Work in Progress: First-year Engineering Students’ Study Strategies and Their Academic Performance

Work in Progress: Improving Team Performance in First-Year Engineering Students

10.18260/1-2--33628 ◽

2020 ◽

Author(s):

Jenahvive Morgan ◽

Roya Solhmirzaei ◽

Hadi Salehi

Keyword(s):

Team Performance ◽

Engineering Students ◽

First Year ◽

Work In Progress

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Cognition, Study Habits, Test Anxiety, and Academic Performance

Psychological Reports ◽

10.2466/pr0.1994.75.3.1219 ◽

1994 ◽

Vol 75 (3) ◽

pp. 1219-1226 ◽

Cited By ~ 41

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.

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Work in progress: How do first-year engineering students develop as self-directed learners?

2012 Frontiers in Education Conference Proceedings ◽

10.1109/fie.2012.6462378 ◽

2012 ◽

Cited By ~ 1

Author(s):

Boris Taratutin ◽

Taylor Lobe ◽

Jonathan Stolk ◽

Robert Martello ◽

Katherine C. Chen ◽

...

Keyword(s):

Engineering Students ◽

First Year ◽

Work In Progress

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Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa

Journal of Cognitive Education and Psychology ◽

10.1891/194589505787382568 ◽

2005 ◽

Vol 5 (1) ◽

pp. 25-46 ◽

Cited By ~ 2

Author(s):

Mervyn Skuy ◽

Melissa Skuy

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Engineering Students ◽

Intellectual Ability ◽

First Year ◽

African Students ◽

Affective Variables ◽

African Group ◽

Two Measures ◽

Intelligence Test Scores

In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.

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