scholarly journals Students' self‐report and observed learning orientations in blended university course design: How are they related to each other and to academic performance?

2020 ◽  
Vol 36 (6) ◽  
pp. 969-980
Author(s):  
Feifei Han ◽  
Abelardo Pardo ◽  
Robert A. Ellis
Keyword(s):  
Academic Performance ◽  
Course Design ◽  
Self Report ◽  
Learning Orientations ◽  
University Course

scholarly journals Combining self-reported and observational measures to assess university student academic performance in blended course designs

2020 ◽  
Vol 36 (6) ◽  
pp. 1-14
Author(s):  
Feifei Han ◽  
Robert Ellis
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Course Design ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Observational Measures ◽  
Student Approaches To Learning ◽  
Learning Orientations ◽  
Blended Course ◽  
Combined Methods

This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students’ academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. Implications for practice or policy: Using combined methods of measuring learning experience offers a relatively more comprehensive understanding of learning. Combining self-reported and observational measures to explain students’ academic performance not only enables the results to be triangulated but also strengthens the acuity of the analysis. To improve student learning in blended course design, teachers should use some strategies to move students from a reproducing learning orientation towards an understanding orientation and encourage active online participation by highlighting the importance of learning online.

Assessing Self-Efficacy in Presentation and Moderation Skills

2019 ◽  
Vol 35 (4) ◽  
pp. 564-576 ◽  
Author(s):  
Tobias Ringeisen ◽  
Sonja Rohrmann ◽  
Anika Bürgermeister ◽  
Ana N. Tibubos
Keyword(s):  
Construct Validity ◽  
Self Efficacy ◽  
Self Report ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Constructed Self ◽  
University Course ◽  
Correlated Factors ◽  
Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

scholarly journals Deployment and Dynamics of a Biofeedback System for Anxiety Awareness during Online Examination Activities

2021 ◽  
Vol 11 (2) ◽  
pp. 756
Author(s):  
Hippokratis Apostolidis ◽  
Georgia Papantoniou ◽  
Thrasyvoulos Tsiatsos
Keyword(s):  
Academic Performance ◽  
Convergent Validity ◽  
Cost Effective ◽  
Path Model ◽  
Self Report ◽  
Postgraduate Students ◽  
Biofeedback System ◽  
Online Examination ◽  
Negative Effect ◽  
Biofeedback Device

The presented paper examines the deployment of a cost-effective biofeedback system that provides anxiety awareness during online examination activities. Human anxiety is classified by evaluating biosignals related to skin conductance, skin temperature, and heart rate. The first aim of this study is to check the presented system performance. Thus, we test the convergent validity of the system regarding self-report measures of anxiety. Moreover, the system is validated against a commercial tool of anxiety detection. Fifteen (15) postgraduate students took part in the relevant psychometric test. The convergent validity of the system is found to be satisfactory. The second aim of this study is to identify the participant’s personality dimensions according to Technology Readiness Index (TRI) which affects their academic performance and their real-time anxiety, as provided by the biofeedback device, during academic examinations. Thirty-five (35) postgraduate students, who were taking examinations in the form of synchronous online tests in the classroom for one of their lessons, took part in this stage of the research. The examined relationships are presented via a path model showing mainly that insecurity causes academic performance to decline, which in turn has a significant negative effect with increasing anxiety.

Study Behaviors and Their Relationships to Test Anxiety and Academic Performance

1972 ◽  
Vol 30 (2) ◽  
pp. 407-410 ◽  
Author(s):  
George J. Allen ◽  
Wayne M. Lerner ◽  
James J. Hinrichsen
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Multivariate Regression Analysis ◽  
Study Data ◽  
Self Report ◽  
Grade Point ◽  
Academic Aptitude ◽  
Relevant Variables ◽  
Study Behaviors ◽  
High School Rank

Multivariate regression analysis of academic aptitude, test anxiety, and self-report study data from 122 undergraduates indicated high school rank to be the best predictor of grade point average. The number of days Ss reported studying and one test anxiety scale also added significantly to the prediction. Analysis of the study-relevant variables across the semester indicated differential patterns of study existed for students with good, average, and poor grades. The relative independence of test anxiety and study behaviors suggested that the latter class of variables might profitably be used to increase prediction of academic performance.

scholarly journals Relationship Between Mindfulness, Psychopathological Symptoms, and Academic Performance in University Students

2020 ◽  
pp. 003329411989990 ◽  
Author(s):  
Olga Vorontsova-Wenger ◽  
Paolo Ghisletta ◽  
Valentin Ababkov ◽  
Koviljka Barisnikov
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Well Being ◽  
Total Sample ◽  
Self Report ◽  
Inner Experience ◽  
Psychopathological Symptoms ◽  
Mindfulness Skills ◽  
Stress Symptoms ◽  
Acting With Awareness

It has been shown that a mindfulness construct involving five component skills (observing, describing, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience) is related to well-being and lessens depression, anxiety, and stress symptoms. This study investigates the relationship between mindfulness, academic performance, and psychopathological symptoms in a sample of Swiss university students during preparation for examinations. A total sample of 150 university students from the psychology department at the University of Geneva were invited to report their mindfulness skills and academic performance, as well as anxiety, depression, and stress symptoms, through self-report measures. Results indicated that the total mindfulness score and the nonreactivity facet of mindfulness were associated with depression scores. Furthermore, mindfulness skills were positively correlated with students’ academic performance. Finally, certain demographic variables, such as gender, were linked to the presence of depression, anxiety, and stress symptoms in our sample. The clinical implications of these results are discussed.

Further Validation of a Scale of Academic Curiosity

1975 ◽  
Vol 37 (1) ◽  
pp. 115-118 ◽  
Author(s):  
Derek C. Vidler ◽  
Hashim R. Rawan
Keyword(s):  
Factor Analysis ◽  
Academic Performance ◽  
Self Report

An 80-item self-report scale of academic curiosity was correlated with five measures of academic performance and teachers' ratings of students' curiosity for 611 undergraduates. Point biserial correlations of the items of the scale were also calculated and a factor analysis was carried out. Evidence for the validity of the academic curiosity scale is presented and discussed.

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

Assessing School Leader Effectiveness

Education ◽  
2011 ◽  
Author(s):  
Lee Alvoid ◽  
Beverly L. Weiser
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Family Involvement ◽  
21St Century ◽  
School Leaders ◽  
Self Report ◽  
Preparation Programs ◽  
Early 21St Century ◽  
Achievement Outcomes ◽  
Successful School

The urgency in the first decade of the 21st century to scrutinize American student achievement, compared with global competition, has resulted in a greater emphasis in the literature on the role and influence of school leaders in relation to student outcomes. As a result of this emphasis on accountability, researchers have aimed to determine the relationship between successful school leadership behaviors and practices and their effect on increasing teacher effectiveness and student achievement outcomes. Although an attempt was made to include the empirically validated research, much of the literature and research on linking principal leadership skills, knowledge, and actions to academic performance is qualitative in nature, meaning that findings are generally based on surveys, interviews, questionnaires, self-report checklists, and researcher observations. Accounting for the variability that principals contribute to raising teacher knowledge, teacher instructional abilities, student motivation, and student academic achievement has confounded researchers and statisticians for many reasons. Most of all, it is very difficult to control for such variables as teacher experience, teacher training and content knowledge, principal preparation programs, the resources available for professional development and continuing education, the community and family involvement in a school, and the presence or lack of research-based curriculum materials and resources. Fortunately, researchers, program evaluation specialists, educational agencies, and foundations have begun designing mixed-method and quantitative research studies isolating the areas of influence that school leaders can have and tying those areas directly to student achievement results. Summary findings from national reports, policy briefs, journal articles, online sources, and books that represent early-21st-century evidence-based principal behaviors, qualities, skills, and preparation programs directly related to improving teaching instruction and student achievement have been included in this article. Although empirically validated evidence linking principal performance to student achievement outcomes is limited, and there is need of further research efforts, this article reports on the reliable information on why leaders need to be more accountable for increasing students’ academic performance and how they can achieve this.

scholarly journals Influence of Motivation on Academic Performance among Dental College Students

2019 ◽  
Vol 7 (8) ◽  
pp. 1374-1381 ◽  
Author(s):  
Sultan A. Almalki
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Dental Students ◽  
Task Value ◽  
Self Report ◽  
Learning Performance ◽  
Learning Beliefs ◽  
Grade Point ◽  
Motivation For Learning ◽  
And Task

AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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