scholarly journals Social Environment in Supporting Gifted Students’ Academic Achievement

2018 ◽  
Vol 16 (1) ◽  
pp. 56-75
Author(s):  
Dianti Endang Kusumawardhani
Keyword(s):  
Social Environment ◽  
Self Efficacy ◽  
Gifted Students ◽  
Accelerated Learning ◽  
First Year ◽  
Analysis Model ◽  
First Year Students ◽  
Self Regulated Learning ◽  
Learning Path ◽  
The Social

The implementation of acceleration program for the gifted students was problematic and has been dismissed by Indonesian Government in 2014. 240 first year students from three high schools in Jakarta participated in this study. The study focused on the social environment that is projected in accelerated and regular classrooms. Type of Classrooms is associated with Accelerated learning. Path analysis model was used to develop the relationships between latent and manifest variables. This study employed PLSPATH program to analyse the data. The results showed accelerated learning is positively related to Self-Regulated Learning in Biology but there is only a very weak relation in Mathematics. Accelerated learning positively and marginally related to Self-Efficacy in Biology, but negatively and marginally related to Mathematics Self-Efficacy. There is a significant relationship between Accelerated learning and Achievement in both Mathematics and Biology.

scholarly journals SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

2018 ◽  
Author(s):  
Olena Muzуka
Keyword(s):  
Self Efficacy ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
Professional Activities ◽  
Regulatory Processes ◽  
Freshmen Students ◽  
The Social ◽  
Professional Self ◽  
High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

scholarly journals An investigation of the perceptions of South African students with regards to accelerated learning courses

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
L. M. Van Rooyen ◽  
J. M. Ontong ◽  
Z. L. Mitchell
Keyword(s):  
South African ◽  
Accelerated Learning ◽  
Social Implications ◽  
First Year ◽  
African Students ◽  
First Year Students ◽  
The Social ◽  
Winter School ◽  
The Cost ◽  
Academic Year

The cost of repeating a module has both financial and social implications. The social implications include increased workloads when repeating a module and students often not being able to graduate within the prescribed minimum course period. A possible solution for this is the use of accelerated learning courses, in the form of summer or winter schools. These schools provide students with another opportunity to pass a module, during the summer or winter recess, using an accelerated learning mode, and consequently complete modules with prerequisites of failed modules in the following year. Using an accelerated learning approach, a summer or winter school covers a large portion of the content in semester or year modules in a shortened timeframe outside the normal academic period. Using a questionnaire approach, the various perceptions of first year students at the end of the academic year regarding the use of these schools were obtained and analysed. The timing of the end of the academic year allows students to familiarise themselves with the various accelerated learning courses offered to them throughout the academic year. The findings suggest that students have a positive perception of these schools despite most of them not having had previous experience of completing an accelerated learning course. Although previous literature has indicated that students are hesitant to complete finance-related modules in an accelerated learning format versus traditional semester and year modules, the perceptions indicate that students are willing to engage in financial modules, with the students identifying that the benefits of these accelerated learning courses exceed the cost. The findings suggest that students who are presented with various non-academic obstacles throughout the traditional module are able to use summer or winter schools as a way to reduce exposure to these obstacles and complete an accelerated learning course. The use of these schools therefore presents an area for module developers to consider when implementing these schools as a way to improve throughput rates, thereby contributing in a positive way to students’ financial and social health.

scholarly journals The swarm intelligence algorithms and their application for the educational data analysis

2019 ◽  
Vol 23 (5) ◽  
pp. 33-43
Author(s):  
Y. Yu. Dyulicheva
Keyword(s):  
Data Analysis ◽  
Swarm Intelligence ◽  
Learning Objects ◽  
Ant Algorithm ◽  
First Year ◽  
Optimal Learning ◽  
First Year Students ◽  
Learning Content ◽  
Learning Path ◽  
Level Of Knowledge

The purpose of the paper is the investigation of the modern approaches and prospects for the application of swarm intelligence algorithms for educational data analysis, as well as the possibility of using of ant algorithm modifications for organizing educational content in adaptive systems for conducting project seminars.Materials and methods. The review of the modern articles on the educational data analysis based on swarm intelligence algorithms is provided; the approaches to solving problem of the optimal learning path construction (optimal organization of the learning objects) based on the algorithm and its modifications taking into account the students’ performance in the process of the optimal learning path construction are investigated; the application of particle swarm optimization and its modification based on Roccio algorithm for the reduction of curse dimension in the problem of the auto classifying questions; the application of ant algorithm, bee colony algorithm and bat algorithm for recommender system construction are studied; the prediction of students’ performance based on particle swarm optimization is researched in the article. The modification of ant algorithm for optimal organization of learning objects at projects seminars is proposed.Results. The modern approaches based on swarm intelligence algorithms to problem solving in educational data analysis are investigated. The various approaches to pheromones updating (their evaporation) when building the optimal learning path based on students’ performance data and search of group with “similar" students are studied; the abilities of the hybrid swarm intelligence algorithms for recommendation construction are investigated.Based on the modification of ant algorithm, the approach to the learning content organization at project seminars with individual preferences and students’ level of basic knowledge is proposed. The python classes are developed: the class for statistical data processing; the classfor modifica -tion of ant algorithm, taking into account the current level of knowledge and interest of student in studying a specific topic at the project seminar; the class for optimal sequence of the project seminars ’ topics for students. The developed classes allow creating the adaptive system that helps first year students with a choice of topics of project seminars.Conclusion. According to the results of the study, we can conclude about the effectiveness of swarm intelligence algorithms usage to solve a wide range of tasks connected with learning content and students’ data analysis in the e-learning systems and perspectives to hybrid approaches development based on swarm intelligence algorithms for realizing the adaptive learning systems on the paradigm of “demand learning".The results can be used to automate the organization of learning content during project seminars for the first-year students, when it is important to understand the basic level of knowledge and students’ interest in learning new technologies.

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

Metacognitive Training in Chemistry Tutor Sessions Increases First Year Students’ Self-Efficacy

2019 ◽  
Vol 96 (8) ◽  
pp. 1539-1547 ◽  
Author(s):  
Kate J. Graham ◽  
Catherine M. Bohn-Gettler ◽  
Annette F. Raigoza
Keyword(s):  
Self Efficacy ◽  
First Year ◽  
First Year Students ◽  
Metacognitive Training

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

2008 ◽  
Vol 20 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Adam Winsler ◽  
Faye Huie
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Role Models ◽  
Academic Career ◽  
Sense Of Self ◽  
Self Regulation ◽  
First Year ◽  
First Year Students ◽  
Undergraduate Study ◽  
Upper Level

Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.

Sign in / Sign up

Export Citation Format

Share Document