scholarly journals Reflections on Student Persistence

2017 ◽  
Vol 8 (2) ◽  
pp. 1-8 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
Self Efficacy ◽  
Student Persistence ◽  
Sense Of Belonging ◽  
Professor Emeritus ◽  
Vincent Tinto ◽  
Theoretical Frameworks ◽  
Underserved Students ◽  
Long Time ◽  
Practical Experiences ◽  
Key Dimensions

The Feature for this issue—Reflections on Student Persistence—has been prepared by Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, United States of America (USA) and a long-time friend and supporter of STARS.   Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue. He synthesises this extensive, detailed, rich but often somewhat impenetrable data into a trilogy of clear and credible key dimensions of the motivation construct—student self-efficacy, sense of belonging and perceived value of the curriculum. This interpretation of the literature is a personal but informed reflection and is a timely piece which highlights the breadth and profundity of the presentations at this year’s conference in Adelaide, Australia where students in all their diversity are central to our focus on enhancing the student experience.   In this opening article, Vincent refers directly to the STARS papers selected for this Conference issue of the Journal which also address the importance of student persistence, self-efficacy and building the sense of belonging within their own institutional communities (Fernandes, Ford, Rayner & Pretorius; Kahu, Nelson, & Picton; McFarlane, Spes-Skrbis &Taib; Naylor; Smallhorn).   Echoing his position on social justice and his advocacy for underserved students, Vincent reminds us that educational equity gaps still exist, and he encourages us to see the issue of persistence through the eyes of the students to support their perseverance and completion and thereby help reduce educational disadvantage.

scholarly journals Volume 8 Issue 2

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Karen Nelson ◽  
Tracy Creagh ◽  
John Clarke
Keyword(s):  
Student Persistence ◽  
Peer Review Process ◽  
Professor Emeritus ◽  
Special Issue ◽  
Vincent Tinto ◽  
Theoretical Frameworks ◽  
Long Time ◽  
University Professor ◽  
Practical Experiences ◽  
Conference Committee

This issue is our third Students, Transitions, Achievement, Retention and Success (STARS) Conference special issue held in July this year in Adelaide, Australia.   As is customary, this issue of the journal publishes the top research papers selected via a peer review process and the top Emerging Initiatives selected by the Conference Committee.    We are delighted to feature in this special  issue —Reflections on Student Persistence—prepared by Advisory Board member Professor Vincent Tinto, Distinguished University Professor Emeritus at Syracuse University, USA.  Vincent is a long-time friend and supporter of STARS and its predecessor FYHE Conferences and Journal.   In his article, Vincent explores the case for motivation to be considered as a significant aspect of the tertiary student psyche by drawing on theoretical frameworks, research and practical experiences related to the issue.

scholarly journals Self-Leadership and Psychological Capital as Key Cognitive Resources for Shaping Health-Protective Behaviors during the COVID-19 Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 41
Author(s):  
Sherry A. Maykrantz ◽  
Luke A. Langlinais ◽  
Jeffery D. Houghton ◽  
Christopher P. Neck
Keyword(s):  
Self Efficacy ◽  
Cognitive Theory ◽  
Psychological Capital ◽  
Health Belief ◽  
Well Being ◽  
Cognitive Resources ◽  
Psychological Resources ◽  
Protective Behaviors ◽  
Theoretical Frameworks ◽  
And Coping

As COVID-19 has become a global pandemic, health researchers and practitioners have focused attention on identifying the factors that may help to shape health-protective behaviors, protecting individual health and well-being, and helping to mitigate the spread of COVID-19. This study explores the potential role of self-leadership and psychological capital (PsyCap) as key cognitive resources for shaping health-protective behaviors. Using multiple theoretical frameworks (social cognitive theory, psychological resources theory, and the health belief model), this paper develops and tests a hypothesized serial mediation model in which PsyCap and coping self-efficacy mediate the relationship between self-leadership and health-protective behaviors including hand washing, wearing face masks, and social distancing. Results suggest that PsyCap and coping self-efficacy mediate the positive relationship between self-leadership and health-protective behaviors. These results yield valuable insights regarding the usefulness of self-leadership and PsyCap as cognitive resources for shaping health-protective behaviors and for possible self-leadership and PsyCap interventions, potentially tailored to at-risk populations, which should have practical benefits for both the current and future pandemics and health crises.

Factors impacting on accounting academics’ motivation and capacity to adapt in challenging times

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nicola Beatson ◽  
Paul de Lange ◽  
Brendan O'Connell ◽  
Meredith Tharapos ◽  
Jeffrey K. Smith
Keyword(s):  
Student Motivation ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
International Student ◽  
Academic Motivation ◽  
Job Insecurity ◽  
Academic Staff ◽  
Efficacy Beliefs ◽  
Content Type ◽  
Online Technologies

Purpose The purpose of this paper is to consider what factors influence the ability of academic staff to remain motivated and to persist in their work environment during the COVID-19 pandemic. Tinto’s (2017) model of student motivation and persistence is reconceptualised to apply to the academic staff by considering their self-efficacy beliefs, sense of belonging and perceptions of career relevance on their motivation levels and adaption to a new environment. Design/methodology/approach Utilising Tinto’s (2017) reconceptualised model for academics, this study provides insights into motivation and capacity to adapt during the COVID-19 pandemic. This paper presents observations and reflections from five academics from three universities across two countries in relation to self-efficacy, sense of belonging and perception of career relevance. Findings The findings of this study state that self-efficacy beliefs, a sense of belonging and perceptions of career relevance combine to drive both academics’ motivation levels and their ability to adapt to the changing landscape. Self-efficacy was influenced by factors such as struggles with adaptation to new online technologies and researching and teaching in a virtual environment. Academics’ sense of belonging was found to be challenged in unprecedented ways because of physical isolation and sometimes unfavourable home working environments. Perceptions of career relevance were found to be challenged by adverse developments such as reduced promotional opportunities, cuts in resourcing and job insecurity. Originality/value This paper makes three important contributions. First, Tinto’s (2017) model of student motivation and persistence is extended to examine academic motivation, adaption and persistence. Second, the model is applied to a crisis where staff face greater strain in maintaining connection to their colleagues and their university. Third, the influence of the COVID-19 crisis is examined by using the reconceptualised Tinto (2017) model in the context of accounting, as accounting international student enrolments and associated revenue streams have been impacted significantly more than those of many other disciplines.

scholarly journals The care and keeping of clinicians in quality improvement

2020 ◽  
Vol 32 (7) ◽  
pp. 480-485
Author(s):  
Ulfat Shaikh ◽  
Peter Lachman ◽  
Andrew J Padovani ◽  
SiobhÁn E McCarthy
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Organizational Support ◽  
Self Efficacy ◽  
Business Case ◽  
Theoretical Frameworks ◽  
Training Time ◽  
Implementation Challenges ◽  
Personal Strengths ◽  
Quality In Healthcare

Abstract Objective Although frontline clinicians are crucial in implementing and spreading innovations, their engagement in quality improvement remains suboptimal. Our goal was to identify facilitators and barriers to the development and engagement of clinicians in quality improvement. Design A 25-item questionnaire informed by theoretical frameworks was developed, tested and disseminated by email. Settings Members and fellows of the International Society for Quality in Healthcare. Participants 1010 eligible participants (380 fellows and 647 members). Interventions None. Main Outcome Measures Self-efficacy and effectiveness in conducting and leading quality improvement activities. Results We received 212 responses from 50 countries, a response rate of 21%. Dedicated time for quality improvement, mentorship and coaching and a professional quality improvement network were significantly related to higher self-efficacy. Factors enhancing effectiveness were dedicated time for quality improvement, multidisciplinary improvement teams, professional development in quality improvement, ability to select areas for improvement and organizational values and culture. Inadequate time, mentorship, organizational support and access to professional development resources were key barriers. Personal strengths contributing to effectiveness were the ability to identify problems that need to be fixed, reflecting on and learning from experiences and facilitating sharing of ideas. Key quality improvement implementation challenges were adopting new payment models, demonstrating the business case for quality and safety and building a culture of accountability and transparency. Conclusions Our findings highlight areas that organizations and professional development programs should focus on to promote clinician development and engagement in quality improvement. Barriers related to training, time, mentorship, organizational support and implementation must be concurrently addressed to augment the effectiveness of other approaches.

Internship models: acknowledging social and academic expectations

2020 ◽  
Vol 34 (6) ◽  
pp. 1049-1061 ◽  
Author(s):  
Nancy Guerra Barrón
Keyword(s):  
Student Motivation ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Business Management ◽  
Academic Expectations ◽  
Disciplinary Writing ◽  
Theoretical Frameworks ◽  
Business World ◽  
Content Type ◽  
Writing Courses

PurposeThe paper shows an example of an internship-classroom model that increases student motivation and self-efficacy across cultural frameworks by providing opportunities for application projects.Design/methodology/approachThe author uses qualitative data collected through teacher research and focuses on the rhetorical context to show how disciplinary writing courses can be redesigned by incorporating theoretical frameworks from business management and psychology.FindingsClient projects used in disciplinary writing courses, in conjunction with national narratives on higher education as a gateway to higher pay and better skills, improve student self-efficacy if faculty redefine their roles as mediators, and if students are treated as interns and knowledge workers.Practical implicationsThe integration of non-academic approaches from business management with academic expectations of research, revision, and rehearsal for a specific client shows how purposeful client-based projects can influence student motivation, self-efficacy, and sense of self-worth that are crucial for diverse student populations. Expanding the theoretical frameworks for successful teaching is an effective model for increasing students' competence as disciplinary writers.Originality/valueAn interdisciplinary approach that draws from academic fields as well as from the business world provides new ways of working successfully with students and preparing them for writing inside and outside the classroom. Incorporating an internship approach into a classroom setting encourages teachers to reimagine student, client, and faculty roles.

The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy

2019 ◽  
Vol 20 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Holly Holloway-Friesen
Keyword(s):  
Graduate Students ◽  
Quantitative Study ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Hierarchical Regression ◽  
Future Research ◽  
Academic Self Efficacy

This quantitative study examined the role of mentoring on 332 Hispanic graduate students’ sense of belonging and academic self-efficacy. The results found that mentored Hispanic graduate students reported significantly higher levels of sense of belonging and academic self-efficacy than unmentored students. A hierarchical regression found 24% of the variance in academic self-efficacy was accounted for by mentoring and sense of belonging. Implications for practice and future research are discussed.

Museums as an Avenue for Enhancing Engagement and Educational Outcomes for Underserved Students

2020 ◽  
pp. 104973152093676
Author(s):  
Susan Elswick ◽  
Elena Delavega
Keyword(s):  
At Risk ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
At Risk Youth ◽  
Pilot Program ◽  
Life Domains ◽  
Marginalized Populations ◽  
Underserved Students ◽  
Education Outcomes ◽  
Science And Education

Museums are the places where we hold treasures for display and study and where learning on a broad range of subjects can occur. However, for many marginalized populations, museums feel off-limits and inaccessible. There is evidence and research to support that exposing “at-risk” youth to programming within museums has a positive and lasting effect across multiple life domains. This article will review one specific museum-based pilot program as an intervention for improving outcomes for “at-risk” youth across domains of self-efficacy and knowledge in the field of science and education. Outcomes as well as recommendations for future replications will be shared.

scholarly journals Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

2017 ◽  
Vol 8 (1) ◽  
pp. 16 ◽  
Author(s):  
June M. Raymond ◽  
Kim Sheppard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Perceived Stress ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Baccalaureate Nursing Students ◽  
First Year ◽  
College Level ◽  
Psychological Sense

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted.  Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

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