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Chang Lu ◽  
Maria Cutumisu

AbstractIn traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Hasirumane Venkatesh Mukesh ◽  
Vrinda Acharya ◽  
Rajasekharan Pillai

PurposeThe stress-coping model is extensively studied in the academic context. Past studies have primarily focused on different coping strategies adopted by students to overcome academic stress. However, an important question, how to equip students to cope with stress, was ignored. Drawing on stress-coping theory and the extracurricular activity (ECA) literature, the current study investigates the intervention of ECA participation on students’ coping, academic performance, and well-being in a natural setting.Design/methodology/approachThe study follows a “cross-sectional post-test only quasi-experimental design” using a natural experimental setting.FindingsThe findings indicate that participation in ECA has a significant influence on academic outcomes. Different types of ECA participation influence well-being, whereas time spent on ECA positively affects academic performance. Further, the findings also indicate that involvement in ECA moderates the relationship between academic stress and coping.Practical implicationsThe study results have practical implications for designing interventional ECA to enhance students’ academic outcomes and well-being.Originality/valueThe study indicates the effectiveness of ECA participation in dealing with academic stress and the development of constructive coping strategies. Hence, the authors advise the academic administrators to integrate ECA in the academic setting.

2022 ◽  
pp. 135910532110681
M Rosie Shrout ◽  
Daniel J Weigel

College students ( N = 125) with concealable chronic health conditions (CCHCs) completed online surveys at the beginning and end of the semester assessing stigma experiences and academic outcomes. Correlations showed stigma, alienation, and lack of campus fit were associated with greater illness-related academic interference ( ps < 0.001), negative academic self-comparison ( ps < 0.001), academic anxiety ( ps < 0.001), academic dissatisfaction ( ps < 0.001), and lower expected grades (except alienation; ps < 0.001–0.03) over time. Hierarchical multiple regressions identified a lack of campus fit as an important predictor across academic outcomes ( ps < 0.001–0.019). Students with CCHCs face health- and stigma-related challenges that can interfere with academic performance.

2022 ◽  
pp. 1-54
Alicia Sasser Modestino ◽  
Richard Paulsen

Abstract Recently there has been an emphasis on how time spent outside of the classroom can affect student outcomes, including high school graduation, with the hope of closing academic achievement gaps along socioeconomic and racial lines. This paper provides experimental evidence regarding a particular type of out-of-school activity—early work experience—on high school academic outcomes for low-income inner-city youth. Using randomized admissions lotteries for students who applied to the Boston Summer Youth Employment Program (SYEP), we estimate the effect of being selected to participate on academic outcomes as measured by administrative school records. We find that SYEP lottery winners are 4.4 percentage points more likely to graduate from high school on time and 2.5 percentage points less likely to drop out of high school during the four years after participating in the program relative to the control group. These improvements appear to be driven by better attendance and course performance in the year after being selected for the program, with the program's impact on attendance persisting into the second year. Survey data suggest that the Boston SYEP may affect academic outcomes by increasing aspirations to attend college, gaining basic work habits, and improving social skills during the summer.

2022 ◽  
pp. 737-756
Ryan O. Kellems ◽  
Gulnoza Yakubova ◽  
Jared R. Morris ◽  
Alex Wheatley ◽  
Briella Baer Chen

Some individuals with disabilities are unable to work independently and often require additional instruction to complete basic tasks. To prepare students with disabilities for life after school, practitioners need to help them learn the skills necessary to live a happy, productive, and fulfilling life. Two technologies showing promise for such learning are augmented reality (AR) and virtual reality (VR) applications. This chapter will discuss how AR and VR can successfully be used to teach academic, social, and vocational skills to students with disabilities, including research that has been conducted to date. Additionally, guidance is provided for teachers seeking to use AR and VR in classroom and community learning environments. The chapter will conclude with directions for further research and future applications of AR and VR with students with disabilities.

2022 ◽  
Vol 6 (4) ◽  
pp. 29
Katarina Sokic ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja

Academic procrastination is one of the main problems in the private higher education sector associated with a high rate of abandonment of higher education and delays in fulfilling student obligations. In an effort to detect some of the personal predictors of this phenomenon, we examined associations between personality traits, psychological distress, academic procrastination, and academic achievement among students in private higher education. A sample of 369 participants (145 men, 224 women, 23 years on average) was taken. Participants self-reported their academic achievement and anonymously completed several questionnaires: The Studying Procrastination Scale, The Depression Anxiety Stress Scales – 21, the HEXACO Personality Inventory-Revised - 60. In line with prediction, the HEXACO dimensions explained an additional 24% of the variance in academic procrastination after controlling for psychological distress. In addition, Conscientiousness and psychological distress predicted academic procrastination, and Conscientiousness uniquely significantly predicted academic performance. Our results suggest that academic procrastination and academic performance are influenced by personality. Also, this study indicated that the impact of psychological distress on academic outcomes depends on the constellation of personality traits. Current findings could help to better understand personal factors associated with negative academic outcomes and prevent negative emotional states associated with student procrastination and poor academic performance.

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