scholarly journals Overcoming Barriers of Study Delay by Implementing A Warm Bounded Learning Community

2021 ◽  
Vol 11 (1) ◽  
pp. 94
Author(s):  
Hester Brauer ◽  
Miranda de Hei
Keyword(s):  
Learning Community ◽  
Academic Integration ◽  
Self Efficacy ◽  
Belief System ◽  
Community Identity ◽  
Student Agency ◽  
Student Collaboration ◽  
Academic Knowledge ◽  
Social And Academic Integration ◽  
Academic Self Efficacy

We hypothesise that warm bounded learning communities (WBLC) contribute to social and academic integration of students. Eleven students facing study delay participating in a WBLC to write their bachelor thesis were interviewed. They described important episodes in their graduation process, prior to and during their participation. Results indicate that a WBLC that supports interaction, stimulates the development of a community identity, focuses on student collaboration, and mutual appropriation, guides students believing in student agency and supporting a positive self-belief system, can break down barriers students experience. Characteristics of the implemented WBLC and appropriate teacher roles can enlarge motivation, sense of belonging, academic knowledge and self-efficacy. Social interdependence is an important engine to increase social connections and academic self-efficacy, enhancing the growth of academic skills. Our research indicates that well implemented WBLCs can contribute to social and academic integration of students with a study delay.

IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

2020 ◽  
Vol 36 (3) ◽  
pp. 237-249
Author(s):  
Lye Chan Long ◽  
Adrienne Erwin
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Environmental Perceptions ◽  
High Ability ◽  
Student Agency ◽  
Achievement Orientation ◽  
School Based ◽  
Orientation Model ◽  
High Ability Students ◽  
Academic Self Efficacy

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

scholarly journals Exploring Individual and Interpersonal Level Factors Associated with Academic Success of College Students at a Women’s, Faith-based Higher Institution

2019 ◽  
Vol 9 (1) ◽  
pp. 86 ◽  
Author(s):  
Angela U. Ekwonye ◽  
Verna DeLauer
Keyword(s):  
College Students ◽  
Academic Success ◽  
Social Integration ◽  
Academic Integration ◽  
Self Efficacy ◽  
Well Being ◽  
Institutional Commitment ◽  
Criterion Variable ◽  
Academic Resiliency ◽  
Academic Self Efficacy

The present study investigated how spirituality, peer connections, and social integration relate to academic resiliency, academic self-efficacy, academic integration, and institutional commitment of college students who identify as female. A sample of 372 undergraduates (ages 18-26) at a Catholic University completed Mapworks survey containing institution-specific questions and spirituality items in Spring 2018. Pearson correlation was used to examine the bivariate relationships between the variables. Canonical correlation analysis (CCA) was conducted to determine if relationships exist among the predictor variables (spirituality, peer connections, social integration) and the criterion variables (academic resiliency, academic self-efficacy, academic integration, institutional commitment). Academic resiliency was the only contributor to the synthetic criterion variable. The contributions of academic self-efficacy, academic integration and institutional commitment to the synthetic criterion variable were very negligible. Social integration and peer connections were the primary contributors to the predictor synthetic variable, with a secondary contribution by spirituality. Social integration, peer connections, and spirituality were all positively related to academic resiliency. Simultaneously addressing the social and spiritual well-being of college students, particularly those who have self-selected to attend a women’s college, are crucial to promoting their academic success.

scholarly journals Exploring Socialization and Teaching Self-Efficacy through a Community of Practice for International Teaching Assistants

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Leah Hakkola ◽  
Ming Tso Chien ◽  
Karen Pelletreau
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Self Efficacy ◽  
Teaching Assistants ◽  
The United States ◽  
International Teaching Assistants ◽  
Graduate Studies ◽  
Academic Knowledge ◽  
International Teaching ◽  
Teacher Self Efficacy

International teaching assistants face unique and often challenging experiences when entering graduate studies in the United States. Challenges include navigating socialization into graduate education, and instructional, linguistic, and social difficulties. Communities of Practice can impart academic knowledge and information to assist with teacher self-efficacy, while simultaneously helping with creating a sense of community for graduate students. This multi-methods case study examined the impacts of a Community of Practice designed to socialize international teaching assistants and improve teacher self-efficacy. Researchers found that participation in this learning community enhanced teaching self-efficacy, heightened self-confidence, strengthened social relationships, and increased participants’ sense of belonging.

Creativity, College Stress, and Academic Self-Efficacy

2009 ◽  
Author(s):  
Candice D. Davis ◽  
James C. Kaufman ◽  
Anthony Sierra
Keyword(s):  
Self Efficacy ◽  
College Stress ◽  
Academic Self Efficacy
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