel Vevera
Keyword(s):  
State Anxiety ◽  
Police Training ◽  
Cognitive State ◽  
Self Confidence ◽  
Linear Relationships ◽  
Previous Design ◽  
And Performance ◽  
Performance Results ◽  
Somatic State ◽  
The University

This study examined whether linear or curvilinear (inverted-U) relationships exist between Competitive State Anxiety Inventory-2 subscale scores and pistol shooting performance in a paradigm that addressed previous design, methodological, and data analysis problems. Officers (N = 39) from the University of Illinois Police Training Institute served as subjects and participated in a pistol shooting competition. Each subject shot on five separate occasions, immediately after completing the CSAI-2 (Martens, Burton, Vealey, Bump, & Smith, 1983), a multidimensional measure of state anxiety. It was predicted that cognitive state anxiety would be more related to performance than would somatic state anxiety. However, relationships between both types of anxiety and performance were predicted to support inverted-U as opposed to linear relationships. Self-confidence was predicted to be positively related to performance. Results were analyzed using the intraindividual analysis procedures recommended by Sonstroem and Bernardo (1982) and showed that cognitive anxiety was not related to performance, somatic anxiety was related to performance in a curvilinear (inverted-U) fashion, and confidence was negatively related to performance.

scholarly journals A Qualitative Exploratory Study of the Factors Causing Academic Stress in Undergraduate Students in Pakistan

2020 ◽  
Vol 4 (1) ◽  
pp. 203-223
Author(s):  
Muhammad Saeed ◽  
Zahid Ullah ◽  
Iqbal Ahmad
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Teaching Style ◽  
Structured Interview ◽  
Academic Stress ◽  
Study Data ◽  
Exploratory Research ◽  
Teacher Student ◽  
Student Relationship ◽  
The University

Academic stress is becoming an alarming mental health problem in Pakistan. The study aims to explore the causes of academic stress in the undergraduate students in Khyber Pakhtunkhwa, Pakistan. Qualitative exploratory research design is adopted for this study. Data is elicited through structured-interview guide from 80 students from different study programs at the University of Malakand. Findings of the study show that nearly all (96.25%) students experienced an academic stress. Further, main causes of academic stress mentioned by students include: the lack of time management (90%); the semester system and frequent exams (86%); high study load and lengthy syllabi (80%); financial constraints (78%); favouritism and discrimination (72%); ineffective teacher-student relationship (68%); conventional and multilingual teaching style (60%); family and parental expectations (56%); and difficulty in adjustment to the university environment (44%). This study concludes that academic stress can be curbed by revamping on the identified factors, establishment of effective counselling services, and other efficient coping strategies.

scholarly journals Teaching Systemic Design in the Context of Organizational Communication

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Gordon Rowland
Keyword(s):  
Systems Thinking ◽  
Undergraduate Students ◽  
First Year ◽  
Senior Year ◽  
Communication Management ◽  
Capstone Course ◽  
Workplace Learning And Performance ◽  
Potential Applications ◽  
And Performance ◽  
Systemic Design

Courses emphasizing systemic design are taught in the Communication Management and Design program at Ithaca College for undergraduate students who seek to positively impact organizations and society through communication and learning. In a first-year course, students engage in a wide variety of learning activities and challenges through which they come to a basic understanding of systems thinking, design, and systemic design. This understanding creates a broad foundation for, and begins to develop connecting threads across, their studies of corporate communication, and workplace learning and performance. Then in their senior year capstone course students engage in a systemic design inquiry, which combines research and design in an attempt to address a critical current issue in organizations. Described here is the pedagogical approach for these courses, including underlying assumptions, links to strategy, and a rich set of concepts and tools that promote systems thinking in design, and which have potential applications beyond pedagogy. Also described is how these have all been informed by research. 

scholarly journals BUS TRANSPORTATION SYSTEM IN THE UNIVERSITY CAMPUS: STUDENT PERSPECTIVE TOWARDS SATISFACTION INDEX IN TERMS OF TIME MANAGEMENT AND RELIABILITY CONSTRUCTS

2021 ◽  
Vol 6 (24) ◽  
Author(s):  
Ezanee Mohamed Elias ◽  
Azman Ta’a ◽  
Muhamad Shahbani Abu Bakar ◽  
Santhirasegaran S. R. Nadarajan ◽  
Noor Hidayah Abu ◽  
...  
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Time Management ◽  
Transportation System ◽  
Study Data ◽  
Student Perspective ◽  
Satisfaction Index ◽  
Index Value ◽  
The University ◽  
Bus Transportation

Time management for a student in the higher learning institutions is a very important matter. It has a significant impact on academic performance and co-curriculum, including social interaction. There are two important activities that involve student time management on university campuses which are related to attendance of lectures and co-curricular activities. Delay or not showing to such activities can lead to a fall of student performance in the university. One of the causes of this delay is due to the inefficient of bus transportation system on campus and the objective of this study is obtain what is the perspective of students towards the issue. Therefore, this study was conducted in a quantitative technique to discover the students’ satisfaction based on two constructs, namely reliability and time management. A total of 500 undergraduate students answered the survey questionnaires provided via Google forms sent via email and WhatsApp application. The study data were analyzed with Microsoft Excel and SPSS software and the results were translated into a satisfaction index value from zero to one. The results directly showed that students were dissatisfied with the two constructs with a value of 0.42 for time management and 0.49 for reliability.

scholarly journals Employability Skills of Public University Students: A Mismatch between Importance and Competence

2019 ◽  
Vol 8 (3S2) ◽  
pp. 650-653
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Cross Sectional Study ◽  
Public University ◽  
Employability Skills ◽  
Management Skills ◽  
Cross Sectional ◽  
The University ◽  
Analytic Skills ◽  
Innovation And Change

This article is based on a cross-sectional study conducted towards 150 third-year undergraduate students in a local public university. The study was conducted mainly to investigate the students’ perceptions of the importance of a set of employability skill and their perceived level of competence at performing these skills. The skills are categorized into five groups, namely: (1) problem-solving and analytic skills; (2) time management skills; (3) creativity, innovation, and change skills; (4) learning skills; and (5) personal strength. Data was collected using questionnaires. The findings revealed a mismatch between the students’ perception of the importance of the skills and their level of competency for these skills. In specific, they perceived that this set of employability skills is highly important, however, their level of competency is at a moderate level. This finding signifies the need for the university to embed these skills into the curriculum, as well as to conduct more programmes in order to prepare these future graduates for the job market.

The Relation Between Financial Incentives, Motivation, and Performance

2017 ◽  
Vol 16 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Anaïs Thibault Landry ◽  
Marylène Gagné ◽  
Jacques Forest ◽  
Sylvie Guerrero ◽  
Michel Séguin ◽  
...  
Keyword(s):  
Financial Incentives ◽  
Work Performance ◽  
Autonomous Motivation ◽  
Compensation Plans ◽  
Work Settings ◽  
Path Analyses ◽  
Three Samples ◽  
And Performance ◽  
Performance Results

Abstract. To this day, researchers are debating the adequacy of using financial incentives to bolster performance in work settings. Our goal was to contribute to current understanding by considering the moderating role of distributive justice in the relation between financial incentives, motivation, and performance. Based on self-determination theory, we hypothesized that when bonuses are fairly distributed, using financial incentives makes employees feel more competent and autonomous, which in turn fosters greater autonomous motivation and lower controlled motivation, and better work performance. Results from path analyses in three samples supported our hypotheses, suggesting that the effect of financial incentives is contextual, and that compensation plans using financial incentives and bonuses can be effective when properly managed.

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