Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

2008 ◽  
Vol 10 (3) ◽  
pp. 361-389 ◽  
Author(s):  
Kadian M. Callahan
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
Peer Interactions ◽  
First Year ◽  
Undergraduate Mathematics ◽  
First Year Students ◽  
University Environment ◽  
Self Confidence ◽  
Undergraduate Study ◽  
Undergraduate Programs

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini, 1980, 1991, 2005). Research shows that reasonable levels of social interactions along with interactions that are academically-centered support students' persistence in undergraduate study (Bank, Slavings, & Biddle, 1990; Liu & Liu, 2000; Loo & Rolison, 1986). While both social and academic interactions among students shape undergraduate learning experiences, these interactions can differentially influence students' academic success and retention in undergraduate education. This study examined the ways first-year students supported their academic success in undergraduate mathematics-based programs by exploring the types of academic-centered peer interactions (ACPIs) in which students engaged both inside and outside of the classroom setting, and the relationship between participation in ACPIs to retention in undergraduate mathematics-based programs.

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

2008 ◽  
Vol 20 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Adam Winsler ◽  
Faye Huie
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Role Models ◽  
Academic Career ◽  
Sense Of Self ◽  
Self Regulation ◽  
First Year ◽  
First Year Students ◽  
Undergraduate Study ◽  
Upper Level

Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.

scholarly journals Assement of Anxiety and Factor Related Among Mizan Tepi University Freshman Students, South, Ethiopia 2021

2021 ◽  
Author(s):  
yetayale berhanu wolde ◽  
Alem Eskeziya Ayenalem
Keyword(s):  
Academic Success ◽  
Dropout Rate ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Public Intervention ◽  
First Year Students ◽  
Self Confidence ◽  
Freshmen Students ◽  
Collection Data

Abstract Background Anxiety can disturb a student's academic success and his future, including withdrawal from classes. The dropout rate was found to be twice as high as in the 1st grade compared to the 2nd or 3rd grade. It also causes people around the world to feel excessive anxiety, fear, lack of self-confidence, and embarrassment. One of the key reasons in the current study is the lack of data on the degree of mental illness, especially in higher education institutions. Objective: To assess the anxiety and factors of Mizan Tepi University students. METHODS From April 21th to May 21, 2020, an organization-based cross-sectional survey was conducted in the city of Mizan Tepi. The survey used a structured questionnaire and a self-administered questionnaire-ASQ tool. The stratified sampling method included 301 individuals in the study.Pre-test questionnaires that are also used for data collection. Data analysis was done using SPSS version 20. Result There are 320 freshmen students of these, 301 attended during the investigation. There are 162 (54%) male respondents and 138 (46%) female respondents in the study. The average student age and (SE) age are 21.6, (± 0.13) years old. The prevalence of anxiety was found to be 26.7% among first-year students. Compared with males (16.7%), female freshmen (40.6%) have a statistically higher incidence of anxiety. [AOR 95%CI=3.36 (1.88, 6.01) Conclusion his study shows that anxiety is a common mental problem among college students calling for public intervention to prevent more serious forms of anxiety. This finding indicates that women and older students have a high chance of suffering from anxiety.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

scholarly journals Coping-Strategies and Pedagogical University Students’ Mental and Psychological Stability

2020 ◽  
pp. 123-133
Author(s):  
Е.А. Волгуснова ◽  
Е.А. Шерешкова
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Coping Strategies ◽  
Empirical Data ◽  
Female Students ◽  
First Year ◽  
Personality Questionnaire ◽  
First Year Students ◽  
Male And Female ◽  
State Pedagogical

В статье рассмотрена проблема нервно-психических перегрузок и способов совладания с ними у студентов первых курсов педагогического вуза в период их первой сессии. Актуальность ее решения связана с необходимостью повышения нервно-психической устойчивости студентов для успешного освоения ими выбранной профессии и снижения трудностей в учебно-воспитательном процессе вуза. Цель исследования заключалась в изучении корреляций копинг-стратегий и нервно-психической устойчивости у студентов-бакалавров Шадринского государственного педагогического университета с учетом полового диморфизма. В исследовании применялись стандартизированные опросники: «Решение трудных жизненных ситуаций» (Я. Боукал, модификация О. Ю. Михайловой), «Способы совладающего поведения» (R. Lazarus, S. Folkman, стандартизированный под руководством Л. И. Вассермана), многоуровневый личностный опросник «Адаптивность» (А. Г. Маклакова, С. В. Чермянина). Выдвинута гипотеза о том, что между показателями копинг-стратегий и нервно-психической устойчивостью студентов разного пола существуют прямые и обратные связи. В статье представлены обнаруженные авторами гендерные различия в копинг-стратегиях и уровнях нервно-психической устойчивости, а также прямые и обратные связи между ними. Эмпирически доказано предположение о том, что у юношей связи копинг-стратегий в нервно-психической устойчивости более вариативны, чем у девушек. Полученные в исследовании и описанные в статье эмпирические данные, сделанные на их основе выводы могут быть использованы при определении траектории психолого-педагогического сопровождения студентов-первокурсников в сессионный период при их психологической подготовке к другим стрессовым ситуациям. The article treats the issue of mental and psychological overstrain experienced by first year students of pedagogical universities during their first examination session and strategies that can be used to deal with it. The relevance of the research is accounted for by the necessity to improve students’ mental and psychological stability to ensure their academic success and to reduce challenges they face during the learning process. The aim of the research is to investigate the correlation between coping strategies and mental and psychological stability in students of Shadrin State Pedagogical University taking into consideration students’ gender differences. The research employed standardized questionnaires: “Overcoming Difficult Life Situations” (J. Boukal, O. Yu. Mikhaylova’s modification), “Coping Strategies” (R. Lazarus, S. Folkman, standardized under the supervision of L. I. Wassermann), multilevel personality questionnaire “Adaptability” (A. G. Maklakova, S. V. Chermyanina). The authors put forward a hypothesis that there is a direct and response-based correlation between the indices of coping strategies and mental and psychological stability of male and female students. The article presents some gender-related differences of coping strategies and mental and psychological stability discovered by the authors of the article and some direct and response-based correlation between them. It has been empirically proved that trying to achieve mental and psychological stability, boys employ more variable coping strategies than girls. The empirical data acquired in the research are described in the present article. The conclusion made on their basis can be used to define some trajectories of psychological and pedagogical support for first-year students during their first examination session, provided they are psychologically ready to cope with other stressful situations.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Entrepreneurial Intentions among Higher Education Students in Finland and Spain

Economics ◽  
2015 ◽  
pp. 759-775
Author(s):  
Elina Varamäki ◽  
Erno Tornikoski ◽  
Sanna Joensuu ◽  
Kari Ristimäki ◽  
Andreu Blesa ◽  
...  
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Country Of Origin ◽  
Entrepreneurial Intentions ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
New Instrument ◽  
Empirical Context ◽  
Undergraduate Programs

The purpose of this article is to present the results of a pilot study in which the new instrument was developed and tested to measure the formation of entrepreneurial intentions in multi-country context. The developed instrument was largely based on the Theory of Planned Behavior (Ajzen (1991). In the pilot study, the authors were also paying attention to two issues, namely (i) whether the level of entrepreneurial intentions varies as a function of country of origin, (ii) whether the relative importance of the three antecedents of entrepreneurial intentions varies as a function of country of origin, and (iii) whether the background variables exercise similar effects on the formation of entrepreneurial intentions in different countries. The empirical context of the pilot study is made of two higher education institutions (one in Finland, one in Spain) and concerns their first-year students at undergraduate programs. In the end of this paper, the authors will discuss the implications of the empirical observations of their pilot study.

scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

scholarly journals Elements of Engagement for Successful Learning

2014 ◽  
Author(s):  
Amy Schweinle ◽  
Marcy Reisetter ◽  
Valerie Stokes
Keyword(s):  
Student Engagement ◽  
Sense Of Self ◽  
Life Goals ◽  
First Year ◽  
First Year Students ◽  
University Environment ◽  
Midwestern University ◽  
Interpretive Approach ◽  
The Individual ◽  
Positive Engagement

In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a basic interpretive approach. First year students from a medium-sized, public, Midwestern university participated in interviews on engagement, the classroom, university, and community contexts. Results suggest that both personality and a sense of self influence students' levels of engagement. Students who had identified life goals and who sought related activities and relationships made greater use of university resources and felt more engaged. We propose ways in which instructors and universities can make simple changes that may help enhance the experience of all students.

scholarly journals Investigating health factors as predictor of early drop-out of first year accounting students at the University of the Free State, South Africa

Afrika Focus ◽  
2016 ◽  
Vol 29 (2) ◽  
pp. 9-20
Author(s):  
Christa Beyers ◽  
Hanli Joubert
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Emotional Health ◽  
Hiv And Aids ◽  
Drop Out ◽  
Free State ◽  
First Year ◽  
First Year Students ◽  
Health Factors ◽  
The University

Introduction: The future of the South African workforce looks bleak given the challenges posed, not only by health factors, including HIV and AIDS, but also the success and throughput rate of first year university students. Methodology: The research in this study was conducted in 2013 using a post-positivist approach and applying an interpretive stance using a mixed method approach, which included a quantitative non-experimental predictive multivariate design as well as focus group interviews to triangulate the findings. Results: We present findings that psychosocial background factors, physical health and emotional health influence success and non-completion rates among first year students at the University of the Free State, South Africa. Conclusion: We argue that early identification of poor psychosocial background, including health factors, can assist in empowering youths helping them to make healthy decisions and deal with stressful situations in a way that will not compromise their academic success.

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