Online social adaptation of first-year students and their academic performance

2017 ◽  
Vol 113 ◽  
pp. 327-338 ◽  
Author(s):  
Alexander Krasilnikov ◽  
Anna Smirnova
Keyword(s):  
Academic Performance ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students

scholarly journals The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

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

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

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

Cognition, Study Habits, Test Anxiety, and Academic Performance

1994 ◽  
Vol 75 (3) ◽  
pp. 1219-1226 ◽  
Author(s):  
Wim Chr. Kleijn ◽  
Henk M. van der Ploeg ◽  
Robert M. Topman
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Time Management ◽  
Study Strategies ◽  
Stepwise Multiple Regression ◽  
First Year ◽  
First Year Students ◽  
Study Management ◽  
First Year Medical Students ◽  
Successful Students

The Study Management and Academic Results Test (SMART) was developed to measure study- and examination-related cognitions, time management, and study strategies. This questionnaire was used in three prospective studies, together with measures for optimism and test anxiety. In the first two studies, done among 253 first-year students enrolled in four different faculties, the highest significant correlations with academic performance were found for the SMART scales. In a replication study among first-year medical students ( n = 156) at a different university, the same pattern of results was observed. A stepwise multiple regression analysis, with academic performance as a dependent variable, showed significant correlations only for the SMART Test Competence and Time Management (Multiple R = .61). Results give specific indications about the profile of successful students.

The Study Skills of First Year Education Students and Their Academic Performance

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
MARIA NANCY Q. CADOSALES
Keyword(s):  
Academic Performance ◽  
Study Skills ◽  
College Of Education ◽  
First Year ◽  
Note Taking ◽  
Chi Square ◽  
First Year Students ◽  
College Life ◽  
First Year College ◽  
First Year College Students

First year students take time to adjust to college life. A number of priorities are considered in order to survive in the tertiary level. One of which is complying with the academic requirements. The study described the study skills of the first year students in the College of Education, La Salle University, Ozamiz City, Philippines. The framework used in identifying the study skills of the first year students was adopted from Lucas and Corpuz (2007:4).These study skills were correlated to the students’ academic performance using Kendall’s Tau B, Chi-square, and Multiple Regression tests. There were 128 first year students who were taken as respondents of the study. The study reveals that the first year students have the skills in organizing and planning their work, preparing assignments or projects, and note-taking and reading. The students’ skills in organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment/project correlate with their grades. The best predictor of students’ academic performance is note-taking and reading. First year college students need to develop the habit of studying their lessons, reading, and taking down notes to improve their academic performance.Keywords: Education, study skills, academic performance, descriptive design, Philippines

scholarly journals Supplemental Instruction as a Tool for Students' Academic Performance in Higher Education

2021 ◽  
Author(s):  
Oyinlola Omolara Adebola
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
South African ◽  
Thematic Analysis ◽  
Academic Support ◽  
Supplemental Instruction ◽  
Dropout Rate ◽  
First Year ◽  
Successful Implementation ◽  
First Year Students

Supplemental instruction (SI), which can be referred to as academic support has been linked to the successful academic performance of university students both locally and internationally. This study explores the successful implementation of SI to encourage students toward academic performance in a South African university. Constructivism theory (CT) was adopted as the theoretical framework for the study while Participatory Research (PR) was the research design. A focused group interview was used to collect data because of its relevance and assumptions of academic support such as supplemental instruction. Two lecturers, two tutors, two tutees, and two SI personnel were selected for the study from a selected university. At the same time, thematic analysis was chosen to analyse the data generated. The findings showed that through the intervention of SI, first-year students' academic performance increased while the dropout rate has also reduced.

scholarly journals Self-Efficacy and Academic Performance in Algebra among First-Year Private Non – Sectarian High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Lolly Jean C. Simbulas
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Cognitive Strategies ◽  
Survey Method ◽  
First Year ◽  
School Students ◽  
First Year Students

The determinants of students’ academic performance caught the attention of many scholars for many years now. Among other factors, self-efficacy proved to be an important predictor of academic performance. In an educational context, self-efficacy refers to students’ expectations about their ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete the task, often give up when they encounter difficulties. This study tested the relationship between self-efficacy and academic performances in Algebra among first-year private non-sectarian high school students. The research design was descriptive- correlation survey method that utilizes a modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from different high schools in Davao City. The academic performance measured in this study was based on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory. Self-efficacy was not significantly related to academic performance in Algebra. The study recommends using a standardized test in algebra to measure students’ academic performance and with a bigger sample proportionate to the population of each school.Keywords— Mathematics Education, self–efficacy, academic performance, algebra, first year students, private non-sectarian, descriptive-correlational design, Davao City, Philippines

Determinants of Student Academic Performance in Indian B-Schools – An Empirical Investigation

2015 ◽  
Vol 7 (1) ◽  
pp. 3
Author(s):  
Priyanka Vallabh ◽  
Gourav Vallabh
Keyword(s):  
Academic Performance ◽  
Empirical Investigation ◽  
First Year ◽  
Motivation To Learn ◽  
First Year Students ◽  
Mba Program ◽  
Student Academic Performance ◽  
Admission Decision ◽  
Admission Decisions ◽  
Competitive Nature

Given the highly competitive nature of MBA admission, one cannot help asking the question if the criteria used in the admission decisions are predictable for success in management courses offered at various B-Schools. This paper tries to explain the determinants of performance of students who are enrolled in regular MBA program in an Indian B-School. The study is conducted on first year students of a premiere B-School using multiple regression. Study shows that performance of MBA student in the course is not determined by their earlier academic performance. It can be explained only by the student's exposure to the course contents either through previous experience or otherwise. Academic performance is also explained by motivation to learn, or the efforts student put during the course. This study has implications for management education not only in the area of admission decision but also in area of teaching methods.

Sign in / Sign up

Export Citation Format

Share Document