Factores sociodemográficos y educativos asociados a la procrastinación académica en adolescentes ecuatorianos

This research aims to determine the factors associated with procrastination on a sample of 210 students of basic and baccalaureate education in Salcedo (Ecuador) with a mean of 13.81 of age and a standard deviation of 1.81 of age. The Academic Procrastination Scale (APS) was conducted based on gender, background (urban/ rural), academic year, economic status, after school activities (such as studying and supporting family businesses or simply studying). The findings show that economic status and day-to-day activities are significantly associated (p< .05) with academic procrastination. Hence, those who procrastinate less are better off financially or support their family business. On the other hand, it was found that procrastination vary by school year. Results indicate that Academic Procrastination (AP) is particularly sensitive to socioeconomic, academic and family factors.

Ya Era Tiempo (It’s About Time): Latinas/os Training to be Counselors Share the Meaning of Obtaining Recognition for their Spanish Proficiency

In the current study, an initiative that focuses on bilingual proficiency among masters-level counseling students provided the opportunity to qualitatively answer the question: For Latina/o bilingual graduate students who are training to be licensed counselors, what is the meaning behind pursuing and obtaining recognition of their Spanish language proficiency? The thematic findings from ten interviews illuminate topics related to bilingualism in post-baccalaureate education with respect to programing and scholarship.

Influence of music on the emotions perceived in the students of secondary and baccalaureate education | Influencia de la música en las emociones percibidas en el alumnado de educación secundaria y bachillerato

ResumenEl presente trabajo estudia la influencia que la música ejerce sobre las emociones en alumnado perteneciente a la etapa de Educación Secundaria Obligatoria y Bachillerato. Para ello, se realiza un diseño cuasiexperimental en el que se expone a 104 alumnos de un instituto público del área metropolitana de Valencia a una audición musical y se mide con el test PANAS el cambio en sus emociones. Se pretende demostrar que la música es una herramienta válida para la mejora emocional del alumnado, así como reforzar la importancia de esta materia en el currículo. Esta investigación nace debido a la falta de presencia del factor emocional en las aulas y se fundamenta en los estudios realizados por gran cantidad de autores que certifican la importancia que poseen las emociones en la vida diaria, así como los posibles beneficios que éstas ofrecen en la vida académica del alumnado.AbstractThis paper studies the influence that music exerts on emotions in students belonging to the stage of Compulsory Secondary Education and Baccalaureate classroom. For this, a quasi-experimental design is carried out in which 104 students from a public institute of the metropolitan area of Valencia are exposed to a musical audition and the change in their emotions is measured with the PANAS test. It is intended to demonstrate that music is a valid tool for the emotional improvement of students, as well as reinforcing the importance of this subject in the curriculum. This research was born due to the lack of presence of the emotional factor in the classrooms and is based on studies carried out by a large number of authors who certify the importance of emotions in daily life, as well as the possible benefits they offer in the student academic life.

Junior baccalaureate nursing students: Factors that predict success

Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education

The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.