Sample records for academic engaged time

  1. Future time orientation predicts academic engagement among first-year university students.

    PubMed

    Horstmanshof, Louise; Zimitat, Craig

    2007-09-01

    Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

  2. Investigating a New Model of Time-Related Academic Behavior: Procrastination and Timely Engagement by Motivational Orientation

    ERIC Educational Resources Information Center

    Strunk, Kamden K.

    2012-01-01

    Scope and Method of Study: The purpose of this study was to examine the nature of time-related academic behavior (i.e., procrastination and timely engagement) in the academic context. Specifically, this study aimed to build a new model for understanding these behaviors in a motivational framework by using motivational orientation to frame these…

  3. Possible Link between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise

    ERIC Educational Resources Information Center

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2016-01-01

    Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…

  4. Overcoming Barriers to Engaging in College Academics

    ERIC Educational Resources Information Center

    Hensley, Lauren; Shaulskiy, Stephanie; Zircher, Andrew; Sanders, Megan

    2015-01-01

    Underprepared college students face transition issues that prevent full academic engagement. The written responses of 176 students in a learning-strategies course were used to develop a grounded model of overcoming barriers to academic engagement. Findings revealed contexts in which academic engagement involved high costs (i.e., effort, trade-off,…

  5. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

    PubMed

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

  6. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    PubMed Central

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

  7. [Academic achievement, engagement and burnout among first year medical students].

    PubMed

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  8. The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement.

    PubMed

    Datu, Jesus Alfonso D; King, Ronnel B; Valdez, Jana Patricia M

    2017-04-01

    Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  9. The Relationship between Living Arrangement, Academic Performance, and Engagement among First-Year College Students

    ERIC Educational Resources Information Center

    Balfour, Denise Shata

    2013-01-01

    One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academic performance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academic performance of first-year, full-time undergraduate students. The…

  10. Academic Engagement of Deaf and Hard of Hearing Students in a Co-Enrollment Program

    ERIC Educational Resources Information Center

    Metz, Kelly Kathleen

    2013-01-01

    In this observational study the researcher examined the Academic Engagement of deaf and hard of hearing (D/HH) students in a co-enrollment setting. Academic Engagement refers to attention, class participation, and time-on-task. Co-Enrollment is a model of group inclusion that provides D/HH students with access to a D/HH peer group as well as…

  11. Future Time Orientation Predicts Academic Engagement among First-Year University Students

    ERIC Educational Resources Information Center

    Horstmanshof, Louise; Zimitat, Craig

    2007-01-01

    Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…

  12. Academic Engagement among First-Year College Students: Precollege Antecedents

    ERIC Educational Resources Information Center

    Grabowski, Stanislaw; Sessa, Valerie

    2014-01-01

    This study describes how student characteristics and environmental influences experienced in high school (and the interactions among them) impact academic engagement of first-semester college students. Data, collected from 300 first-year students at a single university at two different times, showed that precollege student characteristics of…

  13. Autobiographical Narratives of Important School Events and College Students' Current Academic Engagement.

    ERIC Educational Resources Information Center

    Karabenick, Stuart A.; Brackney, Barbara E.; Dansky, Jeffrey; Schippers, John; Smith, Stephanie; Stephens, Sarah; Hicks, Brian

    This study examined relationships between college students' (n=94) recall of important school-related events and the students' current academic engagement. Autobiographical narratives were coded for time period (e.g., middle school), theme (e.g., achievement), context (e.g., academics, sports), and the presence of goal-directed content (e.g.,…

  14. Academic Satisfaction at University: The Relationship between Emotional Intelligence and Academic Engagement

    ERIC Educational Resources Information Center

    Urquijo, Itziar; Extremera, Natalio

    2017-01-01

    Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140…

  15. Validity and Generalizability of Measuring Student Engaged Time in Physical Education.

    ERIC Educational Resources Information Center

    Silverman, Stephen; Zotos, Connee

    The validity of interval and time sampling methods of measuring student engaged time was investigated in a study estimating the actual time students spent engaged in relevant motor performance in physical education classes. Two versions of the interval Academic Learning Time in Physical Education (ALT-PE) instrument and an equivalent time sampling…

  16. A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time among High School Students Who Present Challenging Behavior

    ERIC Educational Resources Information Center

    Adamson, Reesha M.; Lewis, Timothy J.

    2017-01-01

    A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

  17. Are mothers’ and fathers’ parenting characteristics associated with emerging adults’ academic engagement?

    PubMed Central

    Waterman, Emily A.; Lefkowitz, Eva S.

    2017-01-01

    Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students (N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers’ and fathers’ parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers’ authoritarian parenting, mothers’ permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults’ gender. Both mothers’ and fathers’ parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents. PMID:28529398

  18. Are mothers' and fathers' parenting characteristics associated with emerging adults' academic engagement?

    PubMed

    Waterman, Emily A; Lefkowitz, Eva S

    2017-06-01

    Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students ( N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers' and fathers' parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers' authoritarian parenting, mothers' permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults' gender. Both mothers' and fathers' parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents.

  19. Transfer Student Engagement: Blurring of Social and Academic Engagement

    ERIC Educational Resources Information Center

    Lester, Jaime; Leonard, Jeannie Brown; Mathias, David

    2013-01-01

    Transfer students are a distinct population. Their characteristics lead to a qualitatively different student experience. Drawing on interviews with a cross-sectional sample of transfer students at George Mason University (GMU), this study focused on the ways transfer students perceived their social and academic engagement, on the ways they engaged…

  20. The association between academic engagement and achievement in health sciences students

    PubMed Central

    2013-01-01

    Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

  1. Using Story-Based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

    ERIC Educational Resources Information Center

    Courtade, Ginevra R.; Lingo, Amy S.; Whitney, Todd

    2013-01-01

    The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of…

  2. College Academic Engagement and First-Year Students' Intention to Persist

    ERIC Educational Resources Information Center

    Burnette, Monica Ng

    2017-01-01

    To remain globally competitive, the United States continues to set forth federal initiatives to promote college retention, persistence, and graduation. While employers seek graduates who demonstrate strong collaboration, communication, and time management skills, research reveals the level of academic engagement on college campuses is low.…

  3. Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students.

    PubMed

    Greenwood, C R

    1991-05-01

    This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades as follows: (a) an at-risk experimental group of low-socioeconomic status (SES) students for whom teachers implemented classwide peer tutoring (CWPT) beginning with the second semester of first grade continuing through Grade 3; (b) an equivalent at-risk control group; and (c) a non-risk comparison group of students of average- to high-SES. In both the control and comparison groups, teachers employed conventional instructional practices over Grades 1 through 3. Results indicated significant group differences in the time spent in academic instruction, engagement, and gains on the subtests of the Metropolitan Achievement Test that favored the experimental and comparison groups over the control group. Implications include the effectiveness of CWPT for at-risk students and the continuing vulnerability of at-risk students whose daily instructional programs provide less instructional time and foster lower levels of active academic engagement.

  4. The Engagement of Academic Institutions in Community Disaster Response: A Comparative Analysis

    PubMed Central

    Dunlop, Anne L.; Logue, Kristi M.

    2014-01-01

    Objective Using comparative analysis, we examined the factors that influence the engagement of academic institutions in community disaster response. Methods We identified colleges and universities located in counties affected by four Federal Emergency Management Agency-declared disasters (Kentucky ice storms, Hurricanes Ike and Gustav, California wildfires, and the Columbia space shuttle disintegration) and performed key informant interviews with officials from public health, emergency management, and academic institutions in those counties. We used a comparative case study approach to explore particular resources provided by academic institutions, processes for engagement, and reasons for engagement or lack thereof in the community disaster response. Results Academic institutions contribute a broad range of resources to community disaster response. Their involvement and the extent of their engagement is variable and influenced by (1) their resources, (2) preexisting relationships with public health and emergency management organizations, (3) the structure and organizational placement of the school's disaster planning and response office, and (4) perceptions of liability and lines of authority. Facilitators of engagement include (1) the availability of faculty expertise or special training programs, (2) academic staff presence on public health and emergency management planning boards, (3) faculty contracts and student practica, (4) incident command system or emergency operations training of academic staff, and (5) the existence of mutual aid or memoranda of agreements. Conclusion While a range of relationships exist between academic institutions that engage with public health and emergency management agencies in community disaster response, recurrent win-win themes include co-appointed faculty and staff; field experience opportunities for students; and shared planning and training for academic, public health, and emergency management personnel. PMID:25355979

  5. Parental migration and children's academic engagement: The case of China

    NASA Astrophysics Data System (ADS)

    Chen, Shuang; Adams, Jennifer; Qu, Zhiyong; Wang, Xiaohua; Chen, Li

    2013-12-01

    In the context of China's increasing rural-urban migration, few studies have investigated how parental migration affects children's experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors' findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children's odds of liking schools, but do not affect children of non-migrant parents.

  6. Effects of antecedent exercise on academic engagement and stereotypy during instruction.

    PubMed

    Neely, Leslie; Rispoli, Mandy; Gerow, Stephanie; Ninci, Jennifer

    2015-01-01

    Antecedent physical exercise has emerged as a potentially promising treatment for reducing challenging behavior and increasing academic behavior in individuals with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effects of physical exercise conducted prior to instructional sessions (antecedent physical exercise) on academic engagement and stereotypy during instructional sessions for two children diagnosed with ASD. Functional analysis results suggested stereotypy was maintained by automatic reinforcement for both participants. A multielement design was employed to evaluate academic engagement and stereotypy during instructional sessions following randomly sequenced conditions involving either (a) no antecedent exercise, (b) brief durations of antecedent exercise, or (c) antecedent exercise that continued until the participant engaged in a systematically determined behavioral indicator of satiation. Both participants demonstrated higher levels of academic engagement and reduced levels of stereotypy during the instructional sessions which followed antecedent physical exercise that continued until behavioral indicators of satiation occurred. This study replicates previous research suggesting that individuals with ASD may benefit from physical exercise prior to academic instruction and further suggests that the duration of antecedent exercise may be optimally individualized based on behavioral indicators of satiation. © The Author(s) 2014.

  7. Relationship between learning environment characteristics and academic engagement.

    PubMed

    Opdenakker, Marie-Christine; Minnaert, Alexander

    2011-08-01

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

  8. The role of academic institutions in leveraging engagement and action on climate change

    NASA Astrophysics Data System (ADS)

    Hill, T. M.; Palca, J.

    2016-12-01

    Growing global concern over the impact of climate change places climate scientists at the forefront of communicating risks, impacts, and adaptation strategies to non-scientists. Academic institutions can play a leadership role in providing support, incentives, and structures that encourage scientific engagement on this, and other, complex societal and scientific issues. This presentation will focus on `best practices' in supporting university scientists in communicating their science and engaging in thoughtful dialogue with decision makers, managers, media, and public audiences. For example, institutions that can provide significant administrative support for science communication (press officers, training workshops) may decrease barriers between academic science and public knowledge. Additionally, financial (or similar) support in the form of teaching releases and institutional awards can be utilized to acknowledge the time and effort spent in engagement. This presentation will feature examples from universities, professional societies and other institutions where engagement on climate science is structurally encouraged and supported.

  9. Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design.

    PubMed

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Bosker, Roel J; Doolaard, Simone; Visscher, Chris

    2015-04-19

    Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined. From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations. Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but

  10. The college journey and academic engagement: how metaphor use enhances identity-based motivation.

    PubMed

    Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

    2014-05-01

    People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

  11. Increasing Academic Engagement during Writing Activities in an Urban Elementary Classroom

    ERIC Educational Resources Information Center

    Aitken, Angelique; Harlan, Alison; Hankins, Katy; Michels, John; Moore, Tara C.; Oakes, Wendy P.; Lane, Kathleen Lynne

    2011-01-01

    In this study, the authors examined the effects of a systematic functional assessment-based intervention (FABI) to identify the function of a third-grade student's off-task behavior and create a plan to increase academic engaged time (AET). The FABI was designed and implemented in an urban elementary school with a comprehensive, integrated,…

  12. Changes in Time-Related Academic Behaviour Are Associated with Contextual Motivational Shifts

    ERIC Educational Resources Information Center

    Strunk, Kamden K.; Lane, Forrest C.; Mwavita, Mwarumba

    2018-01-01

    Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across…

  13. Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

    PubMed

    Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

    2016-12-12

    This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach. © 2016 International Union of Psychological Science.

  14. Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages.

    PubMed

    Jaffar, Akram Abood; Eladl, Mohamed Ahmed

    2016-01-01

    Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context.

  15. Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

    ERIC Educational Resources Information Center

    Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

    2017-01-01

    Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

  16. ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.

    PubMed

    Staff, Jeremy; Schulenberg, John E; Bachman, Jerald G

    2010-07-01

    Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

  17. ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT*

    PubMed Central

    Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.

    2010-01-01

    Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work. PMID:20802795

  18. Sense of Community and Academic Engagement in the Seminary

    ERIC Educational Resources Information Center

    Chukwuorji, JohnBosco Chika; Ifeagwazi, Chuka Mike; Nwonyi, Sampson Kelechi; Ujoatuonu, Ikechukwu V. N.

    2018-01-01

    This study examined the associations of sense of community (SOC) and academic engagement in a seminary. The seminarians (N = 300) completed the Classroom Sense of Community Inventory (CSCI)-School Form, and Utrecht Work Engagement Scale-Student Version. Results showed that a perception that the seminary provided a positive learning community for…

  19. Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages

    PubMed Central

    Jaffar, Akram Abood; Eladl, Mohamed Ahmed

    2016-01-01

    Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context. PMID:29349324

  20. Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity.

    PubMed

    Howell, Lydia Pleotis; Lyons, Mary Lipscomb; Thor, Ann; Dandar, Valerie

    2015-07-01

    There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011-2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ(2) analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.

  1. First-Generation Students' Academic Engagement and Retention

    ERIC Educational Resources Information Center

    Soria, Krista M.; Stebleton, Michael J.

    2012-01-01

    This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation…

  2. Work Personality, Work Engagement, and Academic Effort in a Group of College Students

    ERIC Educational Resources Information Center

    Strauser, David R.; O'Sullivan, Deirdre; Wong, Alex W. K.

    2012-01-01

    The authors investigated the relationship between the variables of work engagement, developmental work personality, and academic effort in a sample of college students. This study provides evidence for the hypothesized positive relationship between academic effort, engagement, and work personality. When gender was controlled, the Work Tasks…

  3. From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

    PubMed

    Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A; Hurtado, Sylvia; Chang, Mitchell J

    2012-03-01

    The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

  4. The Relationship between Sex Role Stereotypical Beliefs, Self Efficacy, Academic Engagement and Academic Achievement: In the Case of Tana Hiq Secondary School Students, Ethiopia

    ERIC Educational Resources Information Center

    Dagnew, Asrat

    2017-01-01

    The main objective of the study was to assess the relationship between sex role stereotypical beliefs, self-efficacy, academic engagement and academic achievement in Tana Hiq Secondary School. This research was also examining the predictive effects of sex role stereotypical beliefs, self-efficacy and academic engagement on academic achievement of…

  5. The Contribution of Academics' Engagement in Research to Undergraduate Education

    ERIC Educational Resources Information Center

    Hajdarpasic, Ademir; Brew, Angela; Popenici, Stefan

    2015-01-01

    Can current trends to develop teaching-only academic positions be reconciled with the notion of the interrelationship of teaching and research as a defining characteristic of universities? In particular, what does academics' engagement in research add to students' learning? A study of 200 undergraduates' perceptions of the role of staff research…

  6. How do nurse academics value and engage with evidence-based practice across Australia: Findings from a grounded theory study.

    PubMed

    Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

    2016-06-01

    Integrating evidence-based practice (EBP) into undergraduate education and preparing future nurses to embrace EBP in clinical practice becomes paramount in today's complex and evolving healthcare environment. The role that EBP plays in the practical lives of nursing students will depend on the degree to which it is promoted by academics, how it is incorporated into courses and its application to clinical setting. Hence, nursing academics play a crucial role in influencing its integration into curricula. Drawn from a larger doctoral study, this paper presents findings discussing how nurse academics value and engage with EBP. Grounded theory was employed to explore processes used by nursing academics while incorporating EBP into teaching and learning practices. Twenty-three academics across Australian universities were interviewed. Nine were also observed while teaching undergraduate students. Data were collected from semi-structured interviews and non-participant observation. In keeping with the tenets of grounded theory, data collection and analysis continued until theoretical saturation was reached. In total, four categories emerged. This paper focuses on the category conceptualised as Valuing and Engaging with EBP. How nursing academics valued and engaged with EBP was closely associated with meanings they constructed around understanding it, attitudes and commitment to implementation while teaching and working clinically. Different opinions also existed in regard to what actually constituted EBP. However, they engaged with and valued EBP by keeping themselves up-to-date, being involved in research activities, using evidence in teaching, therefore leading by example. Participants identified a number of barriers influencing their engagement with EBP including heavy workloads, limited time, lack of commitment within their schools, lack of confidence with teaching EBP, and complexity of EBP application. Faculty clinical practice, committed academics, workload

  7. Student Engagement and Academic Success in Veterans' Post-Secondary Education

    ERIC Educational Resources Information Center

    Osagie, Shelley E.

    2016-01-01

    The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans' academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the…

  8. Academic-Corporate Engagement: Strategic and Organizational Best Practices

    ERIC Educational Resources Information Center

    Garber, Robert

    2017-01-01

    Academic institutions pursue relationships with corporations to fulfill a variety of goals and interests. These may include furthering a research mission, supporting employment of graduates, and promoting economic development through commercialization of discoveries, among others. A body of best practices for corporate engagement has emerged…

  9. Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2011-01-01

    In the context of 7,637 high school students, the present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management,…

  10. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  11. Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

    ERIC Educational Resources Information Center

    Butin, Dan W.

    2012-01-01

    This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

  12. Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement.

    PubMed

    Wang, Mingzhong; Deng, Xueli; Du, Xiuxiu

    2018-04-01

    This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement. Copyright © 2017. Published by Elsevier Ltd.

  13. How Are UK Academics Engaging the Public with Their Research? A Cross-Disciplinary Perspective

    ERIC Educational Resources Information Center

    Chikoore, Lesley; Probets, Steve; Fry, Jenny; Creaser, Claire

    2016-01-01

    This paper takes a cross-disciplinary perspective in examining the views and practices of public engagement with research by UK academics. Using a mixed method approach consisting of a survey questionnaire and interviews, the paper identifies the range of audience groups that can potentially be engaged with by academics, and shows that some…

  14. Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

    ERIC Educational Resources Information Center

    Maralani, Farnaz Mehdipour; Lavasani, Masoud Gholamali; Hejazi, Elahe

    2016-01-01

    Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural…

  15. Online Peer Evaluation for Assessing Perceived Academic Engagement in Higher Education

    ERIC Educational Resources Information Center

    Oncu, Semiral

    2015-01-01

    Many institutions monitor academic engagement to investigate student achievement and institutional performance. Relying only on self-reports is prone to misjudgment. Peer evaluation through teamwork has the potential to substitute for measuring engagement, which has not been emphasized in the literature. This study examines whether peer evaluation…

  16. Academic Engagement: Hispanic Developmental and Nondevelopmental Education Students

    ERIC Educational Resources Information Center

    Brickman, Stephanie J.; Alfaro, Edna C.; Weimer, Amy A.; Watt, Karen M.

    2013-01-01

    The purpose of this research is to identify any differences in the academic engagement of Hispanic students enrolled in a developmental course compared to those enrolled in a retention initiative course. Researchers proposed that personal interests and perceptions of instrumentality to future goals would help develop, guide, and direct successful…

  17. Evaluating Community Engagement in an Academic Medical Center

    PubMed Central

    Shone, Laura P.; Dozier, Ann M.; Newton, Gail L.; Green, Theresa; Bennett, Nancy M.

    2014-01-01

    From the perspective of academic medical centers (AMCs), community engagement is a collaborative process of working toward mutually defined goals to improve the community’s health, and involves partnerships between AMCs, individuals, and entities representing the surrounding community. AMCs increasingly recognize the importance of community engagement, and recent programs such as Prevention Research Centers and Clinical and Translational Science Awards have highlighted community engagement activities. However, there is no standard or accepted metric for evaluating AMCs’ performance and impact of community engagement activities. In this article, the authors present a framework for evaluating AMCs’ community engagement activities. The framework includes broad goals and specific activities within each goal, wherein goals and activities are evaluated using a health services research framework consisting of structure, process, and outcome criteria. To illustrate how to use this community engagement evaluation framework, the authors present specific community engagement goals and activities of the University of Rochester Medical Center to (1) improve the health of the community served by the AMC; (2) increase the AMC’s capacity for community engagement; and (3) increase generalizable knowledge and practices in community engagement and public health. Using a structure-process-outcomes framework, a multidisciplinary team should regularly evaluate an AMC’s community engagement program with the purpose of measurably improving the performance of the AMC and the health of its surrounding community. PMID:24556768

  18. An Examination of Academic Burnout versus Work Engagement among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2012-01-01

    The author attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade…

  19. Research and Mapping for MCEECDYA Project: Student Academic Engagement. Report 2012

    ERIC Educational Resources Information Center

    Ure, Christine; Gray, Jan

    2012-01-01

    The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

  20. Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories

    ERIC Educational Resources Information Center

    Luo, Wen; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oiman

    2009-01-01

    Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled…

  1. Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

    ERIC Educational Resources Information Center

    Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

    2018-01-01

    The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

  2. Development and Validation of a 2 x 2 Model of Time-Related Academic Behavior: Procrastination and Timely Engagement

    ERIC Educational Resources Information Center

    Strunk, Kamden K.; Cho, YoonJung; Steele, Misty R.; Bridges, Stacey L.

    2013-01-01

    Procrastination is an educational concern for classroom instructors because of its negative psychological and academic impacts on students. However, the traditional view of procrastination as a unidimensional construct is insufficient in two regards. First, the construct needs to be viewed more broadly as time-related academic behavior,…

  3. Understanding the Effects of Student Engagement on Persistence and Academic Performance for Community College Students

    ERIC Educational Resources Information Center

    Matthews, Aretha L.

    2009-01-01

    The purpose of this study was to analyze the spring 2008 Community College Survey of Student Engagement (CCSSE) results from a community college located in Southeast Texas to determine what relationship student engagement had to student persistence and academic performance and if that relationship differed by race, ethnicity, or academic program.…

  4. Term-Time Employment and the Academic Performance of Undergraduates

    ERIC Educational Resources Information Center

    Wenz, Michael; Yu, Wei-Choun

    2010-01-01

    This article outlines a framework for evaluating the decision of undergraduate students to engage in term-time employment as a method of financing higher education. We then examine the impact of work on academic achievement and find that employment has modest negative effects on student grades, with a grade point average (GPA) falling by 0.007…

  5. Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories

    PubMed Central

    Hughes, Jan N.; Liew, Jeffrey; Kwok, Oiman

    2008-01-01

    Based on a sample of 480 academically at-risk first graders, we used a cluster analysis involving multimethod assessment (i.e., teacher-report, peer-evaluation, and self-report) of behavioral and psychological engagement to identify subtypes of academic engagement. Four theoretically and practically meaningful clusters were identified and labeled as cooperative (n = 95), resistive (n =96), enthusiastic (n = 188), and disaffected (n = 101). The four types did not differ in IQ measured with the Universal Nonverbal Intelligence Test. The cooperative group consisted of more female and Hispanic students, whereas the resistive group consisted of more male and African American students. The cooperative group was the most popular among peers, followed by the enthusiastic group. The disaffected and resistive groups had more emotional symptoms than the cooperative and enthusiastic groups. Academic engagement types also differed in growth trajectories of academic achievement measured with Woodcock Johnson III Tests of Achievement from second to fourth grade. For reading, the cooperative and enthusiastic groups outperformed the resistive and disaffected groups at the beginning. However, the growth rate was similar across engagement types. For math, the engagement types did not differ at the beginning. However, the cooperative group developed at a faster rate and had higher math achievement by fourth grade than the other types. The findings support the importance of teaching temperament-based regulatory skills and of providing a positive psychological climate for children's academic learning. PMID:19343104

  6. The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

    NASA Astrophysics Data System (ADS)

    Larson, Susan C.

    Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

  7. Student Engagement and Academic Performance in Mexico: Evidence and Puzzles from PISA

    ERIC Educational Resources Information Center

    Weiss, Christopher C.; García, Emma

    2015-01-01

    This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of…

  8. Utrecht Work Engagement Scale-Student Forms' (UWES-SF) Adaptation to Turkish, Validity and Reliability Studies, and the Mediator Role of Work Engagement between Academic Procrastination and Academic Responsibility

    ERIC Educational Resources Information Center

    Çapri, Burhan; Gündüz, Bülent; Akbay, Sinem Evin

    2017-01-01

    The primary goal of this study is to complete the adaptation, validity and reliability studies of the long (17 items) and short (9 items) forms of UWES-SF. The secondary goal of this study is to study the mediating role of work engagement between academic procrastination and academic responsibility in high school students. The study group consists…

  9. Determinants of research engagement in academic obstetrics and gynaecology.

    PubMed

    Fernandez, Ariadna; Sadownik, Leslie; Lisonkova, Sarka; Cundiff, Geoffrey; Joseph, K S

    2016-04-16

    To identify the determinants of research engagement among faculty in an academic department of Obstetrics and Gynaecology. All members of the Department of Obstetrics and Gynaecology at the University of British Columbia were mailed an online version of the Edmonton Research Orientation Survey (EROS) in 2011 and in 2014. High scores on overall research engagement and on each of the 4 subscales, namely, value of research, value of innovation, research involvement and research utilization/evidence-based practice were quantified. Analyses were carried out on both surveys combined and on the 2014 survey separately. Logistic regression was used to identify determinants of high levels of research engagement. The overall response rate was 37% (130 responses; 54 respondents in 2011 and 76 respondents in 2014). The average EROS score was 140 (range 54 to 184) and 35% of respondents had a score ≥150. Significant determinants of positive research engagement based on the overall EROS scale included being paid for research work (adjusted odds ratio [AOR] 22.1, 95% confidence interval [CI] 2.47-197.7) and carrying out research during unpaid hours (AOR 6.41, 95% CI 1.97-20.9). Age <50 years (AOR 11.0, 95% CI 1.35-89.9) and clinical experience <20 years (AOR 19.7, 95% CI 2.18-178.8) were positively associated, while journal reading during unpaid hours (AOR 0.21, 95% CI 0.07-0.62) was negatively associated with specific EROS subscales. In a setting with a positive research orientation, research engagement among the faculty was associated with paid research time, research work and journal reading during unpaid hours and more recent entry into clinical practice.

  10. The Academic Engagement of White and Ethnic Minority Students in Distance Education

    ERIC Educational Resources Information Center

    Richardson, John T. E.

    2011-01-01

    At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained…

  11. Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey (DES)

    PubMed Central

    Person, Sharina D.; Jordan, C. Greer; Allison, Jeroan J.; Fink Ogawa, Lisa M.; Castillo-Page, Laura; Conrad, Sarah; Nivet, Marc A.; Plummer, Deborah L.

    2018-01-01

    Purpose To produce a physician and scientific workforce capable of delivering high quality, culturally competent health care and research, academic medical centers must assess their capacity for diversity and inclusion and respond to identified opportunities. Thus, the Diversity Engagement Survey (DES) is presented as a diagnostic and benchmarking tool. Method The 22-item DES connects workforce engagement theory with inclusion and diversity constructs. Face and content validity were established based on decades of previous work to promote institutional diversity. The survey was pilot tested at a single academic medical center and subsequently administered at 13 additional academic medical centers. Cronbach alphas assessed internal consistency and Confirmatory Factor Analysis (CFA) established construct validity. Criterion validity was assessed by observed separation in scores for groups traditionally recognized to have less workforce engagement. Results The sample consisted of 13,694 individuals at 14 medical schools from across the U.S. who responded to the survey administered between 2011– 2012. The Cronbach alphas for inclusion and engagement factors (range: 0.68 to 0.85), CFA fit indices, and item correlations with latent constructs, indicated an acceptable model fit and that questions measured the intended concepts. DES scores clearly distinguished higher and lower performing institutions. The DES detected important disparities for black, women, and those who did not have heterosexual orientation. Conclusions This study demonstrated that the DES is a reliable and valid instrument for internal assessment and evaluation or external benchmarking of institutional progress in building inclusion and engagement. PMID:26466376

  12. Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

    PubMed

    Liem, Gregory Arief D; Martin, Andrew J

    2011-06-01

    The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. ©2011 The British Psychological Society.

  13. International Graduate Students' Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on an American Campus

    ERIC Educational Resources Information Center

    Mukminin, Amirul; McMahon, Brenda J.

    2013-01-01

    The purpose of this study was to explore the lived experience of academic engagement of twelve Indonesian doctoral students attending an American graduate school during their first term and over time through demographic background surveys and semi-structured in-depth interviews. The research design was qualitative in the phenomenological approach…

  14. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

    ERIC Educational Resources Information Center

    Markova, Ivana

    2017-01-01

    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  15. Academic Engagement and Achievement among Latina/o and Non-Latina/o Adolescents

    ERIC Educational Resources Information Center

    Boutakidis, Ioakim P.; Rodríguez, James L.; Miller, Kari Knutson; Barnett, Mathew

    2014-01-01

    This article presents an exploratory study of the relation between academic engagement and academic achievement for Latina/o and non-Latina/o adolescents attending a predominantly low-income, Latina/o urban middle school in Southern California. A sample of 61 students (37 Latinas/os and 24 non-Latinas/os) participated in the study. The Latina/o…

  16. Does Your Approach to Time Matter for Your Learning? The Role of Time Perspectives on Engagement and Achievement

    ERIC Educational Resources Information Center

    King, Ronnel B.

    2016-01-01

    Time perspectives have been found to be related to a wide range of psychological phenomena. However, in the educational context, there remains to be a lack of research on how they relate to important academic outcomes. Therefore, the aim of this research was to examine how time perspectives are related to educational outcomes such as engagement,…

  17. Computer Based Learning as a Means to Increase Academic and Behavioral Engagement of Eighth Grade Students

    ERIC Educational Resources Information Center

    Osu, Ebere

    2017-01-01

    This study on computer based learning as a means to increase academic and behavioral engagement of eighth grade students found that computer based learning was not a significant factor in the academic and behavioral engagement of Students A and B (the two students observed in this study). Furthermore, technology has the potential to motivate…

  18. Understanding Roles of Social Media in Academic Engagement and Satisfaction for Graduate Students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Han, Kyungsik; Volkova, Svitlana; Corley, Courtney D.

    Research indicates positive effects of social media in academia and education. However its main populations have been faculty, teachers, high school or college students, and its primary contexts have been course or classroom settings. We realized there exists a lack of studies on how Ph.D. (broadly graduate) students use social media for academic purposes and how its use is associated with academic motivation, engagement, and satisfaction, which are salient factors for the success of their graduate degrees and life. Based on the survey responses from 91 current Ph.D. students, our study results highlight that (1) students mainly use social mediamore » for broadcasting and keeping up with up-to-date academic and research information; yet, making connections and developing professional networks is one of the primary reasons, and (2) social media use is positively associated with their academic engagement and satisfaction. We discuss implications and future work of our study.« less

  19. Lessons from Star Trek: Engaging Academic Staff in the Internationalisation of the Curriculum

    ERIC Educational Resources Information Center

    Whitsed, Craig; Green, Wendy

    2016-01-01

    One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way…

  20. The Impact of Interactive Engagement Methods on Students' Academic Achievement

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Hofman, Adriaan; Winnips, Koos; Beetsma, Yta

    2014-01-01

    Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158),…

  1. Understanding Change in Higher Education as Bricolage: How Academics Engage in Curriculum Change

    ERIC Educational Resources Information Center

    Louvel, Séverine

    2013-01-01

    The engagement of academics in organizational change in higher education institutions is generally understood as involving a wide range of behaviors, and previous studies have situated academics' actions at various points along a continuum between passivity and pro-activity. This article complements this approach by asking how--rather than in…

  2. Effects of digital game-based learning on student engagement and academic achievement

    NASA Astrophysics Data System (ADS)

    Little, Timothy W.

    This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

  3. Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions

    ERIC Educational Resources Information Center

    Nkuyubwatsi, Bernard

    2017-01-01

    Academics' engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170…

  4. Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

    ERIC Educational Resources Information Center

    Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

    2011-01-01

    We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

  5. Engaging Academic Staff in Transnational Teaching: The Job Satisfaction Challenge

    ERIC Educational Resources Information Center

    Toohey, Danny; McGill, Tanya; Whitsed, Craig

    2017-01-01

    Transnational education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision if the risks inherent in TNE are to be successfully mitigated. This article explores job satisfaction for…

  6. Strategic Engagement: New Models of Relationship Management for Academic Librarians

    ERIC Educational Resources Information Center

    Eldridge, Jeanette; Fraser, Katie; Simmonds, Tony; Smyth, Neil

    2016-01-01

    How do we best bridge the gap between the Library and the diverse academic communities it serves? Librarians need new strategies for engagement. Traditional models of liaison, aligning solutions to disciplines, are yielding to functional specialisms, including a focus on building partnerships. This paper offers a snapshot of realignment across the…

  7. Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

    PubMed

    Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  8. Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

    PubMed

    Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

    2016-12-01

    How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  9. Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

    ERIC Educational Resources Information Center

    Leatham, Lychelle

    2017-01-01

    This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

  10. Job Resources, Physician Work Engagement, and Patient Care Experience in an Academic Medical Setting.

    PubMed

    Scheepers, Renée A; Lases, Lenny S S; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

    2017-10-01

    Physician work engagement is associated with better work performance and fewer medical errors; however, whether work-engaged physicians perform better from the patient perspective is unknown. Although availability of job resources (autonomy, colleague support, participation in decision making, opportunities for learning) bolster work engagement, this relationship is understudied among physicians. This study investigated associations of physician work engagement with patient care experience and job resources in an academic setting. The authors collected patient care experience evaluations, using nine validated items from the Dutch Consumer Quality index in two academic hospitals (April 2014 to April 2015). Physicians reported job resources and work engagement using, respectively, the validated Questionnaire on Experience and Evaluation of Work and the Utrecht Work Engagement Scale. The authors conducted multivariate adjusted mixed linear model and linear regression analyses. Of the 9,802 eligible patients and 238 eligible physicians, respectively, 4,573 (47%) and 185 (78%) participated. Physician work engagement was not associated with patient care experience (B = 0.01; 95% confidence interval [CI] = -0.02 to 0.03; P = .669). However, learning opportunities (B = 0.28; 95% CI = 0.05 to 0.52; P = .019) and autonomy (B = 0.31; 95% CI = 0.10 to 0.51; P = .004) were positively associated with work engagement. Higher physician work engagement did not translate into better patient care experience. Patient experience may benefit from physicians who deliver stable quality under varying levels of work engagement. From the physicians' perspective, autonomy and learning opportunities could safeguard their work engagement.

  11. Traditional Masculinity During the Middle School Transition: Associations with Depressive Symptoms and Academic Engagement.

    PubMed

    Rogers, Adam A; DeLay, Dawn; Martin, Carol Lynn

    2017-04-01

    Culturally prescribed social scripts for traditional masculinity that emphasize social dominance are frequently linked to diminished well-being for men across a variety of psychological domains. However, few studies have examined the role of traditional masculinity scripts in the lives of early adolescent boys and girls, despite their relevance during this period and their potential developmental implications. To address this need, we examined the development of early adolescents' conformity to traditional masculinity across the middle school transition, as well as its links with depressive symptoms and academic engagement. Using a diverse sample of 280 adolescents (M age  = 11.13, SD = 0.51; 54.3 % Female; 44 % Latina/o) assessed at the beginning (fall 2014) and end (spring 2015) of their first year of middle school, we found an increase in conformity to traditional masculinity scripts among boys, but not among girls. For boys and girls alike, conformity to traditional masculinity predicted greater depressive symptoms and decreased academic engagement. Depressive symptoms also mediated the association between traditional masculinity and academic engagement for boys and girls. This study is among the first to study conformity to traditional masculinity from a developmental lens. The findings suggest that traditional masculinity scripts are relevant for early adolescents (particularly boys) transitioning to middle school. However, for both boys and girls, conformity to these scripts can compromise psychological and academic well-being.

  12. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  13. Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis.

    PubMed

    González, Antonio; Paoloni, Paola Verónica

    2014-11-14

    The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 = .39) and disaffection (R 2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p < .002; Confidence Interval = -.177, -.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

  14. Mexican American adolescents' cultural orientation, externalizing behavior and academic engagement: the role of traditional cultural values.

    PubMed

    Gonzales, Nancy A; Germán, Miguelina; Kim, Su Yeong; George, Preethy; Fabrett, Fairlee C; Millsap, Roger; Dumka, Larry E

    2008-03-01

    This study of 598 7th grade students of Mexican origin examined the role of traditional cultural values as a mediator of the effects of immigrant status, Mexican cultural orientation and Anglo cultural orientation on adolescent externalizing behavior and academic engagement. Immigrant status of adolescents and their maternal caregivers uniquely predicted increased Mexican cultural orientation and decreased Anglo cultural orientation, and both Mexican and Anglo cultural orientation related positively to adolescents' endorsement of traditional cultural values. Endorsement of traditional cultural values related, in turn, to decreased externalizing behaviors and increased academic engagement and these findings were replicated across adolescent and teacher report of these two outcomes. Tests of mediation provided further evidence to support these pathways. Findings support the central importance of traditional cultural values as a protective resource that explains why immigrant youth exhibit fewer externalizing problems and increased academic engagement when compared to their second and third generation peers.

  15. Adolescents' Perceptions of the Economy: Its Association with Academic Engagement and the Role of School-Based and Parental Relationships.

    PubMed

    Hill, Nancy E; Liang, Belle; Bravo, Diamond Y; Price, Maggi; Polk, Whitney; Perella, John; Savitz-Romer, Mandy

    2018-05-01

    In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.

  16. Disciplinary Variations in Publicly Engaged Scholarship: An Analysis Using the Biglan Classification of Academic Disciplines

    ERIC Educational Resources Information Center

    Doberneck, Diane M.; Schweitzer, John H.

    2017-01-01

    Although contemporary models of faculty involvement in publicly engaged scholarship recognize the important influence of disciplines on faculty members, few studies have investigated disciplinary variations empirically. This study used the Biglan classification of academic disciplines to analyze publicly engaged scholarly activities reported by…

  17. The Relationship between Student Engagement and Academic Performance: Is It a Myth or Reality?

    ERIC Educational Resources Information Center

    Lee, Jung-Sook

    2014-01-01

    The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and…

  18. Achievement Goals, Motivational Self-Talk, and Academic Engagement among Chinese Students

    ERIC Educational Resources Information Center

    Wang, Cen; Shim, Sungok Serena; Wolters, Christopher A.

    2017-01-01

    The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery self-talk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive…

  19. On being grateful and kind: results of two randomized controlled trials on study-related emotions and academic engagement.

    PubMed

    Ouweneel, Else; Le Blanc, Pascale M; Schaufeli, Wilmar B

    2014-01-01

    Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to enhance study-related positive emotions and academic engagement, and to reduce study-related negative emotions among university students. We modified two existing positive interventions that are aimed at increasing general happiness for use in an academic context. These interventions focused on "thoughts of gratitude" and "acts of kindness," respectively. The present study consisted of two randomized controlled trials with experimental (thoughts of gratitude or acts of kindness) and control conditions in which participants were monitored on a daily basis during the one-week intervention, and additional pre-, post-, and follow-up assessments were carried out. Results revealed that the gratitude intervention had a significant positive effect on daily positive emotions only. The kindness intervention had a positive influence on both positive emotions and academic engagement, though not in the long run. The results showed no effects on negative emotions in either of the two interventions. Positive psychological interventions seem to foster positive emotions and academic engagement, but do not decrease negative emotions.

  20. A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

    ERIC Educational Resources Information Center

    Korobova, Nadia; Starobin, Soko S.

    2015-01-01

    This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

  1. Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

    PubMed

    Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

  2. Mexican American Adolescents’ Cultural Orientation, Externalizing Behavior and Academic Engagement: The Role of Traditional Cultural Values

    PubMed Central

    Gonzales, Nancy A.; Germán, Miguelina; Kim, Su Yeong; George, Preethy; Fabrett, Fairlee C.; Millsap, Roger; Dumka, Larry E.

    2009-01-01

    This study of 598 7th grade students of Mexican origin examined the role of traditional cultural values as a mediator of the effects of immigrant status, Mexican cultural orientation and Anglo cultural orientation on adolescent externalizing behavior and academic engagement. Immigrant status of adolescents and their maternal caregivers uniquely predicted increased Mexican cultural orientation and decreased Anglo cultural orientation, and both Mexican and Anglo cultural orientation related positively to adolescents” endorsement of traditional cultural values. Endorsement of traditional cultural values related, in turn, to decreased externalizing behaviors and increased academic engagement and these findings were replicated across adolescent and teacher report of these two outcomes. Tests of mediation provided further evidence to support these pathways. Findings support the central importance of traditional cultural values as a protective resource that explains why immigrant youth exhibit fewer externalizing problems and increased academic engagement when compared to their second and third generation peers. PMID:18085435

  3. First-Year Students' Employment, Engagement, and Academic Achievement: Untangling the Relationship between Work and Grades

    ERIC Educational Resources Information Center

    Pike, Gary R.; Kuh, George D.; Massa-McKinley, Ryan C.

    2008-01-01

    This study examined the relationships among first-year students' employment, engagement, and academic achievement using data from the 2004 National Survey of Student Engagement. A statistically significant negative relationship was found between working more than 20 hours per week and grades, even after controlling for students' characteristics…

  4. Middle School Students' Perceptions of Social Dimensions as Influencers of Academic Engagement

    ERIC Educational Resources Information Center

    Bishop, Penny A.; Pflaum, Susanna W.

    2005-01-01

    This qualitative study investigates rural middle school students' perceptions of academic engagement. Participant-produced drawings (Kearney & Hyle, 2003), integrated with a series of semi-structured interviews (Patton, 2002), served as the primary data collection techniques. Twenty middle school students participated, stratified for socioeconomic…

  5. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    ERIC Educational Resources Information Center

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  6. Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

    ERIC Educational Resources Information Center

    Al-Alwan, Ahmed F.

    2014-01-01

    The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

  7. The Roles of Social Support in Promoting Adolescents' Classroom Cognitive Engagement through Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Sahil, Sharifah Azizah Syed; Hashim, Rosna Awang

    2011-01-01

    Purpose: The main aim of the present investigation was to examine the role of teacher, peer, and parental academic and emotional support in predicting adolescent cognitive engagement, especially within the context of ESL classrooms. Method: The present study examined the availability of academic and emotional support from teachers, classmates and…

  8. Promoting the Academic Engagement and Success of Black Male Student-Athletes

    ERIC Educational Resources Information Center

    Harris, Paul C.; Hines, Erik M.; Kelly, Darren D.; Williams, Derick J.; Bagley, Bethany

    2014-01-01

    The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal,…

  9. The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom

    ERIC Educational Resources Information Center

    Park, Seung Won; Kim, ChanMin

    2016-01-01

    Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the…

  10. The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

    ERIC Educational Resources Information Center

    Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

    2012-01-01

    This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student…

  11. Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

    ERIC Educational Resources Information Center

    Bedrossian, Alfred

    2017-01-01

    The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

  12. College Student Engagement and Early Career Earnings: Differences by Gender, Race/Ethnicity, and Academic Preparation

    ERIC Educational Resources Information Center

    Hu, Shouping; Wolniak, Gregory C.

    2013-01-01

    Using longitudinal data from the 2001 cohort of applicants to the Gates Millennium Scholars (GMS) program, the authors examined scaled measures of academic and social engagement in relation to labor market earnings to test whether the economic value of student engagement among high-achieving students of color differs by student characteristics.…

  13. Considerations for Time Sampling Interval Durations in the Measurement of Young Children's Classroom Engagement

    ERIC Educational Resources Information Center

    Zakszeski, Brittany N.; Hojnoski, Robin L.; Wood, Brenna K.

    2017-01-01

    Classroom engagement is important to young children's academic and social development. Accurate methods of capturing this behavior are needed to inform and evaluate intervention efforts. This study compared the accuracy of interval durations (i.e., 5 s, 10 s, 15 s, 20 s, 30 s, and 60 s) of momentary time sampling (MTS) in approximating the…

  14. Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

    ERIC Educational Resources Information Center

    Cole, James S.; Cole, Shu T.

    2008-01-01

    There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

  15. Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study

    ERIC Educational Resources Information Center

    Araque, Juan Carlos; Wietstock, Cathy; Cova, Heather M.; Zepeda, Steffanie

    2017-01-01

    The current pilot study examines the impact of the "Ten Education Commandments for Parents" program on (1) new immigrant Latino parents' knowledge of the U.S. public education system, (2) parent engagement, and (3) their children's academic achievement. Utilizing a pre-experimental, pre- and post-test research design, four schools with…

  16. Dealing with Plagiarism in the Academic Community: Emotional Engagement and Moral Distress

    ERIC Educational Resources Information Center

    Vehviläinen, Sanna; Löfström, Erika; Nevgi, Anne

    2018-01-01

    This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a…

  17. Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

    ERIC Educational Resources Information Center

    Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

  18. Creating Flexible and Sustainable Work Models for Academic Obstetrician-Gynecologists Engaged in Global Health Work.

    PubMed

    Molina, Rose; Boatin, Adeline; Farid, Huma; Luckett, Rebecca; Neo, Dayna; Ricciotti, Hope; Scott, Jennifer

    2017-10-01

    To describe various work models for obstetrics and gynecology global health faculty affiliated with academic medical centers and to identify barriers and opportunities for pursuing global health work. A mixed-methods study was conducted in 2016 among obstetrics and gynecology faculty and leaders from seven academic medical institutions in Boston, Massachusetts. Global health faculty members were invited to complete an online survey about their work models and to participate in semistructured interviews about barriers and facilitators of these models. Department chairs and residency directors were asked to participate in interviews. The survey response rate among faculty was 65.6% (21/32), of which 76.2% (16/21) completed an interview. Five department leaders (45.5% [5/11]) participated in an interview. Faculty described a range of work models with varied time and compensation, but only one third reported contracted time for global health work. The most common barriers to global health work were financial constraints, time limitations, lack of mentorship, need for specialized training, and maintenance of clinical skills. Career satisfaction, creating value for the obstetrics and gynecology department, and work model flexibility were the most important facilitators of sustainable global health careers. The study identified challenges and opportunities to creating flexible and sustainable work models for academic obstetrics and gynecology clinicians engaged in global health work. Additional research and innovation are needed to identify work models that allow for sustainable careers in global women's health. There are opportunities to create professional standards and models for academic global health work in the obstetrics and gynecology specialty.

  19. Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

    PubMed

    Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

    2008-11-01

    We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

  20. What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools.

    PubMed

    Park, Sira; Holloway, Susan D; Arendtsz, Amanda; Bempechat, Janine; Li, Jin

    2012-03-01

    Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.

  1. Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

    PubMed Central

    2013-01-01

    Background Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. Discussion This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks’) approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Summary Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions. PMID:24215369

  2. Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine.

    PubMed

    Lyness, Jeffrey M; Lurie, Stephen J; Ward, Denham S; Mooney, Christopher J; Lambert, David R

    2013-11-11

    Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks') approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.

  3. The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

    ERIC Educational Resources Information Center

    Pasque, Penny A.; Murphy, Rena

    2005-01-01

    Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

  4. A Card-Sorting Activity to Engage Students in the Academic Language of Biology

    PubMed Central

    WALLON, ROBERT C.; JASTI, CHANDANA; HUG, BARBARA

    2017-01-01

    The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms “drug,” “poison,” “toxicant,” and “toxin.” Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms. PMID:29307894

  5. Work-Related Basic Need Satisfaction as a Predictor of Work Engagement among Academic Staff in Turkey

    ERIC Educational Resources Information Center

    Silman, Fatos

    2014-01-01

    This study examines the relationship between work-related basic need satisfaction and work engagement. Data were obtained from a total of 203 academics who are employed in various universities of Turkey. In this research Work-Related Basic Need Satisfaction Scale and The Turkish Form of Utrecht Work Engagement Scale were utilized. The data were…

  6. Twenty Percent of the Variance between Students in Academic Engagement Is Explained by Grade Level, Gender, Family Affluence, Anxiety, and Social Support

    ERIC Educational Resources Information Center

    Wilcox, Gabrielle; McQuay, Jocelyn; Blackstaffe, Anita; Perry, Rosemary; Hawe, Penelope

    2016-01-01

    Understanding what contributes to academic engagement is important to effectively support students. This study examines the relationship between sociodemographic factors, anxiety, social support, and academic engagement in elementary and junior high school students. Students in grades 5-9 (N = 1,904) completed self-reports measuring academic…

  7. Affordances, Barriers, and Motivations: Engagement in Research Activity by Academics at the Research-Oriented University in Vietnam

    ERIC Educational Resources Information Center

    Nguyen, Quy; Klopper, Christopher; Smith, Calvin

    2016-01-01

    The importance of academics undertaking research and publishing their research results is emphasised by universities. Engagement in research is recognised as an effective means to increase a university's profile. This study applied a qualitative approach to explore affordances, barriers, and motivations towards the engagement in research…

  8. Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study.

    PubMed

    Patte, Karen A; Qian, Wei; Leatherdale, Scott T

    2017-11-01

    The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the COMPASS study (N = 27 112) were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from "never" to "rare/sporadic" binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a "monthly" basis also increased the likelihood of college/ trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

  9. The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether.

    PubMed

    Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

    2017-09-01

    Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management. In a sample of 175 preschool boys showing signs of externalizing behaviour (M age  = 4 years, 9 months, SD age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour. © 2017 The British Psychological Society.

  10. Factors That Promote Motivation and Academic Engagement in a Career Technical Education Context

    ERIC Educational Resources Information Center

    Loera, Gustavo; Nakamoto, Jonathan; Oh, Youn Joo; Rueda, Robert

    2013-01-01

    Drawing on social cognitive theory, this study examined the relationship between student and school-based factors (e.g., educational aspirations, quality of the program of study, and adults' impact on college enrollment) and students' academic engagement and satisfaction with student life in a career technical education (CTE) setting. This study…

  11. School Engagement Trajectories of Immigrant Youth: Risks and Longitudinal Interplay with Academic Success

    ERIC Educational Resources Information Center

    Motti-Stefanidi, Frosso; Masten, Ann; Asendorpf, Jens B.

    2015-01-01

    We examined behavioral school engagement trajectories of immigrant and non-immigrant early adolescents in relation to their academic achievement. Data were based on teacher judgments and school records. Students from immigrant families living in Greece and their non-immigrant classmates (N = 1057) were assessed over the three years of middle…

  12. Engaging Religious Institutions to Address Racial Disparities in HIV/AIDS: A Case of Academic-Community Partnership

    PubMed Central

    Szaflarski, Magdalena; Vaughn, Lisa M.; Chambers, Camisha; Harris, Mamie; Ruffner, Andrew; Wess, Yolanda; Mosley, LaSharon; Smith, Chandra

    2017-01-01

    African Americans face the most severe burden of HIV among all racial and ethnic groups. Direct involvement of faith leaders and faith communities is increasingly suggested as a primary strategy to reduce HIV-related disparities, and Black churches are uniquely positioned to address HIV stigma, prevention, and care in African American communities. The authors describe an academic-community partnership to engage Black churches to address HIV in a predominantly African American, urban, southern Midwest location. The opportunities, process, and challenges in forming this academic-community partnership with Black churches can be used to guide future efforts toward engaging faith institutions, academia, and other community partners in the fight against HIV. PMID:28239643

  13. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences

    PubMed Central

    2014-01-01

    Background It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. Methods We carried out a cross sectional study, in August 2013, at Cercle d’Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l’Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. Results In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. Conclusion It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short

  14. Association of academic performance of premedical students to satisfaction and engagement in a short training program: a cross sectional study presenting gender differences.

    PubMed

    Bigna, Jean Joel R; Fonkoue, Loic; Tchatcho, Manuela Francette F; Dongmo, Christelle N; Soh, Dorothée M; Um, Joseph Lin Lewis N; Sime, Paule Sandra D; Affana, Landry A; Woum, Albert Ruben N; Noumegni, Steve Raoul N; Tabekou, Alphonce; Wanke, Arlette M; Taffe, Herman Rhais K; Tchoukouan, Miriette Linda N; Anyope, Kevin O; Ella, Stephane Brice E; Mouaha, Berny Vanessa T; Kenne, Edgar Y; Mbessoh, Ulrich Igor K; Tchapmi, Adrienne Y; Tene, Donald F; Voufouo, Steve S; Zogo, Stephanie M; Nouebissi, Linda P; Satcho, Kevine F; Tchoumo, Wati Joel T; Basso, Moise Fabrice; Tcheutchoua, Bertrand Daryl N; Agbor, Ako A

    2014-02-24

    It is important that students have a high academic engagement and satisfaction in order to have good academic achievement. No study measures association of these elements in a short training program. This study aimed to measure the correlation between academic achievement, satisfaction and engagement dimensions in a short training program among premedical students. We carried out a cross sectional study, in August 2013, at Cercle d'Etudiants, Ingénieurs, Médecins et Professeurs de Lycée pour le Triomphe de l'Excellence (CEMPLEX) training center, a center which prepares students for the national common entrance examination into medical schools in Cameroon. We included all students attending this training center during last examination period. They were asked to fill out a questionnaire on paper. Academic engagement was measured using three dimensions: vigor, dedication and absorption. Satisfaction to lessons, for each learning subject was collected. Academic achievement was calculated using mean of the score of all learning subjects affected with their coefficient. Pearson coefficient (r) and multiple regression models were used to measure association. A p value < 0.05 was statistically significant. In total, 180 students were analyzed. In univariate linear analysis, we found correlation with academic achievement for vigor (r = 0.338, p = 0.006) and dedication (r = 0.287, p = 0.021) only in male students. In multiple regression linear analysis, academic engagement and satisfaction were correlated to academic achievement only in male students (R2 = 0.159, p = 0.035). No correlation was found in female students and in all students. The independent variables (vigor, dedication, absorption and satisfaction) explained 6.8-24.3% of the variance of academic achievement. It is only in male students that academic engagement and satisfaction to lessons are correlated to academic achievement in this short training program for premedical students

  15. The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

    PubMed Central

    Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

    2018-01-01

    The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

  16. The Impact of Classroom-Based Meditation Practice on Cognitive Engagement, Mindfulness and Academic Performance of Undergraduate College Students

    ERIC Educational Resources Information Center

    Napora, Lisa

    2013-01-01

    This study explored the potential of classroom-based meditation practice as a tool to facilitate learning. Moreover, the impact of meditation on cognitive engagement, mindfulness and academic performance of undergraduate college students was investigated. Additionally, the relationships between mindfulness and cognitive engagement, and between…

  17. Definitions, Discourses and Dilemmas: Policy and Academic Engagement with the Sexualisation of Popular Culture

    ERIC Educational Resources Information Center

    Coy, Maddy; Garner, Maria

    2012-01-01

    While debates around sexualisation are underway in academic, policy, practitioner and popular contexts, there are tensions as well as connections across and within these arenas. This article traces the origins of policymakers' engagement with sexualisation and reflects on the conclusions from the recent reviews commissioned by the current and…

  18. Direct and interactive links between cross-ethnic friendships and peer rejection, internalizing symptoms, and academic engagement among ethnically diverse children.

    PubMed

    Kawabata, Yoshito; Crick, Nicki R

    2015-04-01

    The present study examined direct and interactive links between friendships and social, academic, and psychological adjustment problems (i.e., peer rejection as nominated by same-ethnic and cross-ethnic peers, teacher-reported academic engagement, and teacher-reported internalizing symptoms) among school-age children in multiethnic schools (n = 509, age: 9-10). The data, which included 2 time points with a 6-month interval, were drawn from a relatively large-sized, short-term longitudinal study. Results showed that cross-ethnic friendships (not same-ethnic friendships) were associated with greater academic engagement concurrently and predated decreased peer rejection and internalizing symptoms longitudinally, even after controlling for the availability of same-ethnic peers and classroom diversity. Furthermore, cross-ethnic friendships (not same-ethnic friendships) moderated the link between relational victimization and increased peer rejection and greater internalizing symptoms, such that this link was evidenced for children with fewer cross-ethnic friendships. However, the moderation effect was contingent upon the type of outcome variables and the ethnicity of the child. For example, the buffering effect against the negative contribution of relational victimization to internalizing symptoms was found particularly for African American children. The findings are discussed based on theories of normative development, ethnic socialization, and intergroup relations. (c) 2015 APA, all rights reserved).

  19. Exploring the Effects of Authentic Leadership on Academic Optimism and Teacher Engagement in Thailand

    ERIC Educational Resources Information Center

    Kulophas, Dhirapat; Hallinger, Philip; Ruengtrakul, Auyporn; Wongwanich, Suwimon

    2018-01-01

    Purpose: In the context of Thailand's progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was…

  20. Therapy Dogs in Academic Libraries: A Way to Foster Student Engagement and Mitigate Self-Reported Stress during Finals

    ERIC Educational Resources Information Center

    Jalongo, Mary Renck; McDevitt, Theresa

    2015-01-01

    More and more modern academic libraries are turning to student engagement activities designed to welcome students into Academia, join a community of scholars, and avail themselves of the full range of resources and services that a university library can provide. One unusual, but inexpensive and highly effective method of engaging students is…

  1. Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

    PubMed

    Hughes, Jan N; Cao, Qian

    2018-04-01

    Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Enhancing Academic Engagement: Providing Opportunities for Responding and Influencing Students to Choose to Respond

    ERIC Educational Resources Information Center

    Skinner, Christopher H.; Pappas, Danielle N.; Davis, Kai A.

    2005-01-01

    Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent "can't do" problems are provided. "Won't do" problems are…

  3. Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation

    ERIC Educational Resources Information Center

    Carle, Adam C.; Jaffee, David; Miller, Deborah

    2009-01-01

    Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used…

  4. The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Elliot, Andrew J.

    2016-01-01

    This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

  5. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    ERIC Educational Resources Information Center

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  6. Aligning the goals of community-engaged research: why and how academic health centers can successfully engage with communities to improve health.

    PubMed

    Michener, Lloyd; Cook, Jennifer; Ahmed, Syed M; Yonas, Michael A; Coyne-Beasley, Tamera; Aguilar-Gaxiola, Sergio

    2012-03-01

    Community engagement (CE) and community-engaged research (CEnR) are increasingly viewed as the keystone to translational medicine and improving the health of the nation. In this article, the authors seek to assist academic health centers (AHCs) in learning how to better engage with their communities and build a CEnR agenda by suggesting five steps: defining community and identifying partners, learning the etiquette of CE, building a sustainable network of CEnR researchers, recognizing that CEnR will require the development of new methodologies, and improving translation and dissemination plans. Health disparities that lead to uneven access to and quality of care as well as high costs will persist without a CEnR agenda that finds answers to both medical and public health questions. One of the biggest barriers toward a national CEnR agenda, however, are the historical structures and processes of an AHC-including the complexities of how institutional review boards operate, accounting practices and indirect funding policies, and tenure and promotion paths. Changing institutional culture starts with the leadership and commitment of top decision makers in an institution. By aligning the motivations and goals of their researchers, clinicians, and community members into a vision of a healthier population, AHC leadership will not just improve their own institutions but also improve the health of the nation-starting with improving the health of their local communities, one community at a time.

  7. Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Wehrspann, Elizabeth

    2016-01-01

    The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…

  8. Studying for the Sake of Others: The Role of Social Goals on Academic Engagement

    ERIC Educational Resources Information Center

    King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A.

    2012-01-01

    Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…

  9. General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

    ERIC Educational Resources Information Center

    Bardin, Julie A.; Lewis, Sandra

    2011-01-01

    English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

  10. How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement.

    PubMed

    Salanova, Marisa; Schaufeli, Wilmar; Martinez, Isabel; Breso, Edgar

    2010-01-01

    Most people would agree with the maxim that "success breeds success." However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students' previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.

  11. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  12. Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

    PubMed

    Bembenutty, Héfer

    2009-04-01

    This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

  13. Engaging indigenous and academic knowledge on bees in the Amazon: implications for environmental management and transdisciplinary research.

    PubMed

    Athayde, Simone; Stepp, John Richard; Ballester, Wemerson C

    2016-06-20

    This paper contributes to the development of theoretical and methodological approaches that aim to engage indigenous, technical and academic knowledge for environmental management. We present an exploratory analysis of a transdisciplinary project carried out to identify and contrast indigenous and academic perspectives on the relationship between the Africanized honey bee and stingless bee species in the Brazilian Amazon. The project was developed by practitioners and researchers of the Instituto Socioambiental (ISA, a Brazilian NGO), responding to a concern raised by a funding agency, regarding the potential impact of apiculture development by indigenous peoples, on the diversity of stingless bee species in the Xingu Park, southern Brazilian Amazon. Research and educational activities were carried out among four indigenous peoples: Kawaiwete or Kaiabi, Yudja or Juruna, Kīsêdjê or Suyá and Ikpeng or Txicão. A constructivist qualitative approach was developed, which included academic literature review, conduction of semi-structured interviews with elders and leaders, community focus groups, field walks and workshops in schools in four villages. Semi-structured interviews and on-line surveys were carried out among academic experts and practitioners. We found that in both indigenous and scientific perspectives, diversity is a key aspect in keeping exotic and native species in balance and thus avoiding heightened competition and extinction. The Africanized honey bee was compared to the non-indigenous westerners who colonized the Americas, with whom indigenous peoples had to learn to coexist. We identify challenges and opportunities for engagement of indigenous and scientific knowledge for research and management of bee species in the Amazon. A combination of small-scale apiculture and meliponiculture is viewed as an approach that might help to maintain biological and cultural diversity in Amazonian landscapes. The articulation of knowledge from non

  14. An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students

    ERIC Educational Resources Information Center

    Bunch-Crump, Kimberly R.; Lo, Ya-yu

    2017-01-01

    This study examined the effects of a multitiered system of support using Check-In Check-Out (CICO) as a secondary intervention and function-based self-monitoring (FBSM) as a tertiary intervention on the disruptive behavior and academic engagement of four elementary students identified as being in need of additional behavioral supports. A multiple…

  15. No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia

    PubMed Central

    Đogaš, Varja; Donev, Doncho M.; Kukolja-Taradi, Sunčana; Đogaš, Zoran; Ilakovac, Vesna; Novak, Anita; Jerončić, Ana

    2016-01-01

    Aim To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia. Methods Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students’ intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor. Data on students’ motivation measured by Work Preference Inventory scale, and general data were also collected. Multiple linear regression models of the intention to engage others in a particular behavior were developed. Results The most important determinants of the intention to engage others in academic transgression were psychological factors, such as intention to ask others for a material favor, or students’ motivation (median determinant’s β of 0.18, P ≤ 0.045 for all), whereas social and cultural factors associated with the country of origin were either weak (median β of 0.07, P ≤ 0.031) or not relevant. A significant proportion of students were aware of the ethical violations in academic transgressions (P ≤ 0.004 for all transgressions), but a large proportion of students also perceived academic cheating as a collective effort and were likely to engage people randomly (P ≤ 0.001 for all, but the most severe transgression). This collective effort was more pronounced for academic than non-academic behavior. Conclusion Culture differences among neighboring Southern-European countries were not an important determinant of the intention to engage others in academic cheating. PMID:27586553

  16. No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia.

    PubMed

    Đogaš, Varja; Donev, Doncho M; Kukolja-Taradi, Sunčana; Đogaš, Zoran; Ilakovac, Vesna; Novak, Anita; Jerončić, Ana

    2016-08-31

    To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia. Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students' intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor. Data on students' motivation measured by Work Preference Inventory scale, and general data were also collected. Multiple linear regression models of the intention to engage others in a particular behavior were developed. The most important determinants of the intention to engage others in academic transgression were psychological factors, such as intention to ask others for a material favor, or students' motivation (median determinant's β of 0.18, P≤0.045 for all), whereas social and cultural factors associated with the country of origin were either weak (median β of 0.07, P≤0.031) or not relevant. A significant proportion of students were aware of the ethical violations in academic transgressions (P≤0.004 for all transgressions), but a large proportion of students also perceived academic cheating as a collective effort and were likely to engage people randomly (P≤0.001 for all, but the most severe transgression). This collective effort was more pronounced for academic than non-academic behavior. Culture differences among neighboring Southern-European countries were not an important determinant of the intention to engage others in academic cheating.

  17. Relationship among academic engagement, burnout and student perceptions of curriculum delivery in Speech and Language Therapy Students from University of Concepcion, Chile.

    PubMed

    Glaria, Rocio; Carmona, Lorena; Perez, Cristhian; Parra, Paula

    2017-09-01

    To relate engagement and academic burnout with curriculum evaluation among speech therapy students. This observational, cross-sectional study was conducted at the end of the first academic semester for each level and at the end of a theoretical class in order to ensure the maximum participation rate at the University of Concepción, Concepción, Chile, and comprised students of a speech and language therapy programme.Curriculum evaluation scale, academic engagement and academic burnout questionnaires were used. STATA SE 11 was used for statistical analysis. Of the 200 participants, 157(78.50%) were women and 43(21.50%) men. The overall mean age was 20.81±2.15 years (range: 18-30 years). Emotional burnout was inversely correlated with the evaluation of teaching and evaluation methods, distribution of fields, teaching team and achievement of objectives (p<0.05 each). Depersonalisation was inversely associated with the distribution of teaching and learning activities (r=-0.13; p<0.05). Lack of personal accomplishment was also significantly and statistically associated with seven out of the eight factors of the curriculum evaluation scale (p<0.05 each). Involvement in studies was statistically and significantly related to all factors (p<0.05 each), except the achievement of objectives. Finally, satisfaction with studies was directly, statistically and significantly related to six of the eight factors (p<0.05 each). A more positive evaluation of the academic curriculum was associated with lower levels of burnout and higher levels of academic engagement.

  18. An Exploratory Study of the Academic Engagement and Beliefs of Latino Male High School Students

    ERIC Educational Resources Information Center

    Torres, Mellie

    2017-01-01

    This study provides insights to the school experiences of Latino male students through an exploration of how they describe their beliefs about education and how they engage in school for academic success. Data is drawn from interviews and surveys conducted with Latino males that participated in New York University's Black and Latino Male School…

  19. Online Academic Integrity: An Examination of MBA Students' Behavioral Intent of Engaging in Plagiarism

    ERIC Educational Resources Information Center

    Bennett, Rashad A.

    2017-01-01

    With the proliferation of online graduate enrollment by 35.7% from 2003 to 2014, the literature indicates the number of reported academic integrity cases is on the rise. A quantitative correlational study was used to determine which determinants, if any, had a relationship to the behavioral intent to engage in plagiarism among MBA students…

  20. [Burnout-engagement and personality factors in medical students at a public university].

    PubMed

    Hansen, Gladys V; D'Urso Villar, Marcela; Fracchia, Liliana N

    2016-09-01

    Medical students can develop burnout syndrome, characterized by exhaustion, cynical attitude towards study and negative consequences on wellbeing and academic performance. Engagement, theoretically syndrome "opposite" to burnout, shows a positive influence on personal and academic performance. To study the association of syndromes burnout and engagement with personality factors in medical students, a longitudinal observational, descriptive study of a cohort follow-up was performed. Three questionnaires were used: reduced inventory NEO Five-Factor (NEO FFI) administered at the beginning of the sixth year; the Maslach Burnout Inventory-Student Survey and Utrecht Work Engagement Scale, applied at the end of the seventh year. 120 students participated. The chance of presenting burnout was 3 times higher when the student had 0.26 times higher neuroticism and high extraversion lower when presented. The chance to present engagement was 10 times higher in students who had high extraversion (Multilevel logistic regression model, p<0.05). It would be important to further research into the mechanisms underlying personality factors could favor the onset of burnout and engagement syndromes, and carry out strategies to prevent the consequences of academic stress on the most vulnerable students.

  1. A Quantitative and Qualitative Investigation of Variability and Contextual Sources Related to the Academic Engagement of Minority and Economically Disadvantaged Adolescents

    ERIC Educational Resources Information Center

    Schilling, Joan Carlin

    2009-01-01

    Research consistently has indicated that academic achievement outcomes for most minority students, and for students from economically impoverished backgrounds, are marginal as compared with the achievement of their Asian and Caucasian classmates and of individuals with higher socio-economic status (STS). Academic engagement has been linked to…

  2. Community-Engaged Courses in a Conflict Zone: A Case Study of the Israeli Academic Corpus

    ERIC Educational Resources Information Center

    Golan, Daphna; Shalhoub-Kevorkian, Nadera

    2014-01-01

    This article is based on an action-oriented study of 13 community-engaged courses at 11 institutions of higher education in Israel. These courses were not part of peace education programs but rather accredited academic courses in various disciplines, all of which included practice and theory. The purpose of this article is to demonstrate how these…

  3. Do academically-engaged adolescents experience social sanctions from the peer group?

    PubMed

    Schwartz, David; Kelly, Brynn M; Duong, Mylien T

    2013-09-01

    Existing theoretical perspectives suggest that adolescents who are characterized by high achievement may experience social sanctions from peers. The central premise is that, in many North American settings, adolescent peer groups are characterized by negative attitudes toward the school environment. To test these hypotheses, we examined associations between indicators of low social power (unpopularity and victimization by peers) and academic competence for 415 adolescents (193 boys; 222 girls) attending an urban high school. This school served neighborhoods that were characterized by a moderate degree of economic distress and the students were predominately of Hispanic American descent. A short-term longitudinal design was used, with two waves of data collected over consecutive school years. The adolescents completed a peer nomination inventory assessing relational and overt victimization by peers, unpopularity, and social rejection. In addition, we obtained math and language arts grades from school records, and we assessed behavioral engagement in school with a self-report inventory. Structural equation models did not reveal a strong pattern of longitudinal change in social standing with peers or academic functioning. However, we found positive correlations between academic achievement and problematic peer relationships in both years of the project. We also found evidence that gender moderates these associations, with the effects reaching significance only for boys. Our results provide evidence that, in some settings, high achieving adolescents can be prone to negative treatment or marginalization by peers.

  4. Caregiver Engagement: Advancing Academic and Behavioral Outcomes for Culturally and Linguistically Diverse Students in Special Education

    ERIC Educational Resources Information Center

    Whitford, Denise K.; Addis, Aaron K.

    2017-01-01

    The Every Student Succeeds Act encourages home, school, and community partnerships as a method for improving academic achievement. Districts who seek federal funding must provide outreach to all caregivers within the district, making meaningful efforts to attract those with the greatest barriers to engagement. This review provides a thematic…

  5. The Northwest Indiana Center for Data and Analysis: A Case Study of Academic Library Community Engagement

    ERIC Educational Resources Information Center

    Sandberg, Scott; Morris, Cele; Sutherland, Timothy

    2013-01-01

    This paper details community engagement activity of an academic library coordinated within a broader university strategic plan. The Anderson Library at Indiana University Northwest (IU-Northwest) supports a service called the Northwest Indiana Center for Data and Analysis. Created in 1996 with funding made available from the Indiana University…

  6. School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature

    PubMed Central

    Chapman, Daniel P.; Croft, Janet B.

    2015-01-01

    BACKGROUND Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students’ academic performance, reduce engagement in risk behaviors, and improve health. METHODS This paper reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. RESULTS Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. CONCLUSIONS Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies. PMID:27040474

  7. Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students.

    PubMed

    Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis

    2018-01-01

    To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

  8. Associations between safety culture and employee engagement over time: a retrospective analysis.

    PubMed

    Daugherty Biddison, Elizabeth Lee; Paine, Lori; Murakami, Peter; Herzke, Carrie; Weaver, Sallie J

    2016-01-01

    With the growth of the patient safety movement and development of methods to measure workforce health and success have come multiple modes of assessing healthcare worker opinions and attitudes about work and the workplace. Safety culture, a group-level measure of patient safety-related norms and behaviours, has been proposed to influence a variety of patient safety outcomes. Employee engagement, conceptualised as a positive, work-related mindset including feelings of vigour, dedication and absorption in one's work, has also demonstrated an association with a number of important worker outcomes in healthcare. To date, the relationship between responses to these two commonly used measures has been poorly characterised. Our study used secondary data analysis to assess the relationship between safety culture and employee engagement over time in a sample of >50 inpatient hospital units in a large US academic health system. With >2000 respondents in each of three time periods assessed, we found moderate to strong positive correlations (r=0.43-0.69) between employee engagement and four Safety Attitudes Questionnaire domains. Independent collection of these two assessments may have limited our analysis in that minimally different inclusion criteria resulted in some differences in the total respondents to the two instruments. Our findings, nevertheless, suggest a key area in which healthcare quality improvement efforts might be streamlined. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  9. Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

    2016-01-01

    This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

  10. The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

    ERIC Educational Resources Information Center

    Radley, Keith C.; Dart, Evan H.; O'Handley, Roderick D.

    2016-01-01

    The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were…

  11. Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

    2014-01-01

    The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

  12. Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

    ERIC Educational Resources Information Center

    Gauchat, Tiffanie A.

    2010-01-01

    The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

  13. Adaptability, Engagement and Academic Achievement at University

    ERIC Educational Resources Information Center

    Collie, Rebecca J.; Holliman, Andrew J.; Martin, Andrew J.

    2017-01-01

    University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students' adaptability is associated with their behavioural engagement at…

  14. Selected engagement factors and academic learning outcomes of undergraduate engineering students

    NASA Astrophysics Data System (ADS)

    Justice, Patricia J.

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

  15. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  16. The Effects of Fading a Strategic Self-Monitoring Intervention on Students' Academic Engagement, Accuracy, and Productivity

    ERIC Educational Resources Information Center

    Rock, Marcia L.; Thead, Beth K.

    2007-01-01

    In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math…

  17. The Mourning After: Academic Development in a Time of Doubt

    ERIC Educational Resources Information Center

    Grant, Barbara M.

    2007-01-01

    Academic developers work in zones marked by uncertainty and ambiguity. One response to the uncertainties about who we are and our place in the academy is to assert and defend a particular identity. I critically engage with such a response from a "mourning after" standpoint that values an unsettled identity. There I find the possibility for a less…

  18. The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

    ERIC Educational Resources Information Center

    Guo, Yuan

    2018-01-01

    A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs…

  19. The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Mello, Zena R.; Worrell, Frank C.

    2006-01-01

    Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

  20. Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

    PubMed

    Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany

    2017-10-01

    Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor

    ERIC Educational Resources Information Center

    Leach, Rebecca B.; Wang, Tiffany R.

    2015-01-01

    This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic…

  2. Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

    2014-01-01

    Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

  3. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    PubMed Central

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2008-01-01

    Participants were 664 relatively low achieving children who were recruited into a longitudinal study when in first grade. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of academic self concept were obtained in Year 1 and in Year 3. As young as second grade, children’s perceptions of classmates’ academic competence are distinct from their perceptions of peers’ other social and behavioral characteristics. SEM analyses found that Year 2 PAR predicted Year 3 teacher-rated academic engagement and reading (but not math) achievement test scores, above the effects of prior scores on these outcomes and other covariates. Furthermore, the effect of PAR on academic engagement and achievement was partially mediated by the effect of PAR on children’s academic self concept. Implications of these findings for educational practice and future research are discussed. PMID:19617931

  4. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

    ERIC Educational Resources Information Center

    Mosser, Brent Steven

    2010-01-01

    A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

  5. Student Engagement: Rhetoric and Reality

    ERIC Educational Resources Information Center

    Baron, Paula; Corbin, Lillian

    2012-01-01

    Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are "cascading" down…

  6. School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature.

    PubMed

    Wheaton, Anne G; Chapman, Daniel P; Croft, Janet B

    2016-05-01

    Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students' academic performance, reduce engagement in risk behaviors, and improve health. This article reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

  7. Students' perceptions of communication ease and engagement. How they relate to academic success.

    PubMed

    Long, G; Stinson, M S; Braeges, J

    1991-12-01

    The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.

  8. The Effects of Religion and Gender on Well-Being, Substance Use, and Academic Engagement among Rural Adolescents

    ERIC Educational Resources Information Center

    Milot, Alyssa S.; Ludden, Alison Bryant

    2009-01-01

    The effects of religious attendance, religious importance, and gender on well-being, substance use, and academic engagement were examined among early adolescents (N = 683) from rural schools. Results indicated that females viewed religion as more important than males, although the frequency of religious attendance did not differ for males and…

  9. Why Do Academics Use Academic Social Networking Sites?

    ERIC Educational Resources Information Center

    Meishar-Tal, Hagit; Pieterse, Efrat

    2017-01-01

    Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…

  10. Understanding Factors Associated with Children's Motivation to Engage in Recess-Time Physical Activity

    ERIC Educational Resources Information Center

    Efrat, Merav W.

    2016-01-01

    Physical activity is linked with health and academic benefits. While recess provides the greatest opportunity for children to accumulate physical activity, most children are not motivated to engage in sufficient amounts of physical activity during recess. Research demonstrates a strong relationship between self-efficacy and children's motivation…

  11. The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

    ERIC Educational Resources Information Center

    Miller, Leila M.; Dufrene, Brad A.; Sterling, Heather E.; Olmi, D. Joe; Bachmayer, Erica

    2015-01-01

    This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all…

  12. 77 FR 12606 - Homeland Security Academic Advisory Council; Establishment and Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-01

    ... Academic Engagement. This determination follows consultation with the Committee Management Secretariat... submitting comments. Email: AcademicEngagement@hq.dhs.gov . Include the docket number in the subject line of the message. Fax: 202-447-3713. Mail: Academic Engagement, MGMT/Office of Academic Engagement/Mailstop...

  13. Natural Mentors, Racial Pride, and Academic Engagement among Black Adolescents: Resilience in the Context of Perceived Discrimination

    ERIC Educational Resources Information Center

    Wittrup, Audrey R.; Hussain, Saida B.; Albright, Jamie N.; Hurd, Noelle N.; Varner, Fatima A.; Mattis, Jacqueline S.

    2016-01-01

    The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all…

  14. Observed Lesson Structure during the First Year of Secondary Education: Exploration of Change and Link with Academic Engagement

    ERIC Educational Resources Information Center

    Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

    2012-01-01

    This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over…

  15. 77 FR 37912 - Committee Name: Homeland Security Academic Advisory Council

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-25

    ...Engagement@hq.dhs.gov or contact Lindsay Burton at 202-447-4686 as soon as possible. To facilitate public.... Email: AcademicEngagement@hq.dhs.gov . Include the docket number in the subject line of the message. Fax: 202-447-3713. Mail: Academic Engagement; MGMT/Office of Academic Engagement/Mailstop 0440; Department...

  16. Future so bright? Delay discounting and consideration of future consequences predict academic performance among college drinkers.

    PubMed

    Acuff, Samuel F; Soltis, Kathryn E; Dennhardt, Ashley A; Borsari, Brian; Martens, Matthew P; Murphy, James G

    2017-10-01

    College student drinking is a major public health concern and can result in a range of negative consequences, from acute health risks to decreased academic performance and drop out. Harm reduction interventions have been developed to reduce problems associated with drinking but there is a need to identify specific risk/protective factors related to academic performance among college drinkers. Behavioral economics suggests that chronic alcohol misuse reflects a dysregulated behavioral process or reinforcer pathology-alcohol is overvalued and the value of prosocial rewards are sharply discounted due, in part, to their delay. This study examined delay discounting, consideration of future consequences (CFC) and protective behavioral strategies (PBS) as predictors of academic success (grade point average; GPA) and engagement (time devoted to academic activities) among 393 college drinkers (61% female). In multivariate models, PBS were associated with greater academic engagement, but were not with academic success. Lower discounting of delayed rewards and greater CFC were associated with both academic success and engagement among drinkers. Previous research suggests that future time orientation is malleable, and the current results provide support for efforts to enhance future time orientation as part of alcohol harm-reduction approaches. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  17. What does the UK public want from academic science communication?

    PubMed

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

  18. What does the UK public want from academic science communication?

    PubMed Central

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience. PMID:27347384

  19. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    ERIC Educational Resources Information Center

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  20. The Development and Initial Use of a Survey of Student "Belongingness", Engagement and Self-Confidence in UK Higher Education

    ERIC Educational Resources Information Center

    Yorke, Mantz

    2016-01-01

    Students' sense of "belongingness" and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students' sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction…

  1. Merits and demerits of engaging in athletic, academic and part-time job roles among university student-athletes in Japan.

    PubMed

    Yamada, Yasuyuki; Mizuno, Motoki; Ebara, Takeshi; Hirosawa, Masataka

    2011-12-01

    Although role conflict management is necessary for the prevention of dropout from participation in sports, little has been known about it, especially regarding Japanese university student-athletes. Hence, this study examined the aspects of merit and demerit involved in their performances of academic, athletic, part-time job, family and human relationship roles. The merits and demerits were evaluated using the theoretical concepts of negative spillover (NSP), positive spillover (PSP), compensation and segmentation. In the research, a total of 108 participants (63 males, 45 females) described information about their multiple roles in the Multiple Roles Map (MRM) form. NSP with high frequency rates (3rd quartile) showed demerit that negative condition in athletic and part-time job roles tended to disturb performance of other roles (male ≥ 17.5%, female ≥ 15.6%). The results of PSP showed merit that positive condition in the athletic, part-time job and academic roles contributes to accomplishment of good performance in other roles (male ≥ 19.0%, female ≥ 17.8%). Compensation indicated that negative conditions in the roles were compensated by satisfaction in the human relationships and family roles and private time (male ≥ 9.5%, female ≥ 11.1%). The family role was segmented from other roles (male ≥ 71.4%, female ≥ 68.9%). Sharing these findings will be effective in helping to solve role conflict problems of university student-athletes in Japan.

  2. Academic Workload and Working Time: Retrospective Perceptions versus Time-Series Data

    ERIC Educational Resources Information Center

    Kyvik, Svein

    2013-01-01

    The purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time-series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982-2008. The findings show…

  3. Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

    ERIC Educational Resources Information Center

    Thien, Lei Mee; Razak, Nordin Abd

    2013-01-01

    This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students…

  4. School start time effects on adolescent learning and academic performance, emotional health and behaviour.

    PubMed

    Wahlstrom, Kyla L; Owens, Judith A

    2017-11-01

    The investigation of the relationship between the time of day that school begins and the effects it could have on students began in the mid-1990s. Since that time, many articles have been written either for the medical literature or the educational literature. This review is intended to bridge that gap by examining together the findings for both academic and health outcomes, exploring what we know and what is needed in further investigation. Teens who are sleep deficient (defined as obtaining less than 8 h per night) because of early starting time for their school are much more likely to engage in risky behaviours, such as drug, cigarette and alcohol use, have significant feelings of depression, get lower grades and are at greater risk for car crashes. Many studies of academic performance and later school start time indicate benefits, although further research is needed to understand the related mechanisms that contribute to improvements in achievement. Recent research in adolescent sleep and outcomes is being shaped by not only measuring sleep duration, but also examining the timing in which sleep occurs. Early school starting time for middle and high students has a clear, deleterious effect on their health and well being. Most recently, sleep deficit in teens is being viewed as a public health issue that needs a wider discussion about its impact and it necessitates improved public education about the sleep phase shift that occurs during adolescence.

  5. Longitudinal Links between Older Sibling Features and Younger Siblings’ Academic Adjustment during Early Adolescence

    PubMed Central

    Bouchey, Heather A.; Shoulberg, Erin K.; Jodl, Kathleen M.; Eccles, Jacquelynne S.

    2010-01-01

    This study investigated prospective relations between (1) older siblings’ support and academic engagement and (2) younger siblings’ academic adjustment from 7th to 8th grade. The study was unique in that it incorporated a sample of both African American and European American adolescents. Also investigated was the extent to which the gender constellation (same-sex vs. mixed-sex) of sibling dyads moderated prospective associations. Findings revealed that, in mixed-sex dyads only, younger siblings’ perceptions of support received from the older sibling and their positive image of the older sibling predicted declines in the younger sibling’s academic self-perceptions and performance over time, even after controlling for younger siblings’ background characteristics and support from parents. Older siblings’ reported support to younger siblings also predicted declines in younger siblings’ academic adjustment, whereas the older siblings’ own level of academic engagement predicted an increase in younger siblings’ academic adjustment over time. Overall, findings did not differ substantially for African and European American adolescents. PMID:20376283

  6. A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills

    ERIC Educational Resources Information Center

    Orozco, Edith Aimee

    2010-01-01

    The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

  7. Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective

    ERIC Educational Resources Information Center

    Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis

    2012-01-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…

  8. 78 FR 14102 - Committee Name: Homeland Security Academic Advisory Council

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-04

    ... with disabilities or to request special assistance at the meeting, send an email to AcademicEngagement....regulations.gov . Follow the instructions for submitting comments. Email: AcademicEngagement@hq.dhs.gov . Include the docket number in the subject line of the message. Fax: 202-447-3713. Mail: Academic Engagement...

  9. Part-Time Higher Education: Employer Engagement under Threat?

    ERIC Educational Resources Information Center

    Mason, Geoff

    2014-01-01

    Employer support for employees who are studying part-time for higher education qualifications constitutes a form of indirect employer engagement with higher education institutions that has contributed strongly to the development of work-related skills and knowledge over the years. However, this form of employer engagement with higher education…

  10. Passion for Academics and Problematic Health Behaviors.

    PubMed

    Bureau, Alexander T; Razon, Selen; Saville, Bryan K; Tokac, Umit; Judge, Lawrence W

    2017-01-01

    According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, p<.001), and disordered eating (β = .17, p < .001) but was not associated with sleep deprivation (β = .07, p = .15). Harmonious passion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics.

  11. Passion for Academics and Problematic Health Behaviors

    PubMed Central

    BUREAU, ALEXANDER T.; RAZON, SELEN; SAVILLE, BRYAN K.; TOKAC, UMIT; JUDGE, LAWRENCE W.

    2017-01-01

    According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students’ passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, p<.001), and disordered eating (β = .17, p < .001) but was not associated with sleep deprivation (β = .07, p = .15). Harmonious passion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = −.16, p = .002) and sleep deprivation (β = −.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = −.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics. PMID:28515838

  12. Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

    PubMed

    Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

    2008-05-01

    The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  13. The Perceived Impact on Academics' Teaching Practice of Engaging with a Higher Education Institution's CPD Scheme

    ERIC Educational Resources Information Center

    Botham, Kathryn Ann

    2018-01-01

    A study was undertaken to identify via questionnaire (42) and interview (6) academic staff perceptions of the impact on their practice of engagement with an institutional Continuing Professional Development (CPD) Scheme aligned to the UK PSF and leading to HEA Fellowship. This paper focuses on three key themes in relation to teaching and learning…

  14. The Effects of Autonomy Support versus Psychological Control and Work Engagement versus Academic Burnout on Adolescents' Use of Avoidance Strategies

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2013-01-01

    This study examines the relationships among Taiwanese ninth graders' perceptions of autonomy support versus psychological control in the classroom context, work engagement versus academic burnout, and their avoidance of help seeking as well as self-handicapping behaviors. Four hundred and thirty-five ninth-grade Taiwanese students completed a…

  15. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes

    PubMed Central

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic reputation (PAR) assessed in Year 2 on academic achievement in Year 5, via the effects of the peer relationships variables on perceived academic competence in Year 3 and effortful engagement in Year 4. As expected, the effect of PAR on engagement was partially mediated by perceived academic competence, and the effect of perceived academic competence on achievement was partially mediated by engagement. In the context of PAR, peer acceptance did not contribute to the mediating variables or to achievement. Findings provide a clearer understanding of the processes by which early peer-relationships influence concurrent and future school-related outcomes. Implications for educational practice and future research are discussed. PMID:21113406

  16. Peer Observation of Teaching: Enhancing Academic Engagement for New Participants

    ERIC Educational Resources Information Center

    Carroll, Conor; O'Loughlin, Deirdre

    2014-01-01

    This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and…

  17. The Academic Gap: An International Comparison of the Time Allocation of Academically Talented Students

    ERIC Educational Resources Information Center

    Makel, Matthew C.; Wai, Jonathan; Putallaz, Martha; Malone, Patrick S.

    2015-01-01

    Despite growing concern about the need to develop talent across the globe, relatively little empirical research has examined how students develop their academic talents. Toward this end, the current study explored how academically talented students from the United States and India spend their time both in and out of school. Indian students…

  18. A systematic strategic planning process focused on improved community engagement by an academic health center: the University of Kansas Medical Center's story.

    PubMed

    Cook, David C; Nelson, Eve-Lynn; Ast, Cori; Lillis, Teresa

    2013-05-01

    A growing number of academic health centers (AHCs) are considering approaches to expand collaboration with their communities in order to address complex and multisystem health concerns. In 2010, internal leaders at the University of Kansas Medical Center undertook a strategic planning process to enhance both community engagement activities and the scholarship resulting from these engagement activities. The authors describe the strategic planning process, recommendations, and actions associated with elevating community engagement within the AHC's mission and priorities. The strategic planning process included conducting an inventory of community engagement activities within the AHC; analyzing strengths, weaknesses, opportunities, and threats for community engagement work; and identifying goals and strategies to improve future community engagement activities and scholarship. The resulting road map for enhancing community engagement at their institution through 2015 consists of four main strategies: emphasize scholarship in community engagement, revise organizational structures to better facilitate community engagement, prioritize current engagement activities to ensure appropriate use of resources, and enhance communication of engagement initiatives to further develop stakeholder relationships.The authors also discuss implementation of the plan to date and highlight lessons learned that may inform other AHCs as they enhance and expand similar endeavors.

  19. Engaging People in Making History: Impact, Public Engagement and the World Beyond the Campus

    PubMed Central

    2015-01-01

    By examining the longer history of engagement between academics and those outside the academy and reflecting on recent experiences of collaboration, this paper provides a critical perspective on understandings of engagement and the ‘impact’ of historical research today. Considering in particular the UK higher education landscape and the recent Research Excellence Framework measurement exercise, we argue that the current approach of universities, and understandings of the relationship between them and those outside higher education, promotes a model of one-way dissemination, entails a potentially paternalistic approach to an apparently passive public, and favours easily measurable change. We suggest that by revisiting the intellectual origins of the public-history movement we can better understand where the value in the relationship between academics and the public lies. Our conclusion is that refocusing on the process of engagement – rather than specific and easily evaluated outcomes – better reflects and values the most successful, productive and democratic collaborations between researchers and non-academic partners. PMID:27019608

  20. A study of time management: the correlation between video game usage and academic performance markers.

    PubMed

    Anand, Vivek

    2007-08-01

    This study analyzes the correlation between video game usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores were used to gauge academic performance. The amount of time a student spends playing video games has a negative correlation with students' GPA and SAT scores. As video game usage increases, GPA and SAT scores decrease. A chi-squared analysis found a p value for video game usage and GPA was greater than a 95% confidence level (0.005 < p < 0.01). This finding suggests that dependence exists. SAT score and video game usage also returned a p value that was significant (0.01 < p < 0.05). Chi-squared results were not significant when comparing time spent studying and an individual's SAT score. This research suggests that video games may have a detrimental effect on an individual's GPA and possibly on SAT scores. Although these results show statistical dependence, proving cause and effect remains difficult, since SAT scores represent a single test on a given day. The effects of video games maybe be cumulative; however, drawing a conclusion is difficult because SAT scores represent a measure of general knowledge. GPA versus video games is more reliable because both involve a continuous measurement of engaged activity and performance. The connection remains difficult because of the complex nature of student life and academic performance. Also, video game usage may simply be a function of specific personality types and characteristics.

  1. Engaging narratives evoke similar neural activity and lead to similar time perception.

    PubMed

    Cohen, Samantha S; Henin, Simon; Parra, Lucas C

    2017-07-04

    It is said that we lose track of time - that "time flies" - when we are engrossed in a story. How does engagement with the story cause this distorted perception of time, and what are its neural correlates? People commit both time and attentional resources to an engaging stimulus. For narrative videos, attentional engagement can be represented as the level of similarity between the electroencephalographic responses of different viewers. Here we show that this measure of neural engagement predicted the duration of time that viewers were willing to commit to narrative videos. Contrary to popular wisdom, engagement did not distort the average perception of time duration. Rather, more similar brain responses resulted in a more uniform perception of time across viewers. These findings suggest that by capturing the attention of an audience, narrative videos bring both neural processing and the subjective perception of time into synchrony.

  2. Productive Curriculum Time.

    ERIC Educational Resources Information Center

    Walberg, Herbert J.; And Others

    1994-01-01

    Discusses productive use of time and its effects on academic success, reviewing research on how students spend their time, describing relationships between allocated, engaged, and productive time and exploring psychological perspectives related to time and curriculum. Curricular and instructional modifications to increase productive time and…

  3. Academic and Mental Health Outcomes of Youth Placed in Out-of-Home Care: The Role of School Stability and Engagement

    ERIC Educational Resources Information Center

    Leonard, Skyler S.; Gudiño, Omar G.

    2016-01-01

    Background: Youth placed in out-of-home care are at significant risk of low academic achievement and poor mental health. Few studies have considered the potential effects of school-related factors, such as school placement stability and school engagement, on youth outcomes. Objective: The current study examined the potential main effects of school…

  4. Gender Matters, Too: The Influences of School Racial Discrimination and Racial Identity on Academic Engagement Outcomes among African American Adolescents

    ERIC Educational Resources Information Center

    Chavous, Tabbye M.; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

    2008-01-01

    The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination…

  5. Predictors of Academic Performance and School Engagement--Integrating Persistence, Motivation and Study Skills Perspectives Using Person-Centered and Variable-Centered Approaches

    ERIC Educational Resources Information Center

    Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado

    2013-01-01

    There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…

  6. Negotiating Institutional Performance and Change: Strategies for Engaged Universities

    ERIC Educational Resources Information Center

    Andes, Nancy

    2006-01-01

    This essay describes how University of Alaska Anchorage (a) mapped academic-based engagement activities into its institutional context and mission and (b) explored academic and administrative leadership strategies to reflect its commitment to engagement. Higher education governing bodies, legislators, administrators, and faculty increasingly…

  7. Science Inquiry, Academic Language, and Civic Engagement

    ERIC Educational Resources Information Center

    Buxton, Cory A.

    2009-01-01

    While some students have the opportunity to engage in the kinds of structured inquiry and real-world problem solving called for in the science education reform literature, many other students receive only a daily grind of note taking, end-of-chapter questions and sample test items from state assessments. The result is an engagement gap whereby…

  8. Psychometric Properties of the Portuguese Version of the Student Engagement Instrument

    ERIC Educational Resources Information Center

    Moreira, Paulo A. S.; Machado Vaz, Filipa; Dias, Paulo C.; Petracchi, Paulo

    2009-01-01

    Student engagement is an emergent research domain in educational psychology, as research increasingly supports the connection between academic achievement, school-related behaviours, and student engagement. In spite of the important role of student engagement in academic achievement across cultures, little is known about the cross-cultural…

  9. An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school.

    PubMed

    Stormshak, Elizabeth A; Connell, Arin; Dishion, Thomas J

    2009-09-01

    This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.

  10. An Adaptive Approach to Family-Centered Intervention in Schools: Linking Intervention Engagement to Academic Outcomes in Middle and High School

    PubMed Central

    Connell, Arin; Dishion, Thomas J.

    2009-01-01

    This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students. PMID:19390971

  11. The Priority of Intersectionality in Academic Medicine.

    PubMed

    Eckstrand, Kristen L; Eliason, Jennifer; St Cloud, Tiffani; Potter, Jennifer

    2016-07-01

    Recent societal events highlight inequities experienced by underrepresented and marginalized communities. These inequities are the impetus for ongoing efforts in academic medicine to create inclusive educational and patient care environments for diverse stakeholders. Frequently, approaches focus on singular populations or broad macroscopic concepts and do not always elucidate the complexities that arise at the intersection between multiple identities and life experiences. Intersectionality acknowledges multidimensional aspects of identity inclusive of historical, structural, and cultural factors. Understanding how multiple identity experiences impact different individuals, from patients to trainees to providers, is critical for improving health care education and delivery. Building on existing work within academic medicine, this Commentary outlines six key recommendations to advance intersectionality in academic medicine: embrace personal and collective loci of responsibility; examine and rectify unbalanced power dynamics; celebrate visibility and intersectional innovation; engage all stakeholders in the process of change; select and analyze meaningful metrics; and sustain the commitment to achieving health equity over time. Members of the academic medical community committed to advancing health equity can use these recommendations to promote and maintain meaningful changes that recognize and respond to the multidimensional voices and expressed needs of all individuals engaged in providing and receiving health care.

  12. Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope.

    PubMed

    Van Ryzin, Mark J

    2011-12-01

    Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.

  13. Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners’ Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School

    PubMed Central

    Diaz, Anjolii; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah; Spinrad, Tracy L.; Berger, Rebecca; Hernandez, Maciel M.; Silva, Kassondra M.; Southworth, Jody

    2015-01-01

    The current study examined the role of naturally-occurring negative and positive emotion expressivity in kindergarten and children’s effortful control (EC) on their relationships with teachers, academic engagement, and problems behaviors in school. Further, the potential moderating role of EC on these important school outcomes was assessed. Emotion and engagement were observed at school. EC was assessed by multiple methods. Teachers reported on their student–teacher relationships and student’s externalizing behaviors. Children’s emotion expressivity and EC were related to engagement and relationships with teachers as well as behavioral problems at school. Children low in EC may be particularly vulnerable to the poor outcomes associated with relatively intense emotion expressivity as they struggle to manage their emotions and behaviors in the classroom. PMID:28584388

  14. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  15. Changing times: the role of academe in health reform.

    PubMed

    Hewlett, Peggy O'Neill; Bleich, Michael; Cox, Mary Foster; Hoover, Kim Welch

    2009-01-01

    What is the role of nursing educators in the politics surrounding health reform? This critical question is posed, and exemplars of how nurse faculty can and should become more involved in the political arena are shared. The authors issue a call to action for every nurse educator in the country to become actively engaged in health reform discussions to bring this all-important perspective to the table. Recognizing and overcoming traditional roles and barriers for nurse faculty on university campuses are essential parts of the political activism that must be assumed. Opening the doors for increased patient access will result in higher utilization of health care providers, and if the nursing shortage is not abated, then bottlenecking of qualified students in programs with critical faculty shortages will create immense pressure in an overloaded care delivery system. The full impact of legislated health reform changes on academe may not be fully realized until after the fact-and as often experienced in the past, this may come too late for policy makers to adequately address questions that should have been raised by the faculty corps beforehand. The time to get involved is now.

  16. Engaging Students in a Large-Enrollment Physics Class Using an Academically Focused Social Media Platform

    NASA Astrophysics Data System (ADS)

    Gavrin, Andy; Lindell, Rebecca

    2017-03-01

    There are many reasons for an instructor to consider using social media, particularly in a large introductory course. Improved communications can lessen the sense of isolation some students feel in large classes, and students may be more likely to respond to faculty announce-ments in a form that is familiar and comfortable. Furthermore, many students currently establish social media sites for their classes, without the knowledge or participation of their instructors. Such "shadow" sites can be useful, but they can also become distributors of misinformation, or venues for inappropriate or disruptive discussions. CourseNetworking (CN) is a social media platform designed for the academic environment. It combines many features common among learning management systems (LMS's) with an interface that looks and feels more like Facebook than a typical academic system. We have recently begun using CN as a means to engage students in an introductory calculus-based mechanics class, with enrollments of 150-200 students per semester. This article presents basic features of CN, and details our initial experiences and observations.

  17. Matters Arising. Australian University Quality Agency Feedback in Relation to the Academic Engagement of International Students Enrolled in Onshore University Programmes

    ERIC Educational Resources Information Center

    Crossman, Joanna; Burdett, Jane

    2012-01-01

    It is now commonplace to find quality audit processes being applied in universities internationally as a means of assessing the quality of teaching and learning. This article draws upon a thematic analysis of 14 second-round Australian Universities Quality Agency reports in order to explore matters arising from the academic engagement of…

  18. Can Student Engagement Serve as a Motivational Resource for Academic Coping, Persistence, and Learning during Late Elementary and Early Middle School?

    ERIC Educational Resources Information Center

    Skinner, Ellen A.; Pitzer, Jennifer R.; Steele, Joel S.

    2016-01-01

    How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in…

  19. Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement. SUNY Series, Power, Social Identity, and Education.

    ERIC Educational Resources Information Center

    Davidson, Ann Locke

    This book focuses on the relationship between ethnic and racial identity and academic engagement, examining in particular the role that schools and classrooms play in shaping this relationship. It examines the lives of students to ask how they conceptualize and assert their ethnic and racial identities across varied curricular settings. The case…

  20. Academic Librarians Engage with Assessment Methods and Tools

    ERIC Educational Resources Information Center

    Savage, Devin; Piotrowski, Pattie; Massengale, Lisa

    2017-01-01

    Many academic libraries have actively sought to articulate their value to campus stakeholders for well over a decade, and this demonstration of utility has become even more necessary as college and university budgets are scrutinized and even imperiled. This article will examine the experience of several academic libraries that have sought multiple…

  1. Mathematics Engagement in an Australian Lower Secondary School

    ERIC Educational Resources Information Center

    Norton, Stephen

    2017-01-01

    The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein's concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time…

  2. Triple Nexus: Improving STEM Teaching through a Research-Public Engagement-Teaching Nexus

    ERIC Educational Resources Information Center

    Stevenson, E.; McArthur, J.

    2015-01-01

    In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded…

  3. Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.

    PubMed

    Reneau, Margaret; Wallace, Cara; Claywell, Lora; Price, Jill; Burdi, Melissa; Trybulski, Joanne

    2018-03-28

    This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

  4. An organization for academic specialists: the time has come.

    PubMed

    Thompson, L Chesney; Chelmow, David; Hitt, Wilbur; Learman, Lee A; Ogburn, Tony

    2014-07-01

    The Society for Academic Specialists in General Obstetrics and Gynecology was recently formed to meet the professional needs of general obstetrician-gynecologists (ob-gyns) in academic settings. Historically there has been little communication and poor networking among this group, largely as a result of lack of infrastructure. Until the Society for Academic Specialists in General Obstetrics and Gynecology, there has been no common venue to unite academic specialists nor a means to identify colleagues and develop professional relationships. The Society is creating avenues for communication and collaboration among general ob-gyn faculty across institutions. The Society for Academic Specialists in General Obstetrics and Gynecology is hosting national meetings, conducting workshops and webinars, and developing other media to promote research training, share administrative skills, and help members to become more effective educators. One major focus of the new organization is to provide resources to facilitate faculty development. Formation of the Society for Academic Specialists in General Obstetrics and Gynecology is particularly timely given that ob-gyns, without subspecialty fellowship training, have assumed major roles in academic departments. Their contribution to educational, scholarly, and clinical responsibilities is a significant benefit to the well-being of the departments of obstetrics and gynecology. In turn, the role of educator and scholar is of value to the general academic ob-gyn. The Society for Academic Specialists in General Obstetrics and Gynecology will help academic faculty and their institutions by filling current gaps in professional and career development, which should improve scholarship, enhance retention, and improve the ability for academic departments to fulfill their educational and clinical missions.

  5. Student Engagement in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Rangvid, Beatrice Schindler

    2018-01-01

    Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special…

  6. Engaging Frontline Leaders and Staff in Real-Time Improvement.

    PubMed

    Phillips, Jennifer; Hebish, Linda J; Mann, Sharon; Ching, Joan M; Blackmore, C Craig

    2016-04-01

    The relationship of staff satisfaction and engagement to organizational success, along with the integral influence of frontline managers on this dimension, is well established in health care and other industries. To specifically address staff engagement, Virginia Mason Medical Center, an integrated, single-hospital health system, developed an approach that involved leaders, through the daily use of standard work for leaders, as well as staff, through a Lean-inspired staff idea system. Kaizen Promotion Office (KPO) staff members established three guiding principles: (1) Staff engagement begins with leader engagement; (2) Integrate daily improve- ment (kaizen) as a habitual way of life not as an add-on; and (3) Create an environment in which staff feel psycho- logically safe and valued. Two design elements--Standard Work for Leaders (SWL) and Everyday Lean Ideas (ELIs) were implemented. For the emergency department (ED), an early adopter of the staff engagement work, the challenge was to apply the guiding principles to improve staff engagement while improving quality and patient and staff satisfaction, even as patient volumes were increasing. Daily huddles for the KPO staff members and weekly leader rounds are used to elicit staff ideas and foster ELIs in real time. Overall progress to date has been tracked in terms of staff satisfaction surveys, voluntary staff turnover, adoption of SWL, and testing and implementation of staff ideas. For example, voluntary turnover of ED staff decreased from 14.6% in 2011 to 7.5% in 2012, and 2.0% in 2013. Organizationwide, at least 800 staff ideas are in motion at any given time, with finished ones posted in an idea supermarket website. A leadership and staff engagement approach that focuses on SWL and on capturing staff ideas for daily problem solving and improvement can contribute to organization success and improve the quality of health care delivery.

  7. Sixth-Grade Students' Engagement in Academic Tasks

    ERIC Educational Resources Information Center

    Parsons, Seth A.; Malloy, Jacquelynn A.; Parsons, Allison Ward; Peters-Burton, Erin E.; Burrowbridge, Sarah Cohen

    2018-01-01

    Student engagement is important for teachers and researchers because it is associated with student achievement. Guided by self-determination theory, this year-long case study used observations and interviews to examine six students' behavioral, affective, and cognitive engagement in integrated literacy and social studies tasks. Task differences…

  8. Using Self-Monitoring with Guided Goal Setting to Increase Academic Engagement for a Student with Autism in an Inclusive Classroom in China

    ERIC Educational Resources Information Center

    Xu, Sheng; Wang, Jie; Lee, Gabrielle T.; Luke, Nicole

    2017-01-01

    The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion…

  9. The Impact of Time Management on Students’ Academic Achievement

    NASA Astrophysics Data System (ADS)

    Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

    2018-04-01

    Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

  10. Divided Timed and Continuous Timed Assessment Protocols and Academic Performance

    ERIC Educational Resources Information Center

    Perucca, David.

    2013-01-01

    Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during…

  11. Engaging undergraduate nursing students in face-to-face tutorials.

    PubMed

    Elder, Ruth L; Lewis, Peter A; Windsor, Carol A; Wheeler, Margaret; Forster, Elizabeth; Foster, Joanne; Chapman, Helen

    2011-09-01

    Chronic nursing shortages have placed increasing pressure on many nursing schools to recruit greater numbers of students with the consequence of larger class sizes. Larger class sizes have the potential to lead to student disengagement. This paper describes a case study that examined the strategies used by a group of nursing lecturers to engage students and to overcome passivity in a Bachelor of Nursing programme. A non-participant observer attended 20 tutorials to observe five academics deliver four tutorials each. Academics were interviewed both individually and as a group following the completion of all tutorial observations. All observations, field notes, interviews and focus groups were coded separately and major themes identified. From this analysis two broad categories emerged: getting students involved; and engagement as a struggle. Academics used a wide variety of techniques to interest and involve students. Additionally, academics desired an equal relationship with students. They believed that both they and the students had some power to influence the dynamics of tutorials and that neither party had ultimate power. The findings of this study serve to re-emphasise past literature which suggests that to engage students, the academics must also engage. Copyright © 2011 Elsevier Ltd. All rights reserved.

  12. Measuring preschool learning engagement in the laboratory.

    PubMed

    Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

    2018-03-01

    Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Bell to Bell: Measuring Classroom Time Usage

    ERIC Educational Resources Information Center

    Walkup, John R.; Farbman, David; McGaugh, Karen

    2009-01-01

    This article discusses research in classroom time usage and the benefits and weaknesses of prior research in this area. The article addresses in particular how to precisely measure the use of time in classrooms and how to address the issue of partial engagement, in which only a portion of the class is academically engaged. The article defines…

  14. Chronotype, class times, and academic achievement of university students.

    PubMed

    Enright, Tristan; Refinetti, Roberto

    2017-01-01

    Numerous studies over the years have documented an effect of human chronotypes on physiological and psychological processes. Studies evaluating the impact of an individual's chronotype on his/her academic achievement have indicated that morning chronotypes have an academic advantage over evening chronotypes. However, these studies did not account for the time of day in which the participants were being evaluated. The goal of the present study was to examine whether morning chronotypes do have an academic advantage over evening chronotypes when the time of day of classes and exams is taken into consideration. We obtained morningness-eveningness scores and course grades from 207 university students who took classes (and exams) at different times of the day. We confirmed that morning chronotypes attain better grades than evening chronotypes, although the association is weak (r 2 = 0.02). The difference persisted even after the time of day of classes and exams was taken into consideration. This is probably due to the fact that evening chronotypes are generally more sleep deprived than morning chronotypes as a result of the early schedule of most schools, which can impair their performance both early and late in the day.

  15. Engaging the Educators: Facilitating Civic Engagement through Faculty Development

    ERIC Educational Resources Information Center

    Surak, Sarah; Pope, Alexander

    2016-01-01

    Incorporating civic engagement into academically rigorous classroom practice requires the retooling of course delivery. In this article, the authors describe an 8-week seminar that acts as a structured, incentivized opportunity for course redesign for Salisbury University (Maryland) faculty who wish to incorporate rigorous and effective civic…

  16. Engaging EFL Students in E-Books Using Reader-Response Theory

    ERIC Educational Resources Information Center

    Chou, I-Chia

    2015-01-01

    E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive…

  17. The Relationship between Classroom Quality-Related Variables and Engagement Levels in Swedish Preschool Classrooms: A Longitudinal Study

    ERIC Educational Resources Information Center

    Castro, Susana; Granlund, Mats; Almqvist, Lena

    2017-01-01

    Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood…

  18. Screen time impairs the relationship between physical fitness and academic attainment in children.

    PubMed

    Aguilar, Macarena M; Vergara, Felipe A; Velásquez, Erikson J A; Marina, Raquel; García-Hermoso, Antonio

    2015-01-01

    The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment. A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day). In both genders good cardiorespiratory fitness levels were associated with high language (β=0.272-0.153) and mean academic attainment (β=0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day). Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  19. 22 CFR 62.73 - Academic training.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed... responsible officer or alternate responsible officer, engage in academic training pursuant to § 62.23(f). (b...

  20. Predicting academic burnout and engagement in educational settings: assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy.

    PubMed

    Durán, Auxiliadora; Extremera, Natalio; Rey, Lourdes; Fernández-Berrocal, Pablo; Montalbán, F Manuel

    2006-01-01

    This study examines the role of Perceived Emotional Intelligence (PEI) (measured by the Spanish version of the Trait Meta-Mood Scale) and general self-efficacy as predictors of burnout and engagement dimensions. The unique contribution of PEI dimensions on the burnout and engagement scores is explored, controlling the influence of demographics characteristics, perceived stress and self-efficacy. Data were collected from a sample of 373 Spanish undergraduate students (mean age= 21.87 yr; SD= 5.82 yr) and analyzed using hierarchical regressions. Results indicate the relevance of PEI as an individual resource and support the hypothesis that this construct accounted for non-overlapping variance on academic burnout and engagement above and beyond classic constructs predicting these criterion measures such as perceived stress and general self-efficacy.

  1. Time Management Study in Academic Libraries. Final Report.

    ERIC Educational Resources Information Center

    Gothberg, Helen M.; Riggs, Donald E.

    This study was undertaken to generate and analyze survey data for evaluating time management practices among directors of large academic libraries. Questionnaires were mailed to 194 library directors and the 159 survey respondents (82%) provided information about their experience and other characteristics; how they allocate their time; to what…

  2. Why Do Women Choose to Enter Academic Oral and Maxillofacial Surgery?

    PubMed

    Kolokythas, Antonia; Miloro, Michael

    2016-05-01

    To determine why women choose to enter an academic career in oral and maxillofacial surgery (OMS). An online questionnaire was developed and e-mailed to female OMS surgeons to assess the reasons women choose to pursue an academic career, the perceived positive and negative features of academia for women, and proposed measures to increase the percentage of women choosing to specialize in OMS and pursue an academic career. Thirty-one female OMS surgeons completed the questionnaire; 1 additional participant accessed the survey but did not respond to any of the questions. There were 25 full-time academics and 6 part-time academics (≥50% time commitment). Of the responders, 72% were married, and of these, 72% were married before entering academics. Forty-seven percent of the women had children, all during their academic tenure. Among the full-time academicians with children, only 2 (7.7%) reported moderate difficulty finding the time for childbirth and maternity leave, whereas 3 of the 5 part-time academics with children reported moderate or significant difficulty with childbirth and maternity leave. Factors associated with choosing and enjoying an academic career are involvement in resident-student teaching (78%), followed by colleague camaraderie and collaboration (65.6%), research potential (50%), time flexibility, and not having to deal with excessive "business" practice issues (33%). The main reason for considering leaving an academic OMS career and/or among the least enjoyable aspects of being in academics was the potential for a higher income in private practice (56%). Less significant reasons for considering leaving an academic OMS career were a more flexible work schedule in the private sector and less institutional red tape (37.5%), as well as independence/being in control and more family time (22%). Engaging residents and students by female OMS surgeons, better mentorship from academic OMS surgeons, and increasing the number of women serving in leadership

  3. Work engagement and its association with occupational sitting time: results from the Stormont study.

    PubMed

    Munir, Fehmidah; Houdmont, Jonathan; Clemes, Stacy; Wilson, Kelly; Kerr, Robert; Addley, Ken

    2015-01-29

    Evidence suggests that poor health outcomes and poor work-related health outcomes such as sickness presenteeism are associated with excessive sitting at work. Studies have yet to investigate the relationship between work engagement and occupational sitting. Work engagement is considered to be an important predictor of work-related well-being. We investigated the relationship between and self-reported work engagement and high occupational sitting time in Northern Ireland Civil Service (NICS) office-based workers. A cohort of 4436 NICS office-workers (1945 men and 2491 women) completed a questionnaire measuring work engagement and occupational sitting time. Logistic regression analyses were used to test the associations between work engagement and occupational sitting times. Compared to women, men reported lower mean occupational sitting time (385.7 minutes/day; s.d. = 1.9; versus 362.4 minutes/day; s.d. =2.5; p < .0001). After adjusting for confounding variables, men with high work engagement of vigor (OR = 0.49, 95% CI 0.34-0.98) and dedication (OR 0.68 95% CI 0.47-0.98) were less likely to have prolonged sitting time. Women with high work engagement of vigor (OR = 0.62, 95% CI 0.45-0.84) were also less likely to have prolonged occupational sitting times. In contrast, women with high absorption (OR = 1.29, 95% CI 1.01-1.65) were more likely to have prolonged sitting times. Being actively engaged in one's work is associated with lower occupational sitting times for men (vigor and dedication) and to a limited extent for women (vigor only). This suggests that interventions such as introducing sit-stand workstations to reduce sitting times, may be beneficial for work engagement.

  4. A time for transformative leadership in academic health sciences.

    PubMed

    Armstrong, Paul W

    2007-01-01

    Academic medicine, in its broadest sense, has made major contributions to human health in the past quarter century. This has been achieved in large part because it has attracted an outstanding cadre of--largely altruistic--professionals. These pioneering efforts have served as the life-blood of the discipline. Their journeys of discovery, often complemented by collaboration with the pharmaceutical, biotechnological and device industry have yielded remarkable insights into the diagnosis, treatment and prevention of disease and been celebrated by a stunning array of Nobel laureates in medicine and related arenas of endeavour.1 The translation of discovery to the bedside, clinic and the community coupled, most recently, with insights into the gap between potential effectiveness and what ultimately occurs as part of health care delivery, have been monumental in scope. This progress has unquestionably been the province of the university based clinician scientist. Within Canada, the emergence of the Canadian Institutes of Health Research, the Canadian Foundation for Innovation, and the Canada Research Chairs has been pivotal in launching the careers of a new generation of clinician scientists. The excitement of discovery, gratification associated with direct patient care, and satisfaction of inspiring learning while engaging the next generation of emerging health professionals is rewarded by a career in academic medicine characterized by extraordinary challenge, fulfillment and meaning. As remarkable as these advances in quantity and quality of life have been (in large part attributable to health care research and its implementation) the promises of molecular medicine and abundant new technologies portend an exciting future whereby academic medicine can build upon its noble and traditional contributions to human health.

  5. Effects of Peer Academic Reputation on Achievement in Academically At-Risk Elementary Students

    ERIC Educational Resources Information Center

    Hughes, Jan N.; Dyer, Nicole; Luo, Wen; Kwok, Oi-Man

    2009-01-01

    664 relatively low achieving first grade children were recruited into a longitudinal study. Measures of peer academic reputation (PAR), peer acceptance, teacher-rated academic engagement and achievement, and reading and math achievement were obtained in Year 2, when the majority of students were in second grade, and 1 year later. Measures of…

  6. Beyond Books: The Extended Academic Benefits of Library Use for First-Year College Students

    ERIC Educational Resources Information Center

    Soria, Krista M.; Fransen, Jan; Nackerud, Shane

    2017-01-01

    The purpose of this paper was to investigate whether there are relationships between first-year college students' use of academic libraries and four academic outcomes: academic engagement, engagement in scholarly activities, academic skills development, and grade point average. The results of regression analyses suggest students' use of books…

  7. Academic Freedom: Its Nature, Extent and Value

    ERIC Educational Resources Information Center

    Barrow, Robin

    2009-01-01

    Academic freedom does not refer to freedom to engage in any speech act, but to freedom to hold any belief and espouse it in an appropriately academic manner. This freedom belongs to certain institutions, rather than to individuals, because of their academic nature. Academic freedom should be absolute, regardless of any offence it may on occasion…

  8. Research Staff and Public Engagement: A UK Study

    ERIC Educational Resources Information Center

    Davies, Sarah R.

    2013-01-01

    Public engagement plays an important role in the contemporary UK academy, and is promoted through initiatives such as Beacons of Public Engagement and research grant "Pathways to Impact". Relatively little is known, however, about academic experiences of such engagement activities. This study focuses on one staff group, contract…

  9. Fostering institutional practices in support of public engagement by scientists

    NASA Astrophysics Data System (ADS)

    Cobb, K. M.

    2016-12-01

    Scientists are increasingly called on to communicate the findings of their research outside the scientific sphere, to members of the public, media, and/or policymakers eager for information about topics at the intersections of science and society. While all scientists share a desire for a more informed public, and for the development of evidence-based public policy, there are profound hurdles that prevent most scientists from meaningfully engaging the public. Here, I identify and discuss both internal (i.e. finite time, discomfort in public speaking and interview settings, etc) and external (metrics for promotion and tenure, scholarly reputation, etc) obstacles for public engagement. At the same time, I also discuss how recent trends in scientific practice provide clear, concrete, and compelling rewards for public engagement. Specifically, institutions of higher education have a vested interest in fostering and rewarding greater public engagement by scientists across all academic ranks. I review a variety of innovative mechanisms, both informal and formal, that institutions are employing to achieve this goal, and assess their potential impact on the engagement levels of scientists.

  10. Motivational engagement in first-time hearing aid users: A feasibility study.

    PubMed

    Ferguson, Melanie; Maidment, David; Russell, Naomi; Gregory, Melanie; Nicholson, Richard

    2016-07-01

    To assess (1) the feasibility of incorporating the Ida Institute's Motivation Tools into a UK audiology service, (2) the potential benefits of motivational engagement in first-time hearing aid users, and (3) predictors of hearing aid and general health outcome measures. A feasibility study using a single-centre, prospective, quasi-randomized controlled design with two arms. The Ida Institute's Motivation Tools formed the basis for motivational engagement. First-time hearing aid users were recruited at the initial hearing assessment appointment. The intervention arm underwent motivational engagement (M+, n = 32), and a control arm (M-, n = 36) received standard care only. The M+ group showed greater self-efficacy, reduced anxiety, and greater engagement with the audiologist at assessment and fitting appointments. However, there were no significant between-group differences 10-weeks post-fitting. Hearing-related communication scores predicted anxiety, and social isolation scores predicted depression for the M+ group. Readiness to address hearing difficulties predicted hearing aid outcomes for the M- group. Hearing sensitivity was not a predictor of outcomes. There were some positive results from motivational engagement early in the patient journey. Future research should consider using qualitative methods to explore whether there are longer-term benefits of motivational engagement in hearing aid users.

  11. Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement.

    PubMed

    McClung, Emily Lauren; Schneider, Joanne Kraenzle

    2018-02-01

    Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules. Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics. Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization. Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.]. Copyright 2018, SLACK Incorporated.

  12. Academic Biliteracies: Multilingual Repertoires in Higher Education

    ERIC Educational Resources Information Center

    Palfreyman, David M., Ed.; van der Walt, Christa, Ed.

    2017-01-01

    Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education…

  13. Does Academic Work Make Australian Academics Happy?

    ERIC Educational Resources Information Center

    Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

    2015-01-01

    Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

  14. Timing Is Everything: Academe's Annual Baby Boom.

    ERIC Educational Resources Information Center

    Wilson, Robin

    1999-01-01

    Female college professors feel pressure to plan childbirth for the summer because maternity policies don't accommodate mid-academic-year births and finding a substitute instructor may be difficult. A few institutions offer paid maternity leave. Wesleyan University (Connecticut) offers mothers and fathers the option of part-time pay for leave or…

  15. Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education

    ERIC Educational Resources Information Center

    Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil

    2017-01-01

    Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…

  16. Cognitive Content Engagement in Content-Based Language Teaching

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2011-01-01

    This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content…

  17. A Date With Academic Literacies: Using Brief Conversation to Facilitate Student Engagement With Academic Literacies

    ERIC Educational Resources Information Center

    Dunham, Nicola

    2012-01-01

    The argument that de-contextualized deficit approaches to academic literacies were ineffective (Lea, 2004; Northedge, 2003), has led to expectations that New Zealand Higher Education institutions embed academic literacies within programmes and courses (Tertiary Education Commission, 2010). This paper reports on the use of a teaching and learning…

  18. Revisiting the Time Trade-Off Hypothesis: Work, Organized Activities, and Academics During College.

    PubMed

    Greene, Kaylin M; Maggs, Jennifer L

    2015-08-01

    How adolescents spend their time has long-term implications for their educational, health, and labor market outcomes, yet surprisingly little research has explored the time use of students across days and semesters. The current study used longitudinal daily diary data from a sample of college students attending a large public university in the Northeastern US (n = 726, M age = 18.4) that was followed for 14 days within each of seven semesters (for up to 98 diary days per student). The study had two primary aims. The first aim was to explore demographic correlates of employment time, organized activity time, and academic time. The second aim was to provide a rigorous test of the time trade-off hypothesis, which suggests that students will spend less time on academics when they spend more time on employment and extracurricular activities. The results demonstrated that time use varied by gender, parental education, and race/ethnicity. Furthermore, the results from multi-level models provided some support for the time trade-off hypothesis, although associations varied by the activity type and whether the day was a weekend. More time spent on employment was linked to less time spent on academics across days and semesters whereas organized activities were associated with less time on academics at the daily level only. The negative associations between employment and academics were most pronounced on weekdays. These results suggest that students may balance certain activities across days, whereas other activities may be in competition over longer time frames (i.e., semesters).

  19. Revisiting the Time Trade-off Hypothesis: Work, Organized Activities, and Academics during College

    PubMed Central

    Maggs, Jennifer L.

    2014-01-01

    How adolescents spend their time has long-term implications for their educational, health, and labor market outcomes, yet surprisingly little research has explored the time use of students across days and semesters. The current study used longitudinal daily diary data from a sample of college students attending a large public university in the Northeastern US (n = 726, Mage = 18.4) that was followed for 14 days within each of 7 semesters (for up to 98 diary days per student). The study had two primary aims. The first aim was to explore demographic correlates of employment time, organized activity time, and academic time. The second aim was to provide a rigorous test of the time trade-off hypothesis, which suggests that students will spend less time on academics when they spend more time on employment and extracurricular activities. The results demonstrated that time use varied by gender, parental education, and race/ethnicity. Furthermore, the results from multi-level models provided some support for the time trade-off hypothesis, although associations varied by the activity type and whether the day was a weekend. More time spent on employment was linked to less time spent on academics across days and semesters whereas organized activities were associated with less time on academics at the daily level only. The negative associations between employment and academics were most pronounced on weekdays. These results suggest that students may balance certain activities across days, whereas other activities may be in competition over longer time frames (i.e., semesters). PMID:25381597

  20. Engaging youth in research planning, design and execution: Practical recommendations for researchers.

    PubMed

    Hawke, Lisa D; Relihan, Jacqueline; Miller, Joshua; McCann, Emma; Rong, Jessica; Darnay, Karleigh; Docherty, Samantha; Chaim, Gloria; Henderson, Joanna L

    2018-06-01

    Engaging youth as partners in academic research projects offers many benefits for the youth and the research team. However, it is not always clear to researchers how to engage youth effectively to optimize the experience and maximize the impact. This article provides practical recommendations to help researchers engage youth in meaningful ways in academic research, from initial planning to project completion. These general recommendations can be applied to all types of research methodologies, from community action-based research to highly technical designs. Youth can and do provide valuable input into academic research projects when their contributions are authentically valued, their roles are clearly defined, communication is clear, and their needs are taken into account. Researchers should be aware of the risk of tokenizing the youth they engage and work proactively to take their feedback into account in a genuine way. Some adaptations to regular research procedures are recommended to improve the success of the youth engagement initiative. By following these guidelines, academic researchers can make youth engagement a key tenet of their youth-oriented research initiatives, increasing the feasibility, youth-friendliness and ecological validity of their work and ultimately improve the value and impact of the results their research produces. © 2018 The Authors. Health Expectations published by John Wiley & Sons Ltd.

  1. Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

    PubMed

    Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

    2016-06-01

    This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  2. Emotional Expression in School Context, Social Relationships, and Academic Adjustment in Kindergarten

    PubMed Central

    Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K.; Spinrad, Tracy L.; Silva, Kassondra M.; Berger, Rebecca H.; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S.; Southworth, Jody

    2015-01-01

    This study evaluated direct relations of both kindergarteners’ (N = 301) naturalistically observed emotion in two different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher–student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher–student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher–student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher–student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. PMID:26751629

  3. Factors Related to Taiwanese Adolescents' Academic Procrastination, Time Management, and Perfectionism

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2017-01-01

    There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their…

  4. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  5. Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students

    ERIC Educational Resources Information Center

    Li, Yibing; Lerner, Richard M.

    2013-01-01

    School engagement, or the extent to which students are involved in, attached and committed to the academic and social activities in school, plays a prominent role in preventing academic failure, promoting competence, and influencing a wide range of adolescent outcomes. Although the multidimensional nature of school engagement is well-recognized,…

  6. The Engaged University: Where Rhetorical Theory Matters

    ERIC Educational Resources Information Center

    Hikins, James W.; Cherwitz, Richard A.

    2010-01-01

    This essay contends that engagement, a productive coupling of the academy's intellectual resources with the enterprise of generating solutions to current real-world challenges, can best flourish when its theoretical foundations rest upon rhetorical perspectivism. We examine the current movement in academe toward engagement and problems attendant…

  7. Adults' future time perspective predicts engagement in physical activity.

    PubMed

    Stahl, Sarah T; Patrick, Julie Hicks

    2012-07-01

    Our aim was to examine how the relations among known predictors of physical activity, such as age, sex, and body mass index, interact with future time perspective (FTP) and perceived functional limitation to explain adults' engagement in physical activity. Self-report data from 226 adults (range 20-88 years) were collected to examine the hypothesis that a more expansive FTP is associated with engagement in physical activity. Results indicated a good fit of the data to the model χ(2) (4, N = 226) = 7.457, p = .14 and accounted for a moderate amount of variance in adults' physical activity (R(2) = 15.7). Specifically, results indicated that perceived functional limitation (β = -.140) and FTP (β = .162) were directly associated with physical activity. Age was indirectly associated with physical activity through its association with perceived functional limitation (β = -.264) and FTP (β = .541). Results indicate that FTP may play an important role in explaining engagement in health promoting behaviors across the life span. Researchers should consider additional constructs and perhaps adopt socioemotional selectivity theory when explaining adults' engagement in physical activity.

  8. Class start times, sleep, and academic performance in college: a path analysis.

    PubMed

    Onyper, Serge V; Thacher, Pamela V; Gilbert, Jack W; Gradess, Samuel G

    2012-04-01

    Path analysis was used to examine the relationship between class start times, sleep, circadian preference, and academic performance in college-aged adults. Consistent with observations in middle and high school students, college students with later class start times slept longer, experienced less daytime sleepiness, and were less likely to miss class. Chronotype was an important moderator of sleep schedules and daytime functioning; those with morning preference went to bed and woke up earlier and functioned better throughout the day. The benefits of taking later classes did not extend to academic performance, however; grades were somewhat lower in students with predominantly late class schedules. Furthermore, students taking later classes were at greater risk for increased alcohol consumption, and among all the factors affecting academic performance, alcohol misuse exerted the strongest effect. Thus, these results indicate that later class start times in college, while allowing for more sleep, also increase the likelihood of alcohol misuse, ultimately impeding academic success.

  9. Using Time-Series Regression to Predict Academic Library Circulations.

    ERIC Educational Resources Information Center

    Brooks, Terrence A.

    1984-01-01

    Four methods were used to forecast monthly circulation totals in 15 midwestern academic libraries: dummy time-series regression, lagged time-series regression, simple average (straight-line forecasting), monthly average (naive forecasting). In tests of forecasting accuracy, dummy regression method and monthly mean method exhibited smallest average…

  10. Undergraduate Students as Partners in New Faculty Orientation and Academic Development

    ERIC Educational Resources Information Center

    Cook-Sather, Alison

    2016-01-01

    Addressing both the increasingly complex process of becoming an educator at the tertiary level and the growing recognition of the importance of student engagement, student-faculty partnerships have emerged as one way of fundamentally rethinking academic development. Participant reflections suggest that the over-time, partnership approach to…

  11. Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.

    PubMed

    Kwon, Kyongboon; Hanrahan, Amanda R; Kupzyk, Kevin A

    2017-03-01

    We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement). Also, we tested the premise that emotional expressivity and emotion regulation are indirectly associated with achievement through academic motivation and engagement. Participants included 417 elementary school students (Mage = 10 years; 52% female; 60% Black) and their teachers from a Midwestern metropolitan area. We used child and teacher questionnaires, and data were analyzed with structural equation modeling. Regarding emotionality, happiness was positively associated with multiple aspects of academic functioning whereas an inverse association was found for anger; sadness was not associated with academic functioning. Also, happiness and anger were indirectly related to achievement through academic engagement. Emotion regulation was positively associated with multiple aspects of academic functioning; it was also indirectly associated with achievement through engagement. Implications are discussed regarding how social and emotional learning programs in schools can further benefit from research on children's emotions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  12. The Rules of Engagement

    PubMed Central

    Bloom, Diane; Beetsch, Joel; Harker, Matthew; Hesterlee, Sharon; Moreira, Paulo; Patrick-Lake, Bray; Selig, Wendy; Sherman, Jeffrey; Smith, Sophia K.; Valentine, James E.; Roberts, Jamie N.

    2017-01-01

    Objective: To identify the elements necessary for successful collaboration between patient groups and academic and industry sponsors of clinical trials, in order to develop recommendations for best practices for effective patient group engagement. Methods: In-depth interviews, informed by a previously reported survey, were conducted to identify the fundamentals of successful patient group engagement. Thirty-two respondents from 3 sectors participated: patient groups, academic researchers, and industry. The findings were presented to a multistakeholder group of experts in January 2015. The expert group came to consensus on a set of actionable recommendations for best practices for patient groups and research sponsors. Results: Interview respondents acknowledged that not all patient groups are created equal in terms of what they can contribute to a clinical trial. The most important elements for effective patient group engagement include establishing meaningful partnerships, demonstrating mutual benefits, and collaborating as partners from the planning stage forward. Although there is a growing appreciation by sponsors about the benefits of patient group engagement, there remains some resistance and some uncertainty about how best to engage. Barriers include mismatched expectations and a perception that patient groups lack scientific sophistication and that “wishful thinking” may cloud their recommendations. Conclusions: Patient groups are developing diverse skillsets and acquiring assets to leverage in order to become collaborators with industry and academia on clinical trials. Growing numbers of research sponsors across the clinical trials enterprise are recognizing the benefits of continuous and meaningful patient group engagement, but there are still mindsets to change, and stakeholders need further guidance on operationalizing a new model of clinical trial conduct. PMID:29714514

  13. Enthusiasm and the Effective Modern Academic

    ERIC Educational Resources Information Center

    Freudenberg, Brett; Samarkovski, Lisa

    2014-01-01

    Academics today face an array of challenges to their enthusiasm, including teaching students from diverse backgrounds with wavering levels of engagement with their studies. Furthermore, reform to the tertiary education sector has seen the corporatisation of universities with management increasingly measuring academic outcomes in respect of both…

  14. Academic trajectories of newcomer immigrant youth.

    PubMed

    Suárez-Orozco, Carola; Gaytán, Francisco X; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean

    2010-05-01

    Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological-developmental and stage-environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. 2010 APA, all rights reserved

  15. The Effect of Student Time Allocation on Academic Achievement

    ERIC Educational Resources Information Center

    Grave, Barbara S.

    2011-01-01

    There is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of…

  16. Towards a Methodology to Determine Standard Time Allocations for Academic Work

    ERIC Educational Resources Information Center

    Kenny, John; Fluck, Andrew Edward

    2017-01-01

    An online survey of workload activities was circulated to academics across Australia seeking estimates for the time to undertake a range of academic-related tasks associated with teaching, research and service. This article summarises the most important findings from the teaching data of the 2059 respondents. This detail of workload data has not…

  17. The Academic Consequences of Marijuana Use during College

    PubMed Central

    Arria, Amelia M.; Caldeira, Kimberly M.; Bugbee, Brittany A.; Vincent, Kathryn B.; O’Grady, Kevin E.

    2015-01-01

    Although several studies have shown that marijuana use can adversely affect academic achievement among adolescents, less research has focused on its impact on post-secondary educational outcomes. This study utilized data from a large longitudinal cohort study of college students to test the direct and indirect effects of marijuana use on college GPA and time to graduation, with skipping class as a mediator of these outcomes. A structural equation model was evaluated taking into account a variety of baseline risk and protective factors (i.e., demographics, college engagement, psychological functioning, alcohol and other drug use) thought to contribute to college academic outcomes. The results showed a significant path from baseline marijuana use frequency to skipping more classes at baseline to lower first-semester GPA to longer time to graduation. Baseline measures of other drug use and alcohol quantity exhibited similar indirect effects on GPA and graduation time. Over time, the rate of change in marijuana use was negatively associated with rate of change in GPA, but did not account for any additional variance in graduation time. Percentage of classes skipped was negatively associated with GPA at baseline and over time. Thus, even accounting for demographics and other factors, marijuana use adversely affected college academic outcomes, both directly and indirectly through poorer class attendance. Results extend prior research by showing that marijuana use during college can be a barrier to academic achievement. Prevention and early intervention might be important components of a comprehensive strategy for promoting post-secondary academic achievement. PMID:26237288

  18. Examining youth and program predictors of engagement in out-of-school time programs.

    PubMed

    Greene, Kaylin M; Lee, Bora; Constance, Nicole; Hynes, Kathryn

    2013-10-01

    Prior research suggests that youths' engagement in out-of-school time programs may be a crucial factor linking program participation to positive outcomes during adolescence. Guided by the theoretical concept of flow and by stage-environment fit theory, the present study explored correlates of engagement in youth programs. Engagement was conceptualized as the extent to which youth found the program activities enjoyable, interesting, and challenging. The current study examined how program content, monetary incentives, and youth demographic characteristics were linked to youth engagement among a sample of primarily low-income middle and high school youth attending 30 out-of-school programs (n = 435, 51 % female). Results from multilevel models suggested that program content and staff quality were strongly associated with youth engagement. Youth who reported learning new skills, learning about college, and learning about jobs through activities in the program were more engaged, as were youth who found the staff caring and competent. Results demonstrated that the link between learning content for the future and engagement was stronger for older youth than younger youth. In addition, there was a trend suggesting that providing a monetary incentive was associated negatively with youth engagement. Taken as a whole, these findings have important implications for researchers, practitioners, and policymakers interested in understanding the characteristics of out-of-school time programs that engage older youth.

  19. High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

    PubMed

    Fall, Anna-Mária; Roberts, Greg

    2012-08-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

  20. High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

    PubMed Central

    Fall, Anna-Mária; Roberts, Greg

    2012-01-01

    Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

  1. The Relationship between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences

    ERIC Educational Resources Information Center

    Zacherman, Avi; Foubert, John

    2014-01-01

    The effects of time spent in cocurricular activities on academic performance was tested. A curvilinear relationship between hours per week spent involved in cocurricular activities and grade point average was discovered such that a low amount of cocurricular involvement was beneficial to grades, while a high amount can potentially hurt academic…

  2. Emeritus Colleges: Enriching Academic Communities by Extending Academic Life

    ERIC Educational Resources Information Center

    Baldwin, Roger G.; Zeig, Michael J.

    2013-01-01

    The emeritus college, a recent higher education innovation, provides retired professors with a means to stay intellectually engaged and continue to contribute professionally in retirement. The emeritus college can also help institutions maintain a steady flow of professional talent by making retirement more attractive for senior academics. This…

  3. The effects of perfectionism on academic achievement in medical students.

    PubMed

    Kyeon, Yeong-Gi; Cho, Sung-Myeong; Hwang, Hwyeon-Guk; Lee, Kang-Uk

    2010-09-01

    The purpose of this study was to explore the differential effects of multi-dimensional perfectionism on academic achievement, depression, engagement, and burnout in medical students. Also, the mediating effects of engagement on perfectionism and academic achievement, as well as the effects of burnout on perfectionism and depression, were examined. Two hundred eight medical students participated, and 167 students completed questionnaires, including the Frost Multi-dimensional Perfectionism Scale (FMPS), Hewitt & Flett Multi-dimensional Perfectionism Scale (HFMPS), Beck Depression Inventory (BDI), Schaufeli Engagement Scale (SES), and Malslach Burnout Inventory-General Survey (MBI-GS). Academic achievement was measured as the grade point average (GPA) of the previous semester. Data were analyzed by correlation analyses, independent t-tests, and Structural Equation Model (SEM) for path analysis. Adaptive perfectionism (personal standard, self-oriented perfectionism) was associated with GPA (r=0.164, p<0.05; r=0.173, p<0.05) and engagement (r=0.394, p<0.01; r=0.449, p<0.01), and maladaptive perfectionism (parental criticism, concern over mistakes, socially prescribed perfectionism) was associated with depression (r=0.208, p<0.01; r=0.254, p<0.01; r=0.234, p<0.01) and burnout (r=0.218, p<0.01; r=0.236, p<0.01; r=0.280, p<0.01). Engagement had mediating effects on adaptive perfectionism and GPA, and burnout had mediating effects on maladaptive perfectionism and depression. Students who experienced academic failure had lower engagement than those who did not. This study demonstrates that academic achievement and emotional difficulties such as depression are determined by adaptive and maladaptive perfectionism, respectively, in medical students.

  4. Adventures from Justin's Life: Engaging Your Physics Students

    NASA Astrophysics Data System (ADS)

    Ridgley, James A.; Herron, Sherry S.

    2018-03-01

    Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.

  5. A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

    PubMed

    Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

    2008-05-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  6. Academic Time during College: Associations with Mood, Tiredness, and Binge Drinking across Days and Semesters

    PubMed Central

    Greene, Kaylin M.; Maggs, Jennifer L.

    2017-01-01

    The current study examined the amount of time American college students spent on academics and explored whether functioning indicators (i.e., positive affect, negative affect, tiredness, and binge drinking) rose and fell with academic time across days and semesters. College students (N=735) were followed longitudinally and completed 14 daily diaries within each of 7 semesters (N=56,699 days). The results revealed that academic time decreased slightly during the middle semesters and then increased in later semesters. Furthermore, on days when students spent more time on academics, they reported less positive affect, more tiredness, and less binge drinking; however, the strength and direction of associations depended on the analysis level and whether it was a weekend. Positive affect, for instance, was inversely associated with academics across days, but the reverse was true across semesters. These results emphasize the importance of considering the temporal context in research on adolescent and young adult time use. PMID:28130974

  7. Load and Academic Attainment in Two Business Schools

    ERIC Educational Resources Information Center

    Donnelly, Mike; Mccormack, Darcy; Rimmer, Russell

    2007-01-01

    In this paper the relationship between academic load (the number of modules attempted) and academic performance is investigated in a Scottish and an Australian university. An engagement approach to academic integration is employed, in which there is feedback between load and performance, and in which there is scope for diminishing returns to the…

  8. A Small-Scale, Feasibility Study of Academic Language Time in Primary Grade Language Arts

    ERIC Educational Resources Information Center

    Roskos, Kathleen A.; Zuzolo, Nicole; Primm, Ashley

    2017-01-01

    A small-scale feasibility study was conducted to explore the implementation of academic language time (ALT) in primary grade classrooms with and without access to digital devices. Academic language time is a structural change that dedicates a portion of language arts instructional time to direct vocabulary instruction using evidence-based…

  9. Evidence-based practice in physical therapy in Austria: current state and factors associated with EBP engagement.

    PubMed

    Diermayr, Gudrun; Schachner, Herbert; Eidenberger, Margit; Lohkamp, Monika; Salbach, Nancy M

    2015-12-01

    Research examining the use of evidence-based practice (EBP) in physical therapy in many countries has revealed positive attitudes, varying degrees of EBP use and barriers at practitioner, patient and organizational levels. In contrast to these countries, Austria does not have an academic or research tradition in physical therapy. Engagement in EBP in countries such as Austria is unknown. The objectives of the study were to describe the current state of EBP engagement and identify factors associated with EBP engagement among Austrian physical therapists (PTs). A cross-sectional online survey was conducted. Existing questionnaires and the theory of planned behaviour guided questionnaire development. Face and content validity and ease of use of the questionnaire were evaluated in pilot tests. Item-level response frequencies and percentages were determined. Simple and multiple regressions were used to identify factors associated with EBP engagement. The final sample size was 588 (response rate: 17.5%). Ten percent of participants fully agreed that they regularly use guidelines and standardized assessment tools in clinical practice. While 49.9% reported not using electronic databases for literature searching, 41.9% reported reading research articles 2-5 times per month. Most frequently cited barriers to EBP engagement were lack of scientific skills, lack of time and insufficient organizational support. Research awareness, attitude, behavioural control, involvement in research and degree level were final correlates of EBP engagement. Austrian PTs show a low level of engagement in EBP. Initiatives to advance EBP in Austria and other countries with no academic or research tradition should primarily target practitioner-level factors. © 2015 John Wiley & Sons, Ltd.

  10. Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood

    PubMed Central

    Aaltonen, Sari; Latvala, Antti; Rose, Richard J.; Kujala, Urho M.; Kaprio, Jaakko; Silventoinen, Karri

    2016-01-01

    Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted higher leisure-time physical activity at subsequent time-points (standardized path coefficient at age 14: 0.07 (p < 0.001), age 17: 0.12 (p < 0.001) and age 24: 0.06 (p < 0.05)), whereas physical activity did not predict future academic performance. A cross-lagged model of co-twin differences suggested that academic performance and subsequent physical activity were not associated due to the environmental factors shared by co-twins. Our findings suggest that better academic performance in adolescence modestly predicts more frequent leisure-time physical activity in late adolescence and young adulthood. PMID:27976699

  11. Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood.

    PubMed

    Aaltonen, Sari; Latvala, Antti; Rose, Richard J; Kujala, Urho M; Kaprio, Jaakko; Silventoinen, Karri

    2016-12-15

    Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted higher leisure-time physical activity at subsequent time-points (standardized path coefficient at age 14: 0.07 (p < 0.001), age 17: 0.12 (p < 0.001) and age 24: 0.06 (p < 0.05)), whereas physical activity did not predict future academic performance. A cross-lagged model of co-twin differences suggested that academic performance and subsequent physical activity were not associated due to the environmental factors shared by co-twins. Our findings suggest that better academic performance in adolescence modestly predicts more frequent leisure-time physical activity in late adolescence and young adulthood.

  12. Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

    ERIC Educational Resources Information Center

    Adelabu, Detris Honora

    2007-01-01

    This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

  13. Relationships between Risk Factors, Perceptions of School Membership and Academic and Behavioral Engagement of Students Who Attend an Alternative School for Behavioral and Emotional Challenges

    ERIC Educational Resources Information Center

    Ahn, Sunyoung; Simpson, Richard

    2013-01-01

    The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and behavioral and academic engagement among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and…

  14. Children and video games: addiction, engagement, and scholastic achievement.

    PubMed

    Skoric, Marko M; Teo, Linda Lay Ching; Neo, Rachel Lijie

    2009-10-01

    The aim of this study is to assess the relationship between video gaming habits and elementary school students' academic performance. More specifically, we seek to examine the usefulness of a distinction between addiction and high engagement and assess the predictive validity of these concepts in the context of scholastic achievement. Three hundred thirty-three children ages 8 to 12 years from two primary schools in Singapore were selected to participate in this study. A survey utilizing Danforth's Engagement-Addiction (II) scale and questions from DSM-IV was used to collect information from the schoolchildren, while their grades were obtained directly from their teachers. The findings indicate that addiction tendencies are consistently negatively related to scholastic performance, while no such relationship is found for either time spent playing games or for video game engagement. The implications of these findings are discussed.

  15. Not just robo-students: why full engagement matters and how schools can promote it.

    PubMed

    Conner, Jerusha O; Pope, Denise C

    2013-09-01

    Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

  16. The institutional workers of biomedical science: Legitimizing academic entrepreneurship and obscuring conflicts of interest.

    PubMed

    Axler, Renata E; Miller, Fiona A; Lehoux, Pascale; Lemmens, Trudo

    2018-06-01

    Given growing initiatives incentivizing academic researchers to engage in 'entrepreneurial' activities, this article examines how these academic entrepreneurs claim value in their entrepreneurial engagements, and navigate concerns related to conflicts of interest. Using data from qualitative interviews with twenty-four academic entrepreneurs in Canada, we show how these scientists value entrepreneurial activities for providing financial and intellectual resources to academic science, as well as for their potential to create impact through translation. Simultaneously, these scientists claimed to maintain academic norms of disinterested science and avoid conflicts of interest. Using theories of institutional work, we demonstrate how entrepreneurial scientists engage in processes of institutional change-through-maintenance, drawing on the maintenance of academic norms as institutional resources to legitimize entrepreneurial activities. As entrepreneurial scientists work to legitimize new zones of academic scientific practice, there is a need to carefully regulate and scrutinize these activities so that their potential harms do not become obscured.

  17. Embedding the Scholarship of Engagement at a Regional University

    ERIC Educational Resources Information Center

    Crookes, Patrick A.; Else, Fabienne C.; Smith, Kylie M.

    2015-01-01

    Despite receiving growing international recognition and regard, the scholarship of engagement remains undervalued internally at academic institutions, especially in relation to career development and academic promotion. This form of scholarship presents difficulties relating to evaluation, assessment, and evidencing that are not generally present…

  18. Patient engagement in research: a systematic review.

    PubMed

    Domecq, Juan Pablo; Prutsky, Gabriela; Elraiyah, Tarig; Wang, Zhen; Nabhan, Mohammed; Shippee, Nathan; Brito, Juan Pablo; Boehmer, Kasey; Hasan, Rim; Firwana, Belal; Erwin, Patricia; Eton, David; Sloan, Jeff; Montori, Victor; Asi, Noor; Dabrh, Abd Moain Abu; Murad, Mohammad Hassan

    2014-02-26

    A compelling ethical rationale supports patient engagement in healthcare research. It is also assumed that patient engagement will lead to research findings that are more pertinent to patients' concerns and dilemmas. However; it is unclear how to best conduct this process. In this systematic review we aimed to answer 4 key questions: what are the best ways to identify patient representatives? How to engage them in designing and conducting research? What are the observed benefits of patient engagement? What are the harms and barriers of patient engagement? We searched MEDLINE, EMBASE, PsycInfo, Cochrane, EBSCO, CINAHL, SCOPUS, Web of Science, Business Search Premier, Academic Search Premier and Google Scholar. Included studies were published in English, of any size or design that described engaging patients or their surrogates in research design. We conducted an environmental scan of the grey literature and consulted with experts and patients. Data were analyzed using a non-quantitative, meta-narrative approach. We included 142 studies that described a spectrum of engagement. In general, engagement was feasible in most settings and most commonly done in the beginning of research (agenda setting and protocol development) and less commonly during the execution and translation of research. We found no comparative analytic studies to recommend a particular method. Patient engagement increased study enrollment rates and aided researchers in securing funding, designing study protocols and choosing relevant outcomes. The most commonly cited challenges were related to logistics (extra time and funding needed for engagement) and to an overarching worry of a tokenistic engagement. Patient engagement in healthcare research is likely feasible in many settings. However, this engagement comes at a cost and can become tokenistic. Research dedicated to identifying the best methods to achieve engagement is lacking and clearly needed.

  19. Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations

    ERIC Educational Resources Information Center

    Alrashidi, Oqab; Phan, Huy P.; Ngu, Bing H.

    2016-01-01

    Engagement is a prominent theoretical orientation that has received great attention from educators and researchers. This article provides a literature overview of the engagement construct pertaining to its various definitions, dimensions, and major conceptualisations. In addition, the review sheds light on two major approaches to engagement in the…

  20. Perspectives of Academic Social Scientists on Knowledge Transfer and Research Collaborations: A Cross-Sectional Survey of Australian Academics

    ERIC Educational Resources Information Center

    Cherney, Adrian; Head, Brian; Boreham, Paul; Povey, Jenny; Ferguson, Michele

    2012-01-01

    This paper reports results from a survey of academic social scientists in Australian universities on their research engagement experience with industry and government partners and end-users of research. The results highlight that while academics report a range of benefits arising from research collaborations, there are also significant impediments…

  1. Implications of Out-of-School Activities for School Engagement in African American Adolescents

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.

    2007-01-01

    The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American adolescents. Youth's out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching…

  2. Academic Learning Time in the District of Columbia Public Schools.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Research Information Center.

    Papers generated for a symposium entitled "Effectiveness of Stallings' Use of Time Training for Teachers in Washington, D.C." are presented. The intitial presentation, "Academic Learning Time: The Current Status of the Stallings Training" (Geraldine Williams Bethune), reviews the Stallings research and describes the Academic…

  3. Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

    PubMed

    Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

    2014-01-01

    The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. The Effect of Job Resources on Work Engagement: A Study on Academicians in Turkey

    ERIC Educational Resources Information Center

    Altunel, Mustafa C.; Kocak, Omer Erdem; Cankir, Bilal

    2015-01-01

    Conducting research and publishing these research papers in academic journals is an accepted norm in the academic world. Previous studies prove that work engagement is a significant predictor of performance. Herein, the relationship between work engagement, which is assumed as a substitute for performance, and job resources is examined. At least…

  5. The Relation between Academic Motivation and Cheating

    ERIC Educational Resources Information Center

    Anderman, Eric M.; Koenka, Alison C.

    2017-01-01

    Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic…

  6. Trialing a contextual approach to academic honesty.

    PubMed

    Coffey, Sue; Anyinam, Charles

    2012-01-01

    Concerns about academic honesty in higher education are widespread. To address this issue, faculty took part in a 3-year trial of a highly successful approach to academic honesty. Guiding this approach were an appreciation of student context, faculty orientation to student engagement, and available antiplagiarism technology.

  7. A Sustainability Education Academic Development Framework (SEAD)

    ERIC Educational Resources Information Center

    Holdsworth, Sarah; Thomas, Ian

    2016-01-01

    Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine…

  8. Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

    PubMed

    Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

    2016-01-01

    Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

  9. Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes.

    PubMed

    Tuominen-Soini, Heta; Salmela-Aro, Katariina

    2014-03-01

    Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  10. Defending the Ivory Tower: Toward Critical Community Engagement

    ERIC Educational Resources Information Center

    Bowker, Matthew H.

    2012-01-01

    The ideal of community engagement suggests that both a student's career and his college's mission are (or ought to be) inextricable from the community in which they are embedded. That students, faculty, and academic institutions should serve community purposes, actively engage in community affairs, and network themselves in real and virtual…

  11. Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement

    PubMed Central

    Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

    2010-01-01

    Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments PMID:20221417

  12. Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement.

    PubMed

    Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

    2007-11-01

    Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments.

  13. Chapter 1. The Vision, Valley, and Victory of Community Engagement

    PubMed Central

    Jones, Loretta; Wells, Kenneth; Norris, Keith; Meade, Barbara; Koegel, Paul

    2016-01-01

    This chapter provides an overview of Community-Partnered Participatory Research (CPPR) and introduces the articles in this special issue. CPPR is a model to engage community and academic partners equally in an initiative to benefit the community while contributing to science. This article reviews the history of the partnership of community and academic institutions that developed under the leadership of Healthy African American Families. Central to the CPPR model is a framework of community engagement that includes and mobilizes the full range of community and academic stakeholders to work collaboratively. The three stages of CPPR (Vision, Valley and Victory) are reviewed, along with the organization and purpose of the guidebook presented as articles in this issue. PMID:20088076

  14. Exploring Student Engagement through the Use of Diaries

    ERIC Educational Resources Information Center

    Larkin, Derek; Harrison, Ian

    2011-01-01

    Forty-seven psychology undergraduates volunteered to complete diaries outlining their daily academic and non-academic routine, covering semester one of their first year at a post-1992 university. The aim of the research was to investigate whether diaries were an appropriate method for exploring student engagement; also we wanted to measure whether…

  15. Early High School Engagement in Students with Attention/Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

    2017-01-01

    Background: Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. Aims: To investigate school engagement for students with…

  16. Time, tact, talent, and trust: essential ingredients of effective academic-community partnerships.

    PubMed

    Plowfield, Lisa Ann; Wheeler, Erlinda C; Raymond, Jean E

    2005-01-01

    Building strong partnerships between academic institutions and community health agencies requires a commitment to time, tactful communications, talented leaders, and trust. The essential elements of partnership building are discussed based on experiences of a mid-Atlantic nursing center, an academic health center established to provide care to underserved and vulnerable populations.

  17. Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

    PubMed

    Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

    2014-01-01

    Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve

  18. Screen Media Usage, Sleep Time and Academic Performance in Adolescents: Clustering a Self-Organizing Maps Analysis

    PubMed Central

    Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M.; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

    2014-01-01

    Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve

  19. The Challenges of OER to Academic Practice

    ERIC Educational Resources Information Center

    Browne, Tom; Holding, Richard; Howell, Anna; Rodway-Dyer, Sue

    2010-01-01

    The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question--how to cultivate, nurture and maintain academic engagement--is critical. Whilst…

  20. Organized leisure-time sport participation and academic achievement in preadolescents.

    PubMed

    Sævarsson, Elvar Smari; Svansdottir, Erla; Sveinsson, Thorarinn; Asgeirsdottir, Tinna Laufey; Arngrimsson, Sigurbjorn Arni; Johannsson, Erlingur

    2017-12-01

    The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.

  1. A Novel Approach for Engaging Academia in Collaborative Projects with NASA through the X-Hab Academic Innovation Challenge

    NASA Technical Reports Server (NTRS)

    Gill, Tracy R.; Gattuso, Kelly

    2015-01-01

    The X-Hab Academic Innovation Challenge, currently in its sixth year of execution, provides university students with the opportunity to be on the forefront of innovation. The X-Hab Challenge, for short, is designed to engage and retain students in Science, Technology, Engineering and Math (STEM). NASA identifies necessary technologies and studies for deep space missions and invites universities from around the country to develop concepts, prototypes, and lessons learned that will help shape future space missions and awards seed funds to design and produce functional products of interest as proposed by university teams according to their interests and expertise. Universities propose on a variety of projects suggested by NASA and are then judged on technical merit, academic integration, leveraged funding, and outreach. The universities assemble a multi-discipline team of students and advisors that invest months working together, developing concepts, and frequently producing working prototypes. Not only are students able to gain quality experience, working real world problems that have the possibility to be implemented, but they work closely with subject matter experts from NASA who guide them through an official engineering development process.

  2. A Novel Approach for Engaging Academia in Collaborative Projects with NASA through the X-Hab Academic Innovation Challenge

    NASA Technical Reports Server (NTRS)

    Gill, Tracy R.; Gattuso, Kelly J.

    2015-01-01

    The X-Hab Academic Innovation Challenge, currently in its sixth year of execution, provides university students with the opportunity to be on the forefront of innovation. The X-Hab Challenge, for short, is designed to engage and retain students in Science, Technology, Engineering and Math (STEM). NASA identifies necessary technologies and studies for deep space missions and invites universities from around the country to develop concepts, prototypes, and lessons learned that will help shape future space missions and awards seed funds to design and produce functional products of interest as proposed by university teams according to their interests and expertise. Universities propose on a variety of projects suggested by NASA and are then judged on technical merit, academic integration, leveraged funding, and outreach. The universities assemble a multi-discipline team of students and advisors that invest months working together, developing concepts, and frequently producing working prototypes. Not only are students able to gain quality experience, working real world problems that have the possibility of be implemented, but they work closely with subject matter experts from NASA who guide them through an official engineering development process.

  3. Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities.

    PubMed

    Kinnunen, Jaana M; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E; Lorant, Vincent

    2016-07-01

    It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  4. The Construction of Academic Time: Sub/Contracting Academic Labour in Research.

    ERIC Educational Resources Information Center

    Hey, Valerie

    2001-01-01

    Offers a poststructuralist analysis of the UK higher education sector's academic division of labor, exploring some new contradictions from a contract researcher's standpoint. Raises political, social, and methodological questions about these divisions by exploring their class and gender dimensions. Too many academics remain silent about adverse…

  5. Engaged Scholarship and Gerontological Program Relevance: Opportunities and Challenges

    ERIC Educational Resources Information Center

    Mitchell, Jim; McDonald, Maria

    2012-01-01

    Engaged scholarship promotes contribution to the academic body of knowledge through equal partnership between academic scholars and community representatives in education, research, and public service or intervention. Such partnerships can expand our notions of service learning and applied research. In this article, the authors discuss the…

  6. Process into Products: Supporting Teachers to Engage Parents

    ERIC Educational Resources Information Center

    Abel, Yolanda

    2014-01-01

    This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

  7. Young Children Playing Together: A Choice of Engagement

    ERIC Educational Resources Information Center

    Anderson, Babs

    2018-01-01

    This article highlights the findings of an empirical research project, using an ethnographic approach, taking place over one academic year. It investigates the different forms of engagement that children may present, when acting in free play situations in a nursery in NW England, without direct adult intervention. This range of engagement includes…

  8. Reprint 2007: Why Academics Have a Hard Time Writing Good Grants Proposals

    ERIC Educational Resources Information Center

    Porter, Robert

    2017-01-01

    This paper discusses the contrasting perspectives of academic prose versus grant writing, and lists strategies grant specialists can use to help researchers break old habits and replace them with techniques better suited to the world of competitive grant proposals. [This article is a reprint of "Why Academics Have a Hard Time Writing Good…

  9. Phases of "pre-engagement" capacity building: discovery, exploration, and trial alliance.

    PubMed

    Campbell-Voytal, Kimberly

    2010-01-01

    Academic prevention researchers who engage limited-resource communities may find that organizational or community capacity for prevention is low. Community organizations, neighborhoods, and academic partners may lack shared issue awareness, mutual interests, and interactive skills necessary for collaborative intervention. Existing capacity building models either ignore a 'pre-engagement' phase or acknowledge it without offering strategic detail. An exploratory or developmental phase before active engagement can be achieved through co-located work in a community setting. The construct, "ecology of practice," provides conceptual background for examining how "shared work" introduces and prepares partners for future collaboration consistent with community-based participatory research (CBPR) principles. This paper presents two case studies where pre-engagement capacity building involved partners who were initially unaware, disinterested, or unable to engage in preventive interventions. These cases illustrate how mutual participation in shared "ecologies of practice" enabled an exchange of cultural knowledge, skill, and language that laid the groundwork for future preventive intervention. A trajectory of developmental work in each case occurred over 5 years. Historical timelines, interviews, and personal communications between community and academic leaders were reviewed and common themes identified. A model of "pre-capacity building" emerged. Capacity-building models that detail strategies for developing equitable engagement in under-resourced settings will more effectively move best practices into vulnerable communities. Preventive interventions must be translated equitably if health disparities are to be reduced.

  10. Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

    ERIC Educational Resources Information Center

    Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

    2015-01-01

    The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

  11. Middle-Class Parents' Educational Work in an Academically Selective Public High School

    ERIC Educational Resources Information Center

    Stacey, Meghan

    2016-01-01

    This article reports the findings of a study on the nature of parent-school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of "choice" and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews…

  12. Doing Academic Writing Differently: A Feminist Bricolage

    ERIC Educational Resources Information Center

    Handforth, Rachel; Taylor, Carol A.

    2016-01-01

    This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…

  13. Early School Engagement and Late Elementary Outcomes for Maltreated Children in Foster Care

    PubMed Central

    Pears, Katherine C.; Kim, Hyoun K.; Fisher, Philip A.; Yoerger, Karen

    2013-01-01

    Children with a history of maltreatment and placement into foster care face elevated risks of poor psychosocial outcomes including school failure, substance use, externalizing and deviant peer association. For children in the general population, school engagement appears to be a promotive factor in preventing negative outcomes. In this study, differences in behavioral, affective, and cognitive dimensions of school engagement in early elementary school were explored in maltreated children in foster care (n = 93) and a community comparison group of low SES, non-maltreated children (n = 54). It was also hypothesized that the three dimensions of school engagement would mediate the association between being maltreated and in foster care and several outcomes in late elementary school (Grades 3 to 5): academic competence, endorsement of substance use, externalizing behaviors, and deviant peer association. Measures were multi-method and multi-informant. Results showed that the children in foster care had lower affective and cognitive school engagement than children in the community comparison group. Structural equation modeling revealed that both affective and cognitive school engagement mediated the association between group status and academic competence in late elementary school. Cognitive engagement also mediated the association between group status and engagement in risk behaviors. The identification of dimensions of early school engagement that predict later outcomes suggests potential points of intervention to change trajectories of academic and behavioral adjustment for maltreated children in foster care. PMID:23477532

  14. Academic career and part-time working in medicine: a cross sectional study.

    PubMed

    Hoesli, Irene; Engelhardt, Miriam; Schötzau, Andy; Huang, Dorothy; Laissue, Nathalie

    2013-02-15

    The aim of this exploratory survey was to assess predictors for an academic career in a population of physicians working full time (FT) or part time (PT) in the north-western part of Switzerland. We also asked for individual attitudes, influences and motivations towards PT work. In a cross-sectional study, resident and senior physicians were asked via hyperlink to complete an anonymous 91-item questionnaire. The completed questionnaires were collected anonymously online. Overall, 389 of 1104 (35%) questionnaires were returned for analysis. Of the respondents, 68.1% worked FT and 31.9% PT. More women than men (57.5% vs 42.5%) responded to the questionnaire and more women than men (68.2% vs 31.8%) were working as residents. Of the FT physicians, 88.9% favoured a work reduction to 60.0-90.0%; 82.9% FT and 97.0% PT physicians considered the introduction of PT work opportunities in their hospital as reasonable. A higher academic score was reached by men (mean 3.69, SD 3.39) than by women (mean 2.22, SD 2.77). Among senior physicians, PT work had a significant influence on the academic score. The possibility to do research, followed by male gender, were the two most significant factors positively influencing an academic career. The possibility to perform research remains the most important predictor for a successful academic career. Working PT diminishes the chance of academic success.

  15. An Investigation of the Generalizability and Dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to Measure Academic Engagement and Disruptive Behavior of Middle School Students

    ERIC Educational Resources Information Center

    Chafouleas, Sandra M.; Briesch, Amy M.; Riley-Tillman, T. Chris; Christ, Theodore J.; Black, Anne C.; Kilgus, Stephen P.

    2010-01-01

    A total of 4 raters, including 2 teachers and 2 research assistants, used Direct Behavior Rating Single Item Scales (DBR-SIS) to measure the academic engagement and disruptive behavior of 7 middle school students across multiple occasions. Generalizability study results for the full model revealed modest to large magnitudes of variance associated…

  16. Paid part-time employment and academic performance of undergraduate nursing students.

    PubMed

    Rochford, Céire; Connolly, Michael; Drennan, Jonathan

    2009-08-01

    Nursing students are increasingly undertaking paid term-time employment to finance their living expenses and studies. However the type and duration of this part-time work is unknown; furthermore there is a limited evidence on the extent to which this part-time employment is impacting on academic performance and the student's experience of higher education. To address this shortfall this study undertook a cross-sectional survey of undergraduate nursing students to explore the incidence of student involvement in term-time employment and to develop an understanding of the relationship of employment on student's academic and clinical achievement, and on their experience of higher education. The results found that the vast majority of the sample were working in part-time employment during term-time. The average number of hours worked per week was sixteen. The number of hours worked per week was found to be a predictor of course performance, the student's experience of college and grades achieved. Students who worked greater hours reported negative outcomes in each of these three domains. The findings also support the contention that it is not working per se that has a detrimental effect on student outcomes but the numbers of hours' students are actually working while attending college. Therefore policy makers, educationalists and health service providers need to be aware of the burden that nursing students may have to contend with in combining work with their academic studies.

  17. Academically Successful Latino Undocumented Students in College: Resilience and Civic Engagement

    ERIC Educational Resources Information Center

    Borjian, Ali

    2018-01-01

    This qualitative study focused on academically successful undocumented immigrant college students who also advocate for access to educational opportunities for others. Using purposeful sampling, eight students attending a large university were recruited and interviewed. Findings indicate that academically successful students are eager to obtain…

  18. Part-time careers in academic internal medicine: a report from the association of specialty professors part-time careers task force on behalf of the alliance for academic internal medicine.

    PubMed

    Linzer, Mark; Warde, Carole; Alexander, R Wayne; Demarco, Deborah M; Haupt, Allison; Hicks, Leroi; Kutner, Jean; Mangione, Carol M; Mechaber, Hilit; Rentz, Meridith; Riley, Joanne; Schuster, Barbara; Solomon, Glen D; Volberding, Paul; Ibrahim, Tod

    2009-10-01

    To establish guidelines for more effectively incorporating part-time faculty into departments of internal medicine, a task force was convened in early 2007 by the Association of Specialty Professors. The task force used informal surveys, current literature, and consensus building among members of the Alliance for Academic Internal Medicine to produce a consensus statement and a series of recommendations. The task force agreed that part-time faculty could enrich a department of medicine, enhance workforce flexibility, and provide high-quality research, patient care, and education in a cost-effective manner. The task force provided a series of detailed steps for operationalizing part-time practice; to do so, key issues were addressed, such as fixed costs, malpractice insurance, space, cross-coverage, mentoring, career development, productivity targets, and flexible scheduling. Recommendations included (1) increasing respect for work-family balance, (2) allowing flexible time as well as part-time employment, (3) directly addressing negative perceptions about part-time faculty, (4) developing policies to allow flexibility in academic advancement, (5) considering part-time faculty as candidates for leadership positions, (6) encouraging granting agencies, including the National Institutes of Health and Veterans Administration, to consider part-time faculty as eligible for research career development awards, and (7) supporting future research in "best practices" for incorporating part-time faculty into academic departments of medicine.

  19. Social Networks, Engagement and Resilience in University Students.

    PubMed

    Fernández-Martínez, Elena; Andina-Díaz, Elena; Fernández-Peña, Rosario; García-López, Rosa; Fulgueiras-Carril, Iván; Liébana-Presa, Cristina

    2017-12-01

    Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students' support networks.

  20. Social Networks, Engagement and Resilience in University Students

    PubMed Central

    García-López, Rosa; Fulgueiras-Carril, Iván

    2017-01-01

    Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students’ support networks. PMID:29194361

  1. School Engagement among Urban Youth of Color: Criterion Pattern Effects of Vocational Exploration and Racial Identity

    ERIC Educational Resources Information Center

    Perry, Justin C.

    2008-01-01

    School engagement is a multifaceted psychosocial process that functions as a key mediator of academic achievement, motivation, and school dropout. This study investigated the effects of vocational exploration and racial identity on behavioral (attendance, attention, time spent on class work) and psychological (identification with school) factors…

  2. Characteristics of Effective Mentorship for Academic Surgeons: A Grounded Theory Model.

    PubMed

    Cochran, Amalia; Elder, William B; Neumayer, Leigh A

    2017-08-23

    The authors sought to describe characteristics of effective mentoring relationships in academic surgery based upon lived experiences of mid-career and senior female academic surgeons. Prior qualitative work describes characteristics of successful mentoring relationships. However, no model exists of effective mentorship that is specific to academic surgery. The authors conducted in-depth interviews with mid-career and senior female US academic surgeons about the impact of mentoring on professional development during 2014 and 2015. Purposive selection aimed to maximize institutional, specialty, years in career, and racial diversity. Grounded theory method was used to generate a conceptual model of effective mentoring relationships. Data saturation occurred following 15 interviews. Interviewees described the need for multiple mentors over time with each mentor addressing a unique domain. Interviewees suggested that mentees should seek mentors who will serve as strategic advisors, who will be unselfish, and who engage with diverse mentees. This study identified a need for multiple mentors across time and disciplines, and identified 3 key characteristics of effective mentoring relationships in academic surgery. Future work in this area should generate an operational definition of mentorship that supports quantitative evaluation of mentor and mentoring panel performance.

  3. Promoting Student Engagement with Academic Literacy Feedback: An Institute Wide Initiative

    ERIC Educational Resources Information Center

    Cleary, Ann; Delahunt, Brid; Fox, Claire; Maguire, Moira; O'Connor, Lorna; Ward, Jamie

    2018-01-01

    The transition to Higher Education, while often exciting, is demanding for many students. Successful transition necessitates learning the conventions of scholarly conversation, including how to read and create work in an academic context. Knowledge of academic literacy practices is an important part of this process but these discourses and…

  4. Recommendations to University Managers for Facilitating Engagement of Academics with Teaching

    ERIC Educational Resources Information Center

    Heinrich, Eva

    2013-01-01

    Research on community-based approaches to academic development has shown the importance of a collegial and supportive environment for teaching and learning about teaching. To investigate the environment in which academics work and teach, the research behind this article has defined a new concept, called "teaching groups". Teaching groups…

  5. An Examination of Academic Coping among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2015-01-01

    The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students…

  6. The Scholarship of Engagement

    ERIC Educational Resources Information Center

    Boyer, Ernest L.

    2016-01-01

    In this article, author Ernest Boyer comes to the conclusion that scholarship of engagement has meaning at two levels: (1) connecting the university's rich resources to the most pressing social, civic, and ethical problems, making it the staging ground for action; and (2) creating a climate in which academic and civic cultures communicate more…

  7. An Investigation of Relations among Academic Enablers and Reading Outcomes

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

  8. Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

    PubMed Central

    Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

    2017-01-01

    BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

  9. Whose Job Is It, Anyway? The Place of Public Engagement in The Liberal Arts College

    ERIC Educational Resources Information Center

    Christie, Luke D.; Djupe, Paul A.; O'Rourke, Sean Patrick; Smith, Elizabeth S.

    2017-01-01

    The calls for academics to engage the public have grown, motivated by concerns for civic health and for maintaining public and political support for higher education and academic research. Whatever its value to the public sphere, there is still considerable uncertainty about whether and how public engagement counts--is it valued by colleagues and…

  10. Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement

    PubMed Central

    Im, Myung Hee; Hughes, Jan N.; West, Stephen G.

    2016-01-01

    In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed. PMID:28239244

  11. Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement.

    PubMed

    Im, Myung Hee; Hughes, Jan N; West, Stephen G

    2016-12-01

    In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.

  12. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    ERIC Educational Resources Information Center

    Jung, Karl G.; Brown, Julie C.

    2016-01-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

  13. This Time It's Personal

    ERIC Educational Resources Information Center

    Demski, Jennifer

    2012-01-01

    Educators have known for some time now that a one-size-fits-all approach to learning does not lead to the level of student engagement and academic success that schools strive to achieve. In their search for a more customized approach to delivering instruction, they've explored project-based learning, addressed different learning styles, and…

  14. The Engagement in Schooling of Economically Disadvantaged Parents and Children

    ERIC Educational Resources Information Center

    Cooper, Carey E.; Crosnoe, Robert

    2007-01-01

    This study considers academic risk and resilience in the context of economic disadvantage, examining the associations among such disadvantage, parental involvement in education, and children's academic orientation in a sample of 489 inner-city families. Neither parents' nor children's engagement in the educational system was significantly…

  15. Academic Practice as Explanatory Framework: Reconceptualising International Student Academic Engagement and University Teaching

    ERIC Educational Resources Information Center

    Kettle, Margaret

    2011-01-01

    This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student…

  16. Understanding Student Engagement during Simulations in IB Global Politics

    ERIC Educational Resources Information Center

    Gleek, Charles

    2015-01-01

    There is ample discussion in academic and policy circles, as well as amongst the general public, about the ways in which classroom instructors can provide more engaging learning experiences for students. This research examines the ways in which students engage participating in classroom simulations as it pertains to the assigned learning outcomes…

  17. Objectively measured sedentary time and academic achievement in schoolchildren.

    PubMed

    Lopes, Luís; Santos, Rute; Mota, Jorge; Pereira, Beatriz; Lopes, Vítor

    2017-03-01

    This study aimed to evaluate the relationship between objectively measured total sedentary time and academic achievement (AA) in Portuguese children. The sample comprised of 213 children (51.6% girls) aged 9.46 ± 0.43 years, from the north of Portugal. Sedentary time was measured with accelerometry, and AA was assessed using the Portuguese Language and Mathematics National Exams results. Multilevel linear regression models were fitted to assess regression coefficients predicting AA. The results showed that objectively measured total sedentary time was not associated with AA, after adjusting for potential confounders.

  18. A Smooth Transition: A Phenomenological Approach to Understanding the Experiences of First-Time, Full-Time, Provisionally Accepted Black Male Students

    ERIC Educational Resources Information Center

    Jackson, Nikki Nacole

    2017-01-01

    The purpose of this study was to investigate first-time, full-time provisionally accepted Black male students and to achieve a clear understanding of their lived experiences to enhance campus-wide social network systems, student engagement, cognitive dissonance and self-efficacy to improve opportunities for academic success. This study is…

  19. Engaging Students with Audio Feedback

    ERIC Educational Resources Information Center

    Cann, Alan

    2014-01-01

    Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…

  20. Believe, and you will achieve: changes over time in self-efficacy, engagement, and performance.

    PubMed

    Ouweneel, Else; Schaufeli, Wilmar B; Le Blanc, Pascale M

    2013-07-01

    In order to answer the question whether changes in students' self-efficacy levels co-vary with similar changes in engagement and performance, a field study and an experimental study were conducted among university students. In order to do this, we adopted a subgroup approach. We created "natural" (Study 1) and manipulated (Study 2) subgroups based upon their change in self-efficacy over time and examined whether these subgroups showed similar changes over time in engagement and performance. The results of both studies are partly in line with Social Cognitive Theory, in that they confirm that changes in self-efficacy may have a significant impact on students' changes in cognition and motivation (i.e. engagement), as well as behavior (i.e. performance). More specifically, our results show that students' increases/decreases in self-efficacy were related to corresponding increases/decreases in their study engagement and task performance over time. Examining the consequences of changes in students' self-efficacy levels seems promising, both for research and practice. © 2013 The Authors. Applied Psychology: Health and Well-Being © 2013 The International Association of Applied Psychology.

  1. Development of an HIV Postexposure Prophylaxis (PEP) Protocol for Trainees Engaging in Academic Global Health Experiences.

    PubMed

    Arora, Gitanjli; Hoffman, Risa M

    2017-11-01

    Global health (GH) education programs have become increasingly common in U.S. medical schools and graduate medical education programs, with growing numbers of medical students, residents, and fellows participating in clinical experiences in settings with high HIV prevalence and limited resources. However, there are no guidelines for provision of HIV postexposure prophylaxis (PEP) to trainees engaging in these academic GH experiences. Faculty of the Global Health Education Programs (GHEP) at the David Geffen School of Medicine at UCLA and GH partner institutions recognized the need for PEP access for trainees engaged in GH experiences. In 2013-2014, key UCLA faculty collaborated in the development of the UCLA GHEP PEP Protocol, which includes provision of PEP medications to trainees prior to departure, an on-call infectious disease/HIV specialist to advise trainees who have exposures, and a system for following up with exposed trainees while on the GH rotation and after their return. Between February 2014 and September 2016, 112 medical students and 110 residents received education on the PEP protocol during their predeparture orientation. The protocol was used for 28 exposures (27 occupational, 1 nonoccupational), with PEP recommended in 3 occupational cases (all needlesticks) and the single nonoccupational case. There were no reported HIV seroconversions. The authors plan to formally evaluate the PEP protocol, conduct a qualitative assessment with trainees and both UCLA and GH partner faculty, and discuss best practices with institutions across the United States and with GH partners.

  2. Comparing Community College Student and Faculty Perceptions of Student Engagement

    ERIC Educational Resources Information Center

    Senn-Carter, Darian

    2017-01-01

    The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

  3. Tokenism in patient engagement.

    PubMed

    Hahn, David L; Hoffmann, Amanda E; Felzien, Maret; LeMaster, Joseph W; Xu, Jinping; Fagnan, Lyle J

    2017-06-01

    Patient engagement throughout research is a way to generate more relevant patient-important research questions, methods and results with the ultimate aim of facilitating translation of research into practice. Tokenism is defined as the practice of making perfunctory or symbolic efforts to engage communities or patients. We wanted to explore how tokenism might influence engaging patients in research to help researchers work towards more genuine engagement. The Community Clinician Advisory Group and Patient and Clinician Engagement program held a workshop at the 2015 North American Primary Care Research Group meeting titled 'How Do We Move beyond Tokenism in Patient Engagement?' Patients, clinicians and academic researchers contributed examples of genuine and token engagement characteristics based on personal experience and knowledge. Data were iteratively collated and categorized into domains and items. Examples of genuine and token engagement were categorized into three domains: Methods/Structure of engagement, Intent and Relationship building. Members with experience in patient-engaged research projects felt that longitudinal engagement was a key element to effectively translating research into local community and practice. The group (i) highly valued genuine intent and relationship building as elements to combat tokenism; (ii) noted that early genuine attempts at engagement may superficially resemble tokenism as researchers build enduring and trusting relationships with patient/community partners and (iii) emphasized the importance of seeking and utilizing patient experiences throughout research. These observations may contribute to more formal methods to help researchers (and reviewers) evaluate where engagement processes sit along the 'genuine-token' continuum. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  4. Measuring Parent Perceptions of Family-School Engagement: The Development of New Survey Tools

    ERIC Educational Resources Information Center

    Schueler, Beth E.; McIntyre, Joseph C.; Gehlbach, Hunter

    2017-01-01

    Given family-school engagement is correlated with student academic achievement, educational researchers have long been interested in the construct. However, measuring parental engagement is deceptively challenging. The concept includes school-based engagement, home-based learning support, and family-school communication. In this article we focus…

  5. Early career academic researchers and community-based participatory research: wrestling match or dancing partners?

    PubMed

    Lowry, Kelly Walker; Ford-Paz, Rebecca

    2013-12-01

    Early career faculty members at academic medical centers face unique obstacles when engaging in community-based participatory research (CBPR). Challenges and opportunities for solutions pertaining to mentorship, time demands, unfamiliarity of colleagues with CBPR approaches, ethical review regulations, funding, and publication and promotion are discussed. © 2013 Wiley Periodicals, Inc.

  6. Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012

    ERIC Educational Resources Information Center

    Beckett, Megan; Borman, Geoffrey; Capizzano, Jeffrey; Parsley, Danette; Ross, Steven; Schirm, Allen; Taylor, Jessica

    2009-01-01

    Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this…

  7. Personal-Academic Studies Engage Urban, Seventh-Grade Students

    ERIC Educational Resources Information Center

    Hansen, Jane

    2014-01-01

    A successful middle school team of teachers employed effective middle level philosophy to structure a curriculum around themes that were relevant, challenging, integrative, and engaging for their particular students and community. Realizing that their young adolescents were involved in tough, delicate issues in their out-of-school lives, the…

  8. Engaging Vulnerable Adolescents in a Pregnancy Prevention Program: Perspectives of Prime Time Staff

    PubMed Central

    Tanner, Amanda E.; Secor-Turner, Molly; Garwick, Ann; Sieving, Renee; Rush, Kayci

    2011-01-01

    Introduction Evaluating interventions for reducing unintended adolescent pregnancy is necessary to ensure quality and efficacy. The purpose of this study was to examine core case management practices and processes for engaging high-risk girls in Prime Time, an intensive multi-component intervention from the perspectives of intervention program staff. Method Structured individual interviews were conducted with the entire Prime Time program staff (N=7) to assess successes and challenges in engaging adolescent girls at high risk for early pregnancy recruited from school and community clinics. Results Program staff described different capacities of adolescents to engage with the program (easy, middle and difficult connecting adolescents) and provided specific recommendations for working with different connectors. Discussion Findings from this study support the notion that preventive interventions with vulnerable groups of adolescents must pay careful attention to strategies for establishing trusting youth-adult relationships. The ability of staff (e.g., case managers, nurses) to engage with adolescents is a crucial step in improving health outcomes. The identified strategies are useful in helping adolescents build skills, motivations and supports needed for healthy behavior change. PMID:22726710

  9. Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP&DOWN Study.

    PubMed

    Esteban-Cornejo, Irene; Martinez-Gomez, David; Sallis, James F; Cabanas-Sánchez, Verónica; Fernández-Santos, Jorge; Castro-Piñero, Jose; Veiga, Oscar L

    2015-08-01

    To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance. This study was conducted with 1146 youth aged 12.5±2.5years in Spain during 2011-2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators (β ranging from -0.066 to -0.144; all p<0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated (β ranging from 0.058 to 0.154; all p<0.05). Five major sedentary patterns were identified. The "high social-low TV/video" and the "low studying-high TV/video" patterns were negatively associated with all academic indicators (β ranging from -0.085 to -0.148; all p<0.05). The "educational" pattern was positively associated with all academic indicators (β ranging from 0.063 to 0.105; all p<0.05). Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Engaging Families at the Secondary Level: An Underused Resource for Student Success

    ERIC Educational Resources Information Center

    Jensen, Krista L.; Minke, Kathleen M.

    2017-01-01

    Parent engagement in education has been shown to have positive effects on students' academic and social/emotional success. However, much of the research has focused on younger students. Less attention has been given to parent engagement at the secondary level, especially with respect to how parents choose to engage and how adolescents perceive…

  11. Increasing Active Participation and Engagement of Students in Circle Formations

    ERIC Educational Resources Information Center

    St. Onge, Justin; Eite, Karla

    2017-01-01

    Participation and engagement are important factors in students' academic achievement and in increasing interest and motivation in the learning process. This study evaluates participation and engagement in circle formations in both outdoor and indoor education settings. Over a four-week study period, four instructors collected data on different…

  12. Time perspective and environmental engagement: a meta-analysis.

    PubMed

    Milfont, Taciano L; Wilson, Jessie; Diniz, Pollyane

    2012-01-01

    Environmental issues entail both a social conflict (private vs. public interests) and a temporal conflict (short- vs. long-term interests). This paper focuses on the role temporal concerns play in influencing environmental engagement by quantitatively integrating results of studies that assessed the associations between time perspective and proenvironmental attitudes and behaviors. The meta-analysis included a total of 19 independent samples and 6,301 participants from seven countries (Australia, Brazil, Germany, Mexico, New Zealand, Norway, and the United States). Results showed that the associations between time perspective and proenvironmental behaviors were higher than those for proenvironmental attitudes. Supporting predictions, the associations between future time perspective and proenvironmental behaviors were strong and nontrivial compared to those for the combined past-present time perspective. The findings indicate that future time perspective seems to play an important role in influencing individuals' attitudes and behaviors towards the environment. Implications of the findings for theory and practice are discussed.

  13. Academic Delay of Gratification and Children's Study Time Allocation as a Function of Proximity to Consequential Academic Goals

    ERIC Educational Resources Information Center

    Zhang, Lili; Karabenick, Stuart A.; Maruno, Shun'ichi; Lauermann, Fani

    2011-01-01

    Students (N=302) in Chinese elementary schools were assessed regarding their academic delay of gratification (ADOG) and reported the time they devoted to non-school study and playtime during an extended interval prior to taking a high-stakes final exam. Students high compared those low in ADOG were more likely to spend time studying and less time…

  14. The Role of Transnational Networking for Higher Education Academics

    ERIC Educational Resources Information Center

    Wakefield, Kelly; Dismore, Harriet

    2015-01-01

    Amidst rapid socio-economic change, higher education (HE) academics across the world face major challenges to its organisation, finance and management. This paper discusses the role of transnational networking in higher education. Data from 40 interviews with geographically distributed academics engaged in learning and teaching transnational…

  15. Rendering the Paradoxes and Pleasures of Academic Life: Using Images, Poetry and Drama to Speak Back to the Measured University

    ERIC Educational Resources Information Center

    Manathunga, Catherine; Selkrig, Mark; Sadler, Kirsten; Keamy, Kim

    2017-01-01

    Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices in which academics and students engage. This shifting emphasis creates paradoxes for academics. They experience a growing sense of disconnection between their desires to develop students into engaged, disciplined…

  16. Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

    ERIC Educational Resources Information Center

    Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.

    2014-01-01

    An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens,…

  17. Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Hsien-Chang; Liu, Shih-Hsiung

    2015-01-01

    Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

  18. Towards a Theory and Practice of Policy Engagement: Higher Education Research Policy in the Making

    ERIC Educational Resources Information Center

    Gale, Trevor

    2006-01-01

    Academic engagement with higher education research policy in Australia, and with education policy more generally, is in crisis. This time around, it is not just that our theoretical tools are blunt and irrelevant (Ball 1990), so are our politics. It seems our attention has been so consumed by "what is policy" (Ball 1994a) and with…

  19. Civic Engagement through Service Learning at CSU Monterey Bay: Educating Multicultural Community Builders

    ERIC Educational Resources Information Center

    Pollack, Seth; Motoike, Pamela

    2006-01-01

    Founded in 1995 and envisioned as a university that would prepare graduates to be active, engaged citizens, California State University Monterey Bay (CSUMB) developed a distinctive approach to civic engagement. Guided by an ambitious Vision Statement, CSUMB actualizes its civic engagement goals through an academic plan that mandates service…

  20. The Relationship between School Engagement and Delinquency in Late Childhood and Early Adolescence

    ERIC Educational Resources Information Center

    Hirschfield, Paul J.; Gasper, Joseph

    2011-01-01

    Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years…

  1. Are Perceived School Climate Dimensions Predictive of Students' Engagement?

    ERIC Educational Resources Information Center

    Fatou, Nicolas; Kubiszewski, Violaine

    2018-01-01

    Students' engagement is known to be associated with academic success and to prevent school dropouts. While many studies have considered this variable when examining school trajectories, more research is needed to investigate the factors that may sustain and promote engagement in school, regarded as a multidimensional construct (affective vs.…

  2. Staying on Track for High School Graduation: Promoting Student Engagement

    ERIC Educational Resources Information Center

    Stout, Karen E.; Christenson, Sandra L.

    2009-01-01

    Students' engagement at school has emerged as a critical factor across hundreds of dropout prevention and recovery programs in the United States. By supporting and improving academic, behavioral, cognitive, and emotional engagement, we can mitigate the risk of dropping out. This article describes the history of school dropout, predictors of…

  3. Constructive Engagement with the Corporation

    ERIC Educational Resources Information Center

    Siegel, David J.

    2007-01-01

    Many of the gravest concerns that critics of corporate culture have about the consequences of academic-corporate relationships are built on little more than ill-informed speculation, fueled by a lack of direct engagement with corporations. The solution to knowledge gap--and the key to liberation from fears of "creeping corporatization"--may…

  4. Sustaining Engagement and Rural Scholarship

    ERIC Educational Resources Information Center

    Longenecker, Randall

    2003-01-01

    The Ohio State University Medical Center, a large urban academic medical center, and Mary Rutan Hospital, a rural community hospital in Logan County, Ohio, have been linked through a series of scholarly engagements spanning more than thirty years. What emerges from a qualitative study of key informants with personal knowledge of this interaction…

  5. Scientific literacy and academic identity: Creating a community of practice

    NASA Astrophysics Data System (ADS)

    Reveles, John Michael

    2005-07-01

    This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A

  6. Patterns of time use among low-income urban minority adolescents and associations with academic outcomes and problem behaviors.

    PubMed

    Wolf, Sharon; Aber, J Lawrence; Morris, Pamela A

    2015-06-01

    Time budgets represent key opportunities for developmental support and contribute to an understanding of achievement gaps and adjustment across populations of youth. This study assessed the connection between out-of-school time use patterns and academic performance outcomes, academic motivations and goals, and problem behaviors for 504 low-income urban African American and Latino adolescents (54% female; M = 16.6 years). Time use patterns were measured across eight activity types using cluster analysis. Four groups of adolescents were identified, based on their different profiles of time use: (1) Academic: those with most time in academic activities; (2) Social: those with most time in social activities; (3) Maintenance/work: those with most time in maintenance and work activities; and (4) TV/computer: those with most time in TV or computer activities. Time use patterns were meaningfully associated with variation in outcomes in this population. Adolescents in the Academic cluster had the highest levels of adjustment across all domains; adolescents in the Social cluster had the lowest academic performance and highest problem behaviors; and adolescents in the TV/computer cluster had the lowest levels of intrinsic motivation. Females were more likely to be in the Academic cluster, and less likely to be in the other three clusters compared to males. No differences by race or gender were found in assessing the relationship between time use and outcomes. The study's results indicate that time use patterns are meaningfully associated with within-group variation in adjustment for low-income minority adolescents, and that shared contexts may shape time use more than individual differences in race/ethnicity for this population.

  7. Community-Academic Partnerships: Developing a Service-Learning Framework.

    PubMed

    Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele

    2015-01-01

    Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. Copyright © 2015 Elsevier Inc. All rights reserved.

  8. Engaging Students and Staff with Educational Development through Appreciative Inquiry

    ERIC Educational Resources Information Center

    Kadi-Hanifi, Karima; Dagman, Ozlem; Peters, John; Snell, Ellen; Tutton, Caroline; Wright, Trevor

    2014-01-01

    Appreciative inquiry (AI) offers a constructive, strengths-based framework for engaging students and staff in the enhancement of academic programmes of study. This paper explores the basis of AI, its potential for educational development and the many agendas it might help address. Students and academic staff involved in an AI project, focused on…

  9. Selected Engagement Factors and Academic Learning Outcomes of Undergraduate Engineering Students

    ERIC Educational Resources Information Center

    Justice, Patricia J.

    2009-01-01

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by…

  10. Social Scientists' Understanding of Academic Freedom in Addis Ababa University, Ethiopia: A Descriptive Analysis

    ERIC Educational Resources Information Center

    Degefa, Demoze

    2015-01-01

    The perennial debate about academic freedom engages with assessing the extent to which academic freedom has been exercised by academics by using some normative and quantitative approaches. Often studies on academic freedom deal with the extent to which institutions comply with norms in terms of the rights of the academics on some international…

  11. Effects of interest-major congruence, motivation, and academic performance on timely degree attainment.

    PubMed

    Allen, Jeff; Robbins, Steve

    2010-01-01

    Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.

  12. Psychological distress and student engagement as mediators of the relationship between peer victimization and achievement in middle school youth.

    PubMed

    Totura, Christine M Wienke; Karver, Marc S; Gesten, Ellis L

    2014-01-01

    Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization.

  13. Unfazed or Dazed and Confused: Does Early Adolescent Marijuana Use Cause Sustained Impairments in Attention and Academic Functioning?

    PubMed Central

    Pardini, Dustin; White, Helene; Xiong, Shuangyan; Bechtold, Jordan; Chung, Tammy; Loeber, Rolf; Hipwell, Alison

    2015-01-01

    There is some suggestion that heavy marijuana use during early adolescence (prior to age 17) may cause significant impairments in attention and academic functioning that remain following sustained periods of abstinence. However, no longitudinal studies have examined whether both male and female adolescents who engage in low (less than once a month) to moderate (at least once a monthly) marijuana use experience increased problems with attention and academic performance, and whether these problems remain following sustained abstinence. The current study used within-individual change models to control for all potential pre-existing and time-stable confounds when examining this potential causal association in two gender-specific longitudinal samples assessed annually from ages 11 to 16 (Pittsburgh Youth Study N=479; Pittsburgh Girls Study N=2296). Analyses also controlled for the potential influence of several pertinent time-varying factors (e.g., other substance use, peer delinquency). Prior to controlling for time-varying confounds, analyses indicated that adolescents tended to experience an increase in parent-reported attention and academic problems, relative to their pre-onset levels, during years when they used marijuana. After controlling for several time-varying confounds, only the association between marijuana use and attention problems in the sample of girls remained statistically significant. There was no evidence indicating that adolescents who used marijuana experienced lingering attention and academic problems, relative to their pre-onset levels, after abstaining from use for at least a year. These results suggest that adolescents who engage in low to moderate marijuana use experience an increase in observable attention and academic problems, but these problems appear to be minimal and are eliminated following sustained abstinence. PMID:25862212

  14. Unfazed or Dazed and Confused: Does Early Adolescent Marijuana Use Cause Sustained Impairments in Attention and Academic Functioning?

    PubMed

    Pardini, Dustin; White, Helene R; Xiong, Shuangyan; Bechtold, Jordan; Chung, Tammy; Loeber, Rolf; Hipwell, Alison

    2015-10-01

    There is some suggestion that heavy marijuana use during early adolescence (prior to age 17) may cause significant impairments in attention and academic functioning that remain despite sustained periods of abstinence. However, no longitudinal studies have examined whether both male and female adolescents who engage in low (less than once a month) to moderate (at least once a monthly) marijuana use experience increased problems with attention and academic performance, and whether these problems remain following sustained abstinence. The current study used within-individual change models to control for all potential pre-existing and time-stable confounds when examining this potential causal association in two gender-specific longitudinal samples assessed annually from ages 11 to 16 (Pittsburgh Youth Study N = 479; Pittsburgh Girls Study N = 2296). Analyses also controlled for the potential influence of several pertinent time-varying factors (e.g., other substance use, peer delinquency). Prior to controlling for time-varying confounds, analyses indicated that adolescents tended to experience an increase in parent-reported attention and academic problems, relative to their pre-onset levels, during years when they used marijuana. After controlling for several time-varying confounds, only the association between marijuana use and attention problems in the sample of girls remained statistically significant. There was no evidence indicating that adolescents who used marijuana experienced lingering attention and academic problems, relative to their pre-onset levels, after abstaining from use for at least a year. These results suggest that adolescents who engage in low to moderate marijuana use experience an increase in observable attention and academic problems, but these problems appear to be minimal and are eliminated following sustained abstinence.

  15. Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

    NASA Astrophysics Data System (ADS)

    Riccitelli, Melinda

    In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

  16. Commentary: Missing the elephant in my office: recommendations for part-time careers in academic medicine.

    PubMed

    Helitzer, Deborah

    2009-10-01

    Several recent articles in this journal, including the article by Linzer and colleagues in this issue, discuss and promote the concept of part-time careers in academic medicine as a solution to the need to achieve a work-life balance and to address the changing demographics of academic medicine. The article by Linzer and colleagues presents the consensus of a task force that attempted to address practical considerations for part-time work in academic internal medicine. Missing from these discussions, however, are a consensus on the definition of part-time work, consideration of how such strategies would be available to single parents, how time or resources will be allocated to part-time faculty to participate in professional associations, develop professional networks, and maintain currency in their field, and how part-time work can allow for the development of expertise in research and scholarly activity. Most important, the discussions about the part-time solution do not address the root cause of dissatisfaction and attrition: the ever-increasing and unsustainable workload of full-time faculty. The realization that an academic full-time career requires a commitment of 80 hours per week begs the question of whether part-time faculty would agree to work 40 hours a week for part-time pay. The historical underpinnings of the current situation, the implications of part-time solutions for the academy, and the consequences of choosing part-time work as the primary solution are discussed. Alternative strategies for addressing some of the problems facing full-time faculty are proposed.

  17. The Relationship between Academic Dishonesty and Unethical Business Practices.

    ERIC Educational Resources Information Center

    Sims, Randi L.

    1993-01-01

    An investigation of the relationship between the range and severity of academic dishonesty during undergraduate studies and that of dishonesty engaged in during employment revealed that subjects (n=60) who admitted to a wide range of academic dishonesty also admitted a wide range of work-related dishonesty. (Author/JOW)

  18. Changing the Academic Subject

    ERIC Educational Resources Information Center

    McWilliam, Erica

    2004-01-01

    The article examines the ways in which rationalities of risk currently work to produce the academic as a self-managing worker within the 'post-welfare' university as a risk-conscious organization. It explores how risk minimization as audit (individual, departmental, organizational), engages all individuals within the university in doing particular…

  19. Group Conflict and Faculty Engagement: Is There a Moderating Effect of Group Trust?

    ERIC Educational Resources Information Center

    Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

    2013-01-01

    In educational settings, substantial scholarly interest has focused on student engagement as an antecedent for educational development and positive school outcomes. Very limited research, however, has focused on the engagement of academic staff members. This may be a crucial oversight because engagement has been argued to lead to more satisfied,…

  20. Relationship of weight status, physical activity and screen time with academic achievement in adolescents.

    PubMed

    García-Hermoso, Antonio; Marina, Raquel

    The aim of this study was to examine the relationship of weight status, physical activity and screen time with academic achievement in Chilean adolescents. The present cross-sectional study included 395 adolescents. The International Obesity Task Force cut-off points were used to define the weight status. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents and screen time was assessed using several questions about television, videogame and computer use. Academic achievement was measured using the mean of the grades obtained in mathematics and language subjects. In both genders, adolescents with obesity and excessive screen time earned worse grades compared to their non-obese peers and their peers that complied with screen time recommendations. The logistic regression analysis showed that adolescents with obesity, classified with medium-low physical activity and excessive screen time recommendations (excess ≥2h/day) are less likely to obtain high academic achievement (boys: OR=0.26; girls: OR=0.23) compared to their non-obese peers, high levels of physical activity and those who comply with the current screen time recommendations. Similar results were observed in adolescents with obesity and classified with medium-low physical activity (boys: OR=0.46; girls: OR=0.33) or excessive screen time (boys: OR=0.35; girls: OR=0.36) compared to adolescents with high levels of physical activity and those who complied with the screen time recommendations, respectively. This study shows that when combined, obesity, low-medium levels of physical activity and excessive screen time might be related to poor academic achievement. Copyright © 2015 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

  1. Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity

    ERIC Educational Resources Information Center

    Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

    2011-01-01

    This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH…

  2. Reading Motivation and Engagement at a Rural Georgia High School

    ERIC Educational Resources Information Center

    Winfree, Linda

    2013-01-01

    As college and workplace success becomes increasingly dependent on reading, parents and educators have become more interested in how to engage students in reading. Teachers at a rural Georgia high school have reported that students are reluctant to engage in academic reading. Guided by previous research on the factors that promote or discourage…

  3. The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

    PubMed

    Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

    2018-05-19

    The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  4. Improving Student Engagement in Learning Activities.

    ERIC Educational Resources Information Center

    Adams, Nancy; And Others

    Engaging students seriously in their own academic learning is a persistent difficulty for teachers. The goal of this action research project was to actively involve elementary school students in their learning. The program was implemented at three elementary schools in northern Illinois serving multicultural populations; special education…

  5. Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experiences Survey 2006

    ERIC Educational Resources Information Center

    Brint, Steven; Cantwell, Allison M.

    2010-01-01

    Background/Context: Previous research has established the significance of academic study time on undergraduate students' academic performance. The effects of other uses of time are, however, in dispute. Some researchers have argued that students involved in activities that require initiative and effort also perform better in class, while students…

  6. Testing a Developmental-Ecological Model of Student Engagement: A Multilevel Latent Growth Curve Analysis

    ERIC Educational Resources Information Center

    You, Sukkyung; Sharkey, Jill

    2009-01-01

    US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a…

  7. Physical Education and Academic Performance in Urban African American Girls

    ERIC Educational Resources Information Center

    Shen, Bo

    2017-01-01

    This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

  8. The Relationship between Adult Participation and Child Engagement of Preschool Children with ASD

    ERIC Educational Resources Information Center

    Sam, Ann M.

    2012-01-01

    The ability to engage in classroom activities is associated with better academic outcomes (Downer et al., 2007; Ponitz et al., 2009), and characteristics of children can affect how a child is able to engage in classroom activities (McWilliam & Bailey, 1995; Kishida & Kemp, 2006). Yet, support from adults can enhance the engagement of…

  9. Objectively Measured Physical Activity During Physical Education and School Recess and Their Associations With Academic Performance in Youth: The UP&DOWN Study.

    PubMed

    Esteban-Cornejo, Irene; Martinez-Gomez, David; Garcia-Cervantes, Laura; Ortega, Francisco B; Delgado-Alfonso, Alvaro; Castro-Piñero, José; Veiga, Oscar L

    2017-04-01

    This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

  10. Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being.

    PubMed

    Van Ryzin, Mark J; Gravely, Amy A; Roseth, Cary J

    2009-01-01

    Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

  11. Can organized leisure-time activities buffer the negative outcomes of unstructured activities for adolescents' health?

    PubMed

    Badura, Petr; Madarasova Geckova, Andrea; Sigmundova, Dagmar; Sigmund, Erik; van Dijk, Jitse P; Reijneveld, Sijmen A

    2018-06-02

    We aimed to assess the associations of involvement in selected unstructured activities (UA) with health-risk behaviours and academic achievement and the degree to which the participation in organized leisure-time activities (OLTA) changes these associations. Using a sample of 6935 Czech adolescents aged 13 and 15 years, we investigated adolescents' weekly involvement in hanging out, visiting shopping malls for fun and meeting friends after 8 p.m., OLTA and engagement in three health-risk behaviours and academic achievement. Weekly involvement in the selected UA was associated with higher odds for regular smoking, being drunk, having early sexual intercourse and low academic achievement. Concurrent participation in OLTA did not buffer these negative outcomes, except for sexual experience. However, those highly engaged only in UA were more likely to participate in the health-risk behaviours and report worse academic achievement than those participating in any OLTA concurrently. The selected UA are strongly associated with an increased occurrence of adolescents' health-risk behaviours and low academic achievement. Concurrent participation in OLTA does not buffer these negative outcomes significantly, but adolescents engaged only in UA consistently report the least favourable outcomes.

  12. Student perceptions of a community engagement experience: exploration of reflections on social responsibility and professional formation.

    PubMed

    Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail M

    2011-08-01

    Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.

  13. How Can Teachers Increase Classroom Use of Academic Vocabulary?

    ERIC Educational Resources Information Center

    Larson, Lisa; Dixon, Temoca; Townsend, Dianna

    2013-01-01

    The purpose for this action research study was to answer the question: "How can we enhance students' active engagement with academic vocabulary in social studies classes?" In this article, the authors share the strategies they developed through their research that proved most effective in engaging middle school students with active academic…

  14. Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Bembenutty, Hefer; Karabenick, Stuart A.

    2004-01-01

    We review the association between delay of gratification and future time perspective (FTP), which can be incorporated within the theoretical perspective of self-regulation of learning. We propose that delay of gratification in academic contexts, along with facilitative beliefs about the future, increase the likelihood of completing academic tasks.…

  15. How do academic stress and leisure activities influence college students' emotional well-being? A daily diary investigation.

    PubMed

    Zhang, Jieting; Zheng, Yao

    2017-10-01

    China has one of the largest bodies of college students who face growing academic stress that influences their well-being. Using a daily diary method in a group of Chinese college students (n = 139, mean age = 19.50 years, 27% males) who reported their daily positive and negative emotion consecutively for two weeks, this study investigated the dynamic relations between daily academic stress, leisure activities engagement, and emotion, and further examined the moderation of sex on these links. The results showed that at both between- and within-person level, academic stress was positively associated with negative emotion, and leisure activities engagement was positively associated with positive emotion. The association between leisure activities engagement and positive emotion were stronger among female students than among male students. These results suggest that effectively reducing academic stress and actively engaging in leisure activities are both important in promoting and enhancing daily emotional well-being. Copyright © 2017. Published by Elsevier Ltd.

  16. Early to Rise? The Effect of Daily Start Times on Academic Performance

    ERIC Educational Resources Information Center

    Edwards, Finley

    2012-01-01

    Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two…

  17. Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

    PubMed Central

    Mikami, Amori Yee; Ruzek, Erik A.; Hafen, Christopher A.; Gregory, Anne; Allen, Joseph P.

    2017-01-01

    Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement. PMID:28755252

  18. Low-Income Student Persistence to Timely Graduation as a Function of the Academic Experience

    ERIC Educational Resources Information Center

    Johnson, Troy; Collins, Sarah

    2009-01-01

    This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income…

  19. Using Sisterhood Networks to Cultivate Ethnic Identity and Enhance School Engagement

    ERIC Educational Resources Information Center

    Jones, Janine M.; Lee, Lisa H.; Matlack, Alexa; Zigarelli, Julia

    2018-01-01

    School engagement has been found to be a statistically significant predictor of academic success. Education researchers are particularly interested in exploring the factors that influence the ways in which students are engaged in the classroom. As the population of students in the United States has become increasingly multicultural, it is…

  20. Mentoring for Business Engagement as Continuing Professional Development of University Academic Staff

    ERIC Educational Resources Information Center

    Helyer, Ruth; Lee, Dionne

    2012-01-01

    This paper reports an innovative continuing professional development (CPD) project for academic staff in a UK university. The aim of the project is to develop academics' skills in relating to the business environment. The project has a number of strands, but the principal focus of this paper is upon a mentoring initiative. Much CPD in universities…

  1. Patient engagement as an emerging challenge for healthcare services: mapping the literature.

    PubMed

    Barello, Serena; Graffigna, Guendalina; Vegni, Elena

    2012-01-01

    Patients' engagement in healthcare is at the forefront of policy and research practice and is now widely recognized as a critical ingredient for high-quality healthcare system. This study aims to analyze the current academic literature (from 2002 to 2012) about patient engagement by using bibliometric and qualitative content analyses. Extracting data from the electronic databases more likely to cover the core research publications in health issues, the number of yearly publications, the most productive countries, and the scientific discipline dealing with patient engagement were quantitatively described. Qualitative content analysis of the most cited articles was conducted to distinguish the core themes. Our data showed that patient engagement is gaining increasing attention by all the academic disciplines involved in health research with a predominance of medicine and nursing. Engaging patients is internationally recognized as a key factor in improving health service delivery and quality. Great attention is up to now paid to the clinical and organizational outcomes of engagement, whereas there is still a lack of an evidence-based theoretical foundation of the construct as well as of the organizational dimensions that foster it.

  2. Patient Engagement as an Emerging Challenge for Healthcare Services: Mapping the Literature

    PubMed Central

    Barello, Serena; Graffigna, Guendalina; Vegni, Elena

    2012-01-01

    Patients' engagement in healthcare is at the forefront of policy and research practice and is now widely recognized as a critical ingredient for high-quality healthcare system. This study aims to analyze the current academic literature (from 2002 to 2012) about patient engagement by using bibliometric and qualitative content analyses. Extracting data from the electronic databases more likely to cover the core research publications in health issues, the number of yearly publications, the most productive countries, and the scientific discipline dealing with patient engagement were quantitatively described. Qualitative content analysis of the most cited articles was conducted to distinguish the core themes. Our data showed that patient engagement is gaining increasing attention by all the academic disciplines involved in health research with a predominance of medicine and nursing. Engaging patients is internationally recognized as a key factor in improving health service delivery and quality. Great attention is up to now paid to the clinical and organizational outcomes of engagement, whereas there is still a lack of an evidence-based theoretical foundation of the construct as well as of the organizational dimensions that foster it. PMID:23213497

  3. Pedagogy and Academic Success in Prelicensure Nursing Education.

    PubMed

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  4. Intersecting Discourses of Militarism: Military and Academic Gendered Organizations

    ERIC Educational Resources Information Center

    Taber, Nancy

    2015-01-01

    This article explores the ways in which military constructions of gender intersect with academic ones. Its focus is to connect military discourses of duty, honour and service before self with academic ones of commitment and productivity. As such, it engages in an institutional analysis of the gendered organizations of the military and academia and…

  5. Effects of video-game ownership on young boys' academic and behavioral functioning: a randomized, controlled study.

    PubMed

    Weis, Robert; Cerankosky, Brittany C

    2010-04-01

    Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.

  6. Creating academic structures to promote nursing's role in global health policy.

    PubMed

    Gimbel, S; Kohler, P; Mitchell, P; Emami, A

    2017-03-01

    We highlight key components of emerging academic structures in global health nursing and explain how this investment can expand nursing's broader engagement in global health policy development. Engaging nursing in global health policy development is vital to ensure the scale-up of effective health programmes. Globally, nurses promote development of interprofessional healthcare teams who are responsible for translating sound global health policy and evidence-based programming into practice. However, the role of nurses within policy forums and on influential decision-making bodies within the global health space remains limited, which reinforces suboptimal global health policy implementation. Investment in globally engaged academic structures is an important way to expand participation of nursing in global health policy development. A review of the current knowledge and substantive findings related to academic structures promoting global health nursing was conducted, and included a directed search of institutional websites, related grey and peer-reviewed literature, and communication with top-tier schools of nursing in the United States, to identify specific developments in global health nursing academic structures. Effective academic structures promoting global health nursing include a framework of four critical components - Research, Education, Policy and Partnership. Academic structure type and core activities vary depending on institutional priorities. Increasingly, global health research, driven by individual nursing investigators, is expanding; however, in order to translate these advances into expanded involvement in global health policy development, academic structures within schools of nursing need to systematically expand educational opportunities, bolster research capacity and promote partnership with policymakers. © 2017 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

  7. Role of smartphone addiction in gambling passion and schoolwork engagement: a Dualistic Model of Passion approach.

    PubMed

    Enwereuzor, Ibeawuchi K; Ugwu, Leonard I; Ugwu, Dorothy I

    There are growing concerns that seem to suggest that students no longer engage in school-related activities as they ought to. Recent observation has revealed that students now spend excessive time participating in Internet gambling with their smartphone during school period. This trend could have far-reaching consequences on their schoolwork engagement and by extension, academic performance. Drawing on the Dualistic Model of Passion, this study therefore, examined the mediatory role of smartphone addiction in the gambling passion-schoolwork engagement relation. A cross-sectional design was adopted. Male undergraduates ( N  = 278) of a large public university in Nigeria who engage in Internet gambling participated in the study. They completed self-report measures of gambling passion, smartphone addiction, and schoolwork engagement. Results showed that harmonious gambling passion was not related to smartphone addiction whereas it was positively related to schoolwork engagement. Obsessive gambling passion had positive and negative relations with smartphone addiction and schoolwork engagement, respectively. Smartphone addiction was negatively related to schoolwork engagement and mediated only the obsessive gambling passion-schoolwork engagement relation but not that between harmonious gambling passion and schoolwork engagement. The theoretical and practical implications of the findings are discussed.

  8. Critical Connections: Health and Academics

    PubMed Central

    Michael, Shannon L; Merlo, Caitlin L; Basch, Charles E; Wentzel, Kathryn R; Wechsler, Howell

    2015-01-01

    BACKGROUND While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework as a way to address health-related barriers to learning. METHODS A literature review was conducted on the association between student health and academic achievement. RESULTS Most of the evidence examined the association between student health behaviors and academic achievement, with physical activity having the most published studies and consistent findings. The evidence supports the need for school health services by demonstrating the association between chronic conditions and decreased achievement. Safe and positive school environments were associated with improved health behaviors and achievement. Engaging families and community members in schools also had a positive effect on students' health and achievement. CONCLUSIONS Schools can improve the health and learning of students by supporting opportunities to learn about and practice healthy behaviors, providing school health services, creating safe and positive school environments, and engaging families and community. This evidence supports WSCC as a potential framework for achieving national educational and health goals. PMID:26440816

  9. Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

    ERIC Educational Resources Information Center

    Ocak, Gürbüz; Boyraz, Serkan

    2016-01-01

    Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and…

  10. Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

    PubMed Central

    Lizandra, Jorge; Devís-Devís, José; Pérez-Gimeno, Esther; Valencia-Peris, Alexandra; Peiró-Velert, Carmen

    2016-01-01

    This study examined whether adolescents’ time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the ‘success breeds success’ hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance

  11. Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis.

    PubMed

    Lizandra, Jorge; Devís-Devís, José; Pérez-Gimeno, Esther; Valencia-Peris, Alexandra; Peiró-Velert, Carmen

    2016-01-01

    This study examined whether adolescents' time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the 'success breeds success' hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance and the

  12. Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

    ERIC Educational Resources Information Center

    Sakiz, Gonul

    2012-01-01

    The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

  13. Middle School Friendships and Academic Achievement in Early Adolescence: A Longitudinal Analysis

    PubMed Central

    Véronneau, Marie-Hélène; Dishion, Thomas J.

    2011-01-01

    Early adolescence is a critical transition period for the maintenance of academic achievement. One factor that school systems often fail to take into account is the influence of friends on academic achievement during middle school. This study investigated the influence of friends’ characteristics on change in academic achievement from Grade 6 through 8, and the role of students’ own characteristics as moderators of this relationship. The sample included 1,278 participants (698 girls). Linear regressions suggest that students with academically engaged friends may achieve to levels higher than expected in Grade 8. However, when considering the significant, negative influence of friends’ problem behavior, the role of friend's school engagement became nonsignificant. Low-achieving girls who had high-achieving friends in Grade 6 had lower academic achievement than expected by Grade 8. In contrast, high-achieving girls seemed to benefit from having high-achieving friends. Implications for theory and prevention efforts targeting young adolescents are discussed. PMID:21552353

  14. Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

    PubMed

    Custer, Nicole

    Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

  15. Science literacy and academic identity formulation

    NASA Astrophysics Data System (ADS)

    Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

    2004-12-01

    The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

  16. A Decade of Community Engagement Literature: Exploring Past Trends and Future Implications

    ERIC Educational Resources Information Center

    Jones, Diann Olszowy; Lee, Joonghee

    2017-01-01

    Academic journals play a lead role in disseminating community-campus engagement scholarship. However, assessment of the content, methodologies, and authorship of this published body of works is lacking. This study was performed to review publication trends in the "Journal of Higher Education Outreach and Engagement" ("JHEOE"),…

  17. Student Engagement at a Large Suburban Community College: Gender and Race Differences

    ERIC Educational Resources Information Center

    Sontam, Varalakshmi; Gabriel, George

    2012-01-01

    Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible…

  18. The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons from Organisational Behaviour

    ERIC Educational Resources Information Center

    Balwant, Paul T.

    2018-01-01

    Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom…

  19. The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement

    ERIC Educational Resources Information Center

    Park, Sanghoon; Yun, Heoncheol

    2018-01-01

    Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and…

  20. Support, Belonging, Motivation, and Engagement in the College Classroom: A Mixed Method Study

    ERIC Educational Resources Information Center

    Zumbrunn, Sharon; McKim, Courtney; Buhs, Eric; Hawley, Leslie R.

    2014-01-01

    This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the…

  1. Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

    PubMed

    Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

    2017-01-01

    Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, p< 0.001) and trait anxiety scores (r= -0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students' TMQ scores and AMS scores (r= 0.279, p< 0.001). Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

  2. Exploring Community-Engaged Scholarship as an Intervention to Change and Improve Communities

    ERIC Educational Resources Information Center

    Watson-Thompson, Jomella

    2015-01-01

    For most colleges and universities, community-engaged scholarship (CES) is a value that supports the public mission of academic institutions. However, shifting CES from a core value to a guiding principle requires demonstrable support and structural modifications to academic practices and policies. Through this reflective paper, I will propose…

  3. Engagement, Flow, Self-Efficacy, and Eustress of University Students: A Cross-National Comparison Between the Philippines and Argentina.

    PubMed

    Mesurado, Belén; Richaud, María Cristina; Mateo, Niño José

    2016-01-01

    This study examined how self-efficacy, eustress, and flow interact with academic engagement. First, it aimed to test a theoretical model that proposes that self-efficacy and eustress promote both flow and engagement and that, in turn, the state of flow promotes academic engagement in undergraduate student. We hypothesized that the theoretical model would be invariant for two countries: the Philippines and Argentina. Secondly, this research aimed to compare the levels of self-efficacy, eustress, study-flow and academic engagement experiences in students from both countries. One hundred seventy-six Filipinos and 171 Argentinean students participated in the study by completing inventories using the Utrecht Student Engagement Scale (Schaufeli, Martínez, et al., 2002), Optimal Experience Survey (Mesurado, 2008), Self-efficacy Scale (O'Sullivan, 2011), and Eustress Scale (O'Sullivan, 2011). Results show that the theoretical model fits the data well in both countries and is invariant across the Philippines and Argentina. Self-efficacy has a positive effect on flow and engagement, whereas eustress has a significant positive relationship with flow but is not directly associated with engagement. However, eustress has an indirect effect, through flow, on student engagement. On the other hand, there are different levels of engagement, flow, self-efficacy, and eustress. Argentinean students scored higher on absorption, dedication, self-efficacy, and flow. Filipino students, meanwhile, scored higher on eustress.

  4. Depth-of-processing effects as college students use academic advising Web sites.

    PubMed

    Boatright-Horowitz, Su L; Langley, Michelle; Gunnip, Matthew

    2009-06-01

    This research examined students' cognitive and affective responses to an academic advising Web site. Specifically, we investigated whether exposure to our Web site increased student reports that they would access university Web sites to obtain various types of advising information. A depth-of-processing (DOP) manipulation revealed this effect as students engaged in semantic processing of Web content but not when they engaged in superficial examination of the physical appearance of the same Web site. Students appeared to scan online academic advising materials for information of immediate importance without noticing other information or hyperlinks (e.g., regarding internships and careers). Suggestions are presented for increasing the effectiveness of academic advising Web sites.

  5. Teaching at the Bedside. Maximal Impact in Minimal Time.

    PubMed

    Carlos, William G; Kritek, Patricia A; Clay, Alison S; Luks, Andrew M; Thomson, Carey C

    2016-04-01

    Academic physicians encounter many demands on their time including patient care, quality and performance requirements, research, and education. In an era when patient volume is prioritized and competition for research funding is intense, there is a risk that medical education will become marginalized. Bedside teaching, a responsibility of academic physicians regardless of professional track, is challenged in particular out of concern that it generates inefficiency, and distractions from direct patient care, and can distort physician-patient relationships. At the same time, the bedside is a powerful location for teaching as learners more easily engage with educational content when they can directly see its practical relevance for patient care. Also, bedside teaching enables patients and family members to engage directly in the educational process. Successful bedside teaching can be aided by consideration of four factors: climate, attention, reasoning, and evaluation. Creating a safe environment for learning and patient care is essential. We recommend that educators set expectations about use of medical jargon and engagement of the patient and family before they enter the patient room with trainees. Keep learners focused by asking relevant questions of all members of the team and by maintaining a collective leadership style. Assess and model clinical reasoning through a hypothesis-driven approach that explores the rationale for clinical decisions. Focused, specific, real-time feedback is essential for the learner to modify behaviors for future patient encounters. Together, these strategies may alleviate challenges associated with bedside teaching and ensure it remains a part of physician practice in academic medicine.

  6. Promoting Student Engagement in the Classroom

    ERIC Educational Resources Information Center

    Bundick, Matthew J.; Quaglia, Russell J.; Corso, Michael J.; Haywood, Dawn E.

    2014-01-01

    Background/Context: Much progress has been made toward a greater understanding of student engagement and its role in promoting a host of desirable outcomes, including academic outcomes such as higher achievement and reduced dropout, as well as various well-being and life outcomes. Nonetheless, disengagement in our schools is widespread. This may…

  7. Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

    ERIC Educational Resources Information Center

    Barna, Jennifer S.; Brott, Pamelia E.

    2014-01-01

    Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the…

  8. Differences in Undergraduate Adult Student Satisfaction with Full-Time Faculty Advisors and Full-Time Non-Faculty Academic Advisors

    ERIC Educational Resources Information Center

    Moore, Kristen E.

    2014-01-01

    This non-experimental quantitative study investigated two groups of adult students who received academic advising from full-time faculty advisors or full-time non-faculty advisors. Differences in student satisfaction on three measures related to advisor availability, accuracy and perceived support for student educational goals were studied based…

  9. Student Diligence and Student Diligence Support: Predictors of Academic Success.

    ERIC Educational Resources Information Center

    Arthur, Christon G.

    The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

  10. An Academic-Service Partnership: A System-Wide Approach and Case Report.

    PubMed

    Bay, Esther H; Tschannen, Dana J

    2017-06-01

    An academic-service partnership was formed to increase educational capacity, improve evidence-based nursing at the point of care, and engage staff nurses, clinical faculty, and students in patient and family care. This case report reflects an overview of the first year of full implementation, and survey results from nurse leaders and faculty at the 3-year time point. Following its third year of an academic-service partnership, the shared mission, vision, and values have resulted in stronger NCLEX-RN results, improved quality initiatives, and trends for improvements in patient outcomes. Alignment with faculty and mentors surrounding student expectations has improved, as well as shared evidence-based practices. Sustaining an academic-service partnership requires dedicated leaders, faculty, and mentors. This partnership continues to thrive and move toward excellence in patient- and family-centered outcomes and undergraduate clinical education. [J Nurs Educ. 2017;56(6):373-377.]. Copyright 2017, SLACK Incorporated.

  11. Creating and sustaining an academic-practice Partnership Engagement Model.

    PubMed

    Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L

    2017-11-01

    Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.

  12. Student Engagement for College Students with the Hidden Disability of Orthostatic Intolerance

    ERIC Educational Resources Information Center

    Karabin, Beverly Lynn

    2010-01-01

    This study described the factors that contribute to engagement patterns of college students with the hidden health-related disability of orthostatic intolerance. Specifically, it used a qualitative methodology and collective-case study design to explore the categories of campus physical, institutional, academic and social engagement from a student…

  13. Beyond the Classroom Wall: Community Engagement Instruction

    ERIC Educational Resources Information Center

    Wang, Jenny; Lai, Shu-Chuan; Wang, Chao-Min

    2016-01-01

    This study (n = 11) examined active community-school collaborative classes using sociocultural constructivist approaches over an academic year in an early childhood institute. A semi-formal interview was conducted to describing how the early childhood teachers and community members worked collaboratively to develop community engagement activities…

  14. Reconceptualizing a More Inclusive Faculty Engagement Model: Including and Engaging Part-Time Faculty at Community Colleges

    ERIC Educational Resources Information Center

    Thirolf, Kathryn Q.

    2017-01-01

    Because of the importance of faculty engagement to achieve our nationwide student completion goals, this paper comprehensively and critically reviews the conceptualizations of faculty and employee engagement in the extant literature. This review is a means to develop an improved, more inclusive, faculty engagement framework. It is a framework that…

  15. What Future for Student Engagement in Neo-Liberal Times?

    ERIC Educational Resources Information Center

    Zepke, Nick

    2015-01-01

    The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But…

  16. Mapping Public Engagement with Research in a UK University

    PubMed Central

    Grand, Ann; Davies, Gareth; Holliman, Richard; Adams, Anne

    2015-01-01

    Notwithstanding that ‘public engagement’ is conceptualised differently internationally and in different academic disciplines, higher education institutions largely accept the importance of public engagement with research. However, there is limited evidence on how researchers conceptualise engagement, their views on what constitutes engagement and the communities they would (or would not) like to engage with. This paper presents the results of a survey of researchers in the Open University that sought to gather data to fill these gaps. This research was part of an action research project designed to embed engagement in the routine practices of researchers at all levels. The findings indicate that researchers have a relatively narrow view of public engagement with research and the communities with which they interact. It also identified that very few strategically evaluate their public engagement activities. We conclude by discussing some of the interventions we have introduced with the aim of broadening and deepening future researcher engagement. PMID:25837803

  17. Neoliberalism and the Academic as Critic and Conscience of Society

    ERIC Educational Resources Information Center

    Harland, Tony; Tidswell, Toni; Everett, David; Hale, Leigh; Pickering, Neil

    2010-01-01

    This paper provides a critique of academic experiences of neoliberal economic reform at a New Zealand (NZ) university. The authors engaged in a collaborative inquiry that was based upon a developing theoretical perspective of the reform process and how this affected their academic lives. We were keen to develop an understanding of liberal…

  18. Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

    ERIC Educational Resources Information Center

    Merriman, Lauren

    2012-01-01

    Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

  19. Use of a Web-Based Academic Alert System for Identification of Underachieving Students at an Urban Research Institution

    ERIC Educational Resources Information Center

    Donnelly, John E.

    2010-01-01

    Early alert strategies are an increasingly common way to address students' ongoing needs for greater academic and social engagement by enabling a positive campus environment and appropriate academic support; Kuh et al. find these to be necessary engagement conditions. Young and Fry show the benefits of student metacognition, or awareness of…

  20. Empower, not impose!-Preventing academic procrastination.

    PubMed

    Hoppe, Johannes D; Prokop, Philipp; Rau, Renate

    2018-01-01

    In the frame of the goal setting process between supervisor and student while writing a thesis, it is hypothesized that mutually set goals (participation) and writing down the results of the meeting (recording) can prevent procrastination and increase engagement of the student. With a questionnaire relating to the latest written thesis (n = 97, academic sample), the effects of goal setting characteristics (recording, participation) and task characteristics (ambiguity, control) on engagement and procrastination were examined. Results of a multiple mediation model indicate that recording indirectly influences engagement and procrastination through its effect on ambiguity. Moreover, participation indirectly influences engagement through its effect on control. It is concluded that goal setting characteristics and task characteristics can affect student's procrastination. Thus, the present research provides criteria for how supervisors can prevent students from procrastinating.

  1. Motivational predictors of coping with academic examination.

    PubMed

    Doron, Julie; Stephan, Yannick; Maiano, Christophe; Le Scanff, Christine

    2011-01-01

    The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.

  2. Academic Achievement Survey and Educational Assessment Research

    ERIC Educational Resources Information Center

    Tanaka, Koji

    2009-01-01

    The recent "Nationwide academic achievement and study situation survey" was clearly influenced by the idea of "authentic assessment", an educational assessment perspective focused on "quality" and "engagement". However, when "performance assessment", the assessment method corresponding to this…

  3. Working and Providing Care: Increasing Student Engagement for Part-Time Community College Students

    ERIC Educational Resources Information Center

    Leingang, Daniel James

    2017-01-01

    The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…

  4. The 4Ps of Innovation Culture: Conceptions of Creatively Engaging with Information

    ERIC Educational Resources Information Center

    Anderson, Theresa Dirndorfer

    2013-01-01

    The paper provides a distillation of findings emerging from an ongoing series of investigations of the research practices of academics in a university context to foreground the creativity in our engagements with information. The empirical research involved an ethnographic exploration of the scholarly practices of two scholars engaged in the…

  5. Red Scare in the Sunshine State: Anti-Communism and Academic Freedom in Florida Public Schools, 1945-1960

    ERIC Educational Resources Information Center

    Dahlgren, Robert L.

    2016-01-01

    Academic freedom has long been a sacrosanct principle in higher education; however, the same rights to intellectual autonomy have rarely been afforded K-12 practitioners. In times of national political crisis, the abilities of teachers to engage students in the crucial debates about contemporary public policy issues have been stretched to the…

  6. Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

    PubMed Central

    Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

    2017-01-01

    Introduction Time management skills are essential for nursing students’ success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. Methods This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Results Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students’ TMQ scores and the state anxiety (r= −0.282, p< 0.001) and trait anxiety scores (r= −0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students’ TMQ scores and AMS scores (r= 0.279, p< 0.001). Conclusion Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students. PMID:28243424

  7. Workplace engagement and workers' compensation claims as predictors for patient safety culture.

    PubMed

    Thorp, Jonathon; Baqai, Waheed; Witters, Dan; Harter, Jim; Agrawal, Sangeeta; Kanitkar, Kirti; Pappas, James

    2012-12-01

    Demonstrate the relationship between employee engagement and workplace safety for predicting patient safety culture. Patient safety is an issue for the U.S. health-care system, and health care has some of the highest rates of nonfatal workplace injuries. Understanding the types of injuries sustained by health-care employees, the type of safety environment employees of health-care organizations work in, and how employee engagement affects patient safety is vital to improving the safety of both employees and patients. The Gallup Q survey and an approved, abbreviated, and validated subset of questions from the Hospital Survey on Patient Safety Culture were administered to staff at a large tertiary academic medical center in 2007 and 2009. After controlling for demographic variables, researchers conducted a longitudinal, hierarchical linear regression analysis to study the unique contributions of employee engagement, changes in employee engagement, and employee safety in predicting patient safety culture. Teams with higher baseline engagement, more positive change in engagement, fewer workers' compensation claims, and fewer part-time associates in previous years had stronger patient safety cultures in 2009. Baseline engagement and change in engagement were the strongest independent predictors of patient safety culture in 2009. Engagement and compensation claims were additive and complimentary predictors, independent of other variables in the analysis, including the demographic composition of the workgroups in the study. A synergistic effect exists between employee engagement and decreased levels of workers' compensation claims for improving patient safety culture. Organizations can improve engagement and implement safety policies, procedures, and devices for employees with an ultimate effect of improving patient safety culture.

  8. Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence

    ERIC Educational Resources Information Center

    Marshall, Lynda

    2017-01-01

    A challenge faced by higher education is whether online orientation that is offered before the start of class can impact academic performance for online students. The purpose of this quantitative research study was to determine if there are significant differences in retention, academic success, and persistence between first time online students…

  9. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  10. Linking Rubrics and Academic Performance: An Engagement Theory Perspective

    ERIC Educational Resources Information Center

    Francis, Julie Elizabeth

    2018-01-01

    While marking rubrics offer a range of potential benefits for students and staff, educators are working to develop a richer understanding of the most effective ways to unlock these benefits. This study contributes by examining the link between rubrics and performance through the lens of student engagement. The work introduced an assessment rubric…

  11. Developing the Digital Literacies of Academic Staff: An Institutional Approach

    ERIC Educational Resources Information Center

    Newland, Barbara; Handley, Fiona

    2016-01-01

    Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: (1) Learning and teaching; (2) Research; (3)…

  12. Prevalence, Motives, and Views of Academic Dishonesty in Higher Education

    ERIC Educational Resources Information Center

    Balbuena, Sherwin E.; Lamela, Renee A.

    2015-01-01

    Academic dishonesty in educational institutions is a cause for concern at present. In this paper, the prevalence and severity of various types of dishonest academic behaviors were determined based on the experiences and perceptions of college students. Self-reports on reasons for engaging in a type of cheating or plagiarism were also collected and…

  13. Development and Validation of ENGAGE[TM] Grades 6-9. ACT Research Report Series, 2011-1

    ERIC Educational Resources Information Center

    Casillas, Alex; Allen, Jeff; Kuo, Yi-Lung; Pappas, Susan; Hanson, Mary Ann; Robbins, Steve

    2011-01-01

    This report details the development and validation of the ENGAGE Grades 6-9, a measure of academic behavior designed to determine students' levels of academic risk. The work presented in this report is part of a comprehensive research program of educational risk assessment based on key academic behavior predictors (also known in the literature as…

  14. Relationship between the Chinese tobacco industry and academic institutions in China

    PubMed Central

    Gan, Quan; Glantz, Stanton A

    2011-01-01

    Objective To investigate the relationship between the Chinese tobacco industry and academic institutions in China. Methods We searched online databases of journal articles published in both Chinese and English for academic institutions in China conducting research with or sponsored by Chinese tobacco companies. We also searched the websites of tobacco companies, their affiliated institutions and academic institutions for reports of collaborations. Results The Chinese tobacco industry, in addition to its own strong tobacco research capacity, maintains close ties with an extensive network of academic research institutions and universities to provide both research and training. The Chinese tobacco industry relies heavily upon academic researchers to advance its research agenda and such reliance has grown over time. Most research deals with farming, manufacturing and management issues, but research on ‘reduced harm’ and health effects has increased from 1% of projects in 1983–1987 to 4% in 2003–2007. Conclusions Chinese academic institutions should consider the fact that engagement with the tobacco industry, particularly on issues related to health or promotion of tobacco products, could damage their reputations, a concern that has led many leading Western universities to eschew relationships with the tobacco industry. To the extent that the Chinese tobacco industry’s involvement in academic institutions affects tobacco control policy making; it violates Article 5.3 of Framework Convention on Tobacco Control, which China ratified in 2005. PMID:20952560

  15. Bioethics and academic freedom.

    PubMed

    Singer, Peter

    1990-01-01

    The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.

  16. An Examination of How a Cross-Section of Academics Use Computer Technology when Writing Academic Papers.

    ERIC Educational Resources Information Center

    Wood, Eileen; Willoughby, Teena; Specht, Jacqueline; Porter, Lisa

    2002-01-01

    Describes a study conducted at two Canadian universities that surveyed a cross-section of 361 faculty, graduate, and undergraduate students to assess computer availability, experience, attitudes toward computers, and use of computers while engaged in academic writing. Compares advantages and disadvantages of writing on a computer versus written,…

  17. Higher Education Change and Professional-Academic Identity in Newly "Academic" Disciplines: The Case of Nurse Education

    ERIC Educational Resources Information Center

    Findlow, Sally

    2012-01-01

    This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic…

  18. Early adolescent friendships and academic adjustment: examining selection and influence processes with longitudinal social network analysis.

    PubMed

    Shin, Huiyoung; Ryan, Allison M

    2014-11-01

    This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed from fall to spring within 1 academic year. A stochastic actor-based model of social network analysis was used to overcome methodological limitations of prior research on friends, peer groups, and academic adjustment. Evidence that early adolescents sought out friends who were similar to themselves (selection) was found in regard to academic self-efficacy, and a similar trend was found for achievement. Evidence that friends became more similar to their friends over time (influence) was found for all aspects of academic adjustment except academic self-efficacy. Collectively, results indicate that selection effects were not as pervasive as influence effects in explaining similarity among friends in academic adjustment. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  19. Academic Perspectives and Experiences of Knowledge Translation: A Qualitative Study of Public Health Researchers

    ERIC Educational Resources Information Center

    Collie, Alex; Zardo, Pauline; McKenzie, Donna Margaret; Ellis, Niki

    2016-01-01

    This study explores the views and experiences of knowledge translation of 14 Australian public health academics. Capacity to engage in knowledge translation is influenced by factors within the academic context and the interaction of the academic and policy environments. Early and mid-career researchers reported a different set of experiences and…

  20. Critical connections: health and academics.

    PubMed

    Michael, Shannon L; Merlo, Caitlin L; Basch, Charles E; Wentzel, Kathryn R; Wechsler, Howell

    2015-11-01

    While it is a national priority to support the health and education of students, these sectors must better align, integrate, and collaborate to achieve this priority. This article summarizes the literature on the connection between health and academic achievement using the Whole School, Whole Community, and Whole Child (WSCC) framework as a way to address health-related barriers to learning. A literature review was conducted on the association between student health and academic achievement. Most of the evidence examined the association between student health behaviors and academic achievement, with physical activity having the most published studies and consistent findings. The evidence supports the need for school health services by demonstrating the association between chronic conditions and decreased achievement. Safe and positive school environments were associated with improved health behaviors and achievement. Engaging families and community members in schools also had a positive effect on students' health and achievement. Schools can improve the health and learning of students by supporting opportunities to learn about and practice healthy behaviors, providing school health services, creating safe and positive school environments, and engaging families and community. This evidence supports WSCC as a potential framework for achieving national educational and health goals. © 2015 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.