Accountability Pressure and Non-Achievement Student Behaviors

2015 ◽  
Author(s):  
John Holbein ◽  
Helen F. Ladd
Keyword(s):  
Student Behaviors

scholarly journals Understanding students’ behavior in online social networks: a systematic literature review

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Maslin Binti Masrom ◽  
Abdelsalam H. Busalim ◽  
Hassan Abuhassna ◽  
Nik Hasnaa Nik Mahmood
Keyword(s):  
Social Networks ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Online Social Networks ◽  
Theoretical Basis ◽  
Student Behavior ◽  
Cyber Victimization ◽  
Student Behaviors ◽  
Research Focus ◽  
Student Academic Performance

AbstractThe use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic literature review on student behavior and OSNs to explicate to what extent students behave on these platforms. This study reviewed 104 studies to discuss the research focus and examine trends along with the important theories and research methods utilized. Moreover, the Stimulus-Organism-Response (SOR) model was utilized to classify the factors that influence student behavior. This study’s results demonstrate that the number of studies that address student behaviors on OSNs have recently increased. Moreover, the identified studies focused on five research streams, including academic purpose, cyber victimization, addiction, personality issues, and knowledge sharing behaviors. Most of these studies focused on the use and effect of OSNs on student academic performance. Most importantly, the proposed study framework provides a theoretical basis for further research in this context.

scholarly journals Assessing millennial student behaviors

2010 ◽  
Vol 24 (S1) ◽  
Author(s):  
Camille DiLullo ◽  
Richard M Kriebel
Keyword(s):  
Student Behaviors

scholarly journals Modeling Entrepreneurship Intentions: An Essay of Typology

2018 ◽  
Vol 21 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Bénédicte Branchet ◽  
Jean-Pierre Boissin ◽  
Lubica Hikkerova
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Student Behaviors ◽  
Education Systems ◽  
National Education ◽  
Student Entrepreneurship ◽  
National Education Systems

From the standpoint of a psycho-sociological intention model adapted from the Theory of Planned Behavior, we analyze factors modeling students’ entrepreneurship intentions, as expressed by 7000 students of 24 different nationalities. We highlight the existence of differences in certain beliefs between countries. We then propose three structuring factors of student entrepreneurship intentions: type of entrepreneurship vision, opinion, and perceived capacity to create a business. Next, we construct a typology of student behaviors toward entrepreneurship intentions manifesting in six characterized clusters. We find that entrepreneurship intention behaviors are relatively supranational and are only slightly influenced by national education systems.

scholarly journals How does adopting a Growth Mindset Improve Academic Performance? Probing the Underlying Mechanisms in a Nationally- Representative Sample

2020 ◽  
Author(s):  
Maithreyi Gopalan ◽  
David Scott Yeager
Keyword(s):  
Academic Outcomes ◽  
Representative Sample ◽  
Experimental Studies ◽  
Past Research ◽  
Growth Mindset ◽  
National Study ◽  
Student Behaviors ◽  
Low Achieving Students ◽  
Nationally Representative ◽  
Underlying Mechanisms

Students who are taught that intellectual abilities are not fixed but can be developed—a growth mindset of intelligence—show improvements in their academic outcomes. Specifically, the mindset treatment effects are strongest for low-achieving students and vary across school contexts, as demonstrated by several lab and field-experimental studies including the largest randomized control trial (RCT) evaluation in a nationally- representative sample of 9th graders in the US as shown by the National Study of Learning Mindsets (NSLM). Yet, the mechanisms through which a growth mindset brings about positive academic outcomes remains unclear. Past research posits a role for challenge-seeking/learning-oriented behaviors exhibited by students exposed to a growth mindset intervention. However, research illuminating this pathway from mindset to academic outcomes through student behaviors are sparse. For the first time, given the multisite RCT design and the inclusion of a rich set of mediators—especially, a mediator measured using a novel behavioral task that elicits learning-oriented behavior in the NSLM, rather than relying on just self-reported mindset measures, this research tests the complete mediational pathway and highlights a key mechanism through which growth mindset interventions may work.

scholarly journals Improving Early Warning Systems with Categorized Course Resource Usage

2016 ◽  
Vol 3 (3) ◽  
pp. 263-290 ◽  
Author(s):  
Richard Joseph Waddington ◽  
SungJin Nam ◽  
Steven Lonn ◽  
Stephanie D. Teasley
Keyword(s):  
Early Warning ◽  
Early Warning Systems ◽  
Resource Usage ◽  
Warning Systems ◽  
Student Behaviors ◽  
Multiple Sources ◽  
Final Grade ◽  
Exam Preparation ◽  
To Receive ◽  
Students Success

Early Warning Systems (EWSs) aggregate multiple sources of data to provide timely information to stakeholders about students in need of academic support. There is an increasing need to incorporate relevant data about student behaviors into the algorithms underlying EWSs to improve predictors of students’ success or failure. Many EWSs currently incorporate counts of course resource use, although these measures provide no information about which resources students are using. We use seven years of data from seven core STEM courses at a large university to investigate the associations between students’ use of categorized course resources (e.g., lecture or exam preparation resources) and their final course grade. Using logistic regression, we find that students who use exam preparation resources to a greater degree than their peers are more likely to receive a final grade of B or higher. In contrast, students who use more lecture-related resources than their peers are less likely to receive a final grade of B or higher. We discuss the implications of our results for developers deciding how to incorporate categories of course resource usage data into EWSs, for academic advisors using this information with students, and for instructors deciding which resources to include on their LMS site.

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