scholarly journals Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.

2021 ◽  
Author(s):  
Daria K. Benden ◽  
Fani Lauermann
Keyword(s):  
Academic Success ◽  
Intensive Study ◽  
Short Term ◽  
Study Programs

scholarly journals Students’ Motivational Trajectories and Academic Success in Math-Intensive Study Programs: Why Short-Term Motivational Assessments Matter

2020 ◽  
Author(s):  
Daria Katharina Benden ◽  
Fani Lauermann
Keyword(s):  
Value Theory ◽  
Exam Performance ◽  
Intensive Study ◽  
Short Term ◽  
Term Study ◽  
Study Program ◽  
Expectancy Value ◽  
Program Satisfaction ◽  
Study Programs ◽  
Motivational Changes

Students’ expectancy-value beliefs play an important role in shaping their educational choices and behaviors. Drawing on Eccles et al.’s situated expectancy-value theory, we investigated short-term changes in students’ expectancy-value beliefs in gateway math courses for beginning university students. In Study 1, we collected data from first-semester students in three math-intensive study programs at the beginning, midpoint, and end of the semester (N = 1,004). Latent change score analyses revealed a significant decline in students’ expectancy, intrinsic value, and utility value, and an increase in perceived psychological and effort costs over the first half of the semester. These maladaptive motivational changes predicted students’ end-of-term study program satisfaction, exam performance, and course dropout. Study 2 then explored weekly motivational changes in the very first weeks of the semester using a subsample from Study 1 (N = 773). We found that students experienced a “motivational shock” between Weeks 2 and 3 of the semester that coincided with their first performance feedback on mandatory math worksheets. The motivational shock was characterized by a rapid decline in students’ intrinsic and utility values, and a significant increase in their perceived cost. Similar to Study 1, the motivational shock in Study 2 predicted students’ end-of-term study program satisfaction, exam performance, and course dropout. Across both studies, female students and students with comparatively lower prior achievement experienced more negative motivational changes. Our studies underscore the importance of considering short-term motivational changes as early warning signs of academic struggles and course dropout in math-intensive fields.

If It Ain’t Broke, Don’t Fix It

2011 ◽  
Vol 14 (4) ◽  
pp. 22-30 ◽  
Author(s):  
Jennifer K. Clayton ◽  
Bryce Johnson
Keyword(s):  
Academic Success ◽  
Leadership Style ◽  
School Leaders ◽  
Transition Process ◽  
Short Term ◽  
School Communities ◽  
New School ◽  
Background Data ◽  
New Buildings

This case uncovers the balance between school culture and academic success that school leaders must consider while leading their schools. New school leaders as well as experienced leaders transitioning into new buildings find that each school has its own distinctive culture. The existing culture and ethos of a school must be considered as leaders gauge the need for short-term and long-term improvements. This must be balanced with the experiences and expectations brought by the leader that have the ability to create positive change. This transition process should not be taken lightly, and administrators should carefully observe what traditions their new school communities value when considering what change needs to be incorporated. This case uncovers the need for new building principals to reflect and analyze background data, both qualitative and quantitative, prior to mandating change in their building. In that sense, it gives aspiring leaders an opportunity to reflect on leadership style and whether there is an opportunity to contextualize that style.

Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students

1991 ◽  
Vol 22 (2) ◽  
pp. 60-64 ◽  
Author(s):  
Holly Seifert ◽  
Ilsa Schwarz
Keyword(s):  
Academic Success ◽  
Head Start ◽  
Basic Concept ◽  
Treatment Effectiveness ◽  
Teaching Techniques ◽  
Short Term ◽  
Incidental Teaching ◽  
Large Group ◽  
Speech Language Pathologist ◽  
Basic Concepts

The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, interactive and incidental teaching techniques, and enabled the speech-language pathologist to serve children effectively.

Assessing a Short-Term Intervention to Facilitate Academic Success

NASPA Journal ◽  
1992 ◽  
Vol 30 (1) ◽  
pp. 43-50
Author(s):  
Robert A. Schultz ◽  
Marcia M. Dickman ◽  
N. Jo Campbell ◽  
Brent M. Snow
Keyword(s):  
Academic Success ◽  
Short Term

scholarly journals How teachers contribute to student success in completing study programs

Educatia 21 ◽  
2021 ◽  
pp. 86-96
Author(s):  
Ecaterina Sarah Frăsineanu ◽  
◽  
Vali Ilie ◽  
Keyword(s):  
Academic Success ◽  
Point Of View ◽  
External Support ◽  
Academic Learning ◽  
Difficult Situation ◽  
University Environment ◽  
Study Programs ◽  
Degree Of Satisfaction ◽  
The University ◽  
Academic Year

The present study analyzes the contribution that teachers, as important pedagogical factors, have in achieving success in the academic learning of students. With age, there comes a greater autonomy of the educated, and during the university studies, a maximum of the students’ level of acquisitions is reached. Even if the most important factors in attending and completing studies are internal, and success is a relative, difficult situation to quantify, it is necessary to analyze it objectively, identifying the students' perceptions of the external support from the teachers. From an applicative point of view, our contribution consisted in verifying the extent to which the communication and didactic evaluation components are valued, by organizing focus groups, by applying appreciation scales to a sample of students preparing to become teachers, at the University of Craiova. The subjects responded to the request to perform reflective-appreciative exercises on themselves and on the activity of their teachers in the academic year 2020-2021. They indicated the degree of satisfaction they attribute to the way they were helped in: conducting didactic communication, experiencing the feeling of belonging to the university environment, applying a correct evaluation, heading towards academic success. The ways in which teachers contribute to the success of their students have proven their usefulness and can be transformed into directions of action. Teachers make it easier for young people or adults in the university environment to make the most of their potential, both through quality teaching and through encouraging evaluation.

Manajemen program pengembangan panca jangka, kemandirian dan kemajuan Pondok Modern Darussalam Gontor Indonesia

2020 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Katni Katni ◽  
Ayok Ariyanto ◽  
Sigit Dwi Laksana
Keyword(s):  
Foreign Students ◽  
Development Program ◽  
Boarding Schools ◽  
Islamic Education ◽  
Religious Leaders ◽  
Medium Term ◽  
Short Term ◽  
Strategic Plans ◽  
Study Programs

This research is aimed at investigating the philosophical meaning of Pondok Gontor's Modern Darussalam using the management of the "Five Term" development program. Exploring the management relations of the "five term" development program, to the independence and progress of Pondok Gontor and, exploring the extent of the results of the "Panca Term" development program of the Pondok Gontor Modern Darussalam in realizing its independence and educational progress. Based on preliminary studies that the management of the development program "Panca Term" Pondok Modern Darussalam Gontor showed its success. Among the results that appear until the age of 90 this year, that PMDG succeeded in producing alumni who became prominent national figures, had 16 branch boarding schools throughout Indonesia, had businesses in the economy quite rapidly, had very large waqf assets, developed Darussalam Gontor University, which until now has succeeded in having S1, S2 and S3 study programs. In addition, his other successes were managed by his marketing to many foreign students and students who sought knowledge in Gontor. Including Pondok Gontor, is in demand by Indonesian elites, such as the children of state officials and national religious leaders. This is what attracts researchers to conduct this research. So it is felt that their presence is needed as a management model for developing Islamic boarding schools in particular and Islamic education in general. The management system model that can be transformed is in preparing strategic plans for the long-term, medium-term and short-term development management models in creating independence and progress in pesantren and Islamic education institutions in general.

Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students

2020 ◽  
Vol 27 (1) ◽  
pp. 9-21
Author(s):  
Monika L. Wedgeworth ◽  
Joshua C. Eyer ◽  
Alice L. March ◽  
David B. Feldman
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Educational Interventions ◽  
Progressive Muscle Relaxation ◽  
Short Term ◽  
Grade Point ◽  
Passing Rates ◽  
Bsn Nursing Students ◽  
Hope Intervention ◽  
Bsn Students

BACKGROUND: National standardized nursing exams serve as critical measures of student readiness for practice and carry significant consequences for students and academic institutions. Educational interventions that can enhance a student’s performance increase the probability of academic success. Previous studies link hope to grade point average in college students and on standardized exam (SE) scores in nursing students, yet it is not clear if hope can be increased utilizing a one-time intervention in ways that produce lasting benefits for passing SEs. AIMS: Aim 1 tested the efficacy of a one-time hope intervention on increasing SE passing rates among BSN nursing students. Aim 2 examined the role of the interventions, selected state-mechanism variables, and trait characteristics in predicting SE passing. METHOD: This comparative-effectiveness trial utilized a randomized, controlled, multiple-cohort experimental design to compare a one-time 90-minute hope intervention to an attention-matched progressive muscle relaxation intervention on SE passing scores among BSN nursing students. RESULTS: Levels of hope briefly increased following the hope intervention. Both interventions demonstrated short-term improvement in state-level psychosocial indicators but did not affect SE scores. Among trait and mechanism factors, only academic self-efficacy was linked with passing SEs. CONCLUSIONS: This study demonstrated that a single-session hope intervention can increase short-term hope. In this sample of 292 BSN students, there was no statistically significant long-term effect on passing SEs; however, this study may lay the groundwork for future interventions investigating booster sessions, or how to modify the intervention for struggling students.

Homer to the Rescue a New Method in Beginners' Greek

1950 ◽  
Vol 19 (55) ◽  
pp. 10-18
Author(s):  
Raymond V. Schoder
Keyword(s):  
The United States ◽  
Cultural Value ◽  
Special Method ◽  
Intensive Study ◽  
Short Term ◽  
Great Loss ◽  
The Past ◽  
Term Basis ◽  
A New Technique ◽  
Educational Conditions

The trouble with Greek is that too few are taking it. This is a great loss, for Greek has unique cultural value and is in itself the most educative item on the highly varied menu for young minds which our schools set forth. A small percentage of students are taking Greek, and finding it a real benefit. But there are surely many more who could be profiting from a substantial helping of Greek yet are not. Why? And can anything be done to remedy the situation?I would like to diagnose the ill and suggest a feasible cure—one which has worked out quite satisfactorily in practice in over ninety schools of the United States and Canada where a new technique has been used the past few years. Considerable interest in this experiment has developed in England and Scotland, and it has been repeatedly suggested to me that I describe the innovations entailed, for wider notice and under-standing on the part of those who might find it adaptable to their own needs. The following report endeavours to meet this desire.It is a harsh fact, in Britain as across the Atlantic, that under present educational conditions and economic urgencies the proportion of able young students who can afford to devote six or more years to intensive study of Greek is very small. Why not take up their problem and work out a compromise? If we can assure them that on a special method and programme they could in only two years (at four or five hours a week) learn enough Greek to read a substantial portion of at least one major author before the two years are up, would not many of them accept the opportunity and take that much Greek at any rate? It would mean, too, in practice, many more students taking Greek, if only on a short-term basis.

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