The Impact of Effort and Strategy Use on Academic Performance: Student and Teacher Perceptions

2001 ◽  
Vol 24 (2) ◽  
pp. 85-98 ◽  
Author(s):  
Lynn Meltzer ◽  
Tamar Katzir-Cohen ◽  
Lynne Miller ◽  
Bethany Roditi
Keyword(s):  
Academic Performance ◽  
Teacher Perceptions ◽  
Strategy Use ◽  
Student And Teacher Perceptions ◽  
The Impact

Understanding the one-to-one relationship in instrumental/vocal tuition in Higher Education: comparing student and teacher perceptions

2011 ◽  
Vol 28 (2) ◽  
pp. 159-179 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Teacher Perceptions ◽  
Student Teacher ◽  
Supervisory Relationship ◽  
Student And Teacher Perceptions ◽  
One To One ◽  
The One ◽  
The Impact ◽  
The Relationship

The power of one-to-one tuition in Higher Music Education is evidenced by its continuing place at the heart of conservatoire education. The need to examine this student–teacher relationship more closely has been emphasised in the last decades by increasing understanding of processes of student learning in Higher Education as a whole, and in particular the impact which student–teacher relations have on learning. Literature on PhD supervision, for example, has highlighted the depth of applied craft skills made possible in one-to-one interaction, and has also drawn attention to a range of potential difficulties encountered in the supervisory relationship. This paper draws on findings from a study at a conservatoire in the UK, which explored student and teacher perceptions of one-to-one tuition. It analyses student and teacher perspectives on the relationship and considers the match between their perceptions within student–teacher pairs. Findings demonstrate diverse characterisation of the relationship, and varied approaches to extending a social relationship beyond the confines of the lesson. Comparison of student–teacher pairs indicates that the students tended to mirror their teachers' opinions about appropriate social interaction. This was one example of the dynamics of power operating within the one-to-one relationship, although these were rarely discussed explicitly. Such dynamics of power made it difficult in some instances for students to articulate difficulties with learning and to change teacher. There was also evidence of a possible connection between dynamics of power in the relationship and students' reluctance to develop artistic and professional self-direction. The implications of these findings are considered in terms of conceptualising one-to-one tuition, and the need to review the professional framework of its delivery in Higher Music Education.

scholarly journals Student and Teacher Perceptions of Teaching Personal and Social Responsibility Implementation, Academic Performance and Gender Differences in Secondary Education

2020 ◽  
Vol 12 (11) ◽  
pp. 4590 ◽  
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Mármol ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Social Responsibility ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Education Students ◽  
Student And Teacher Perceptions ◽  
Personal And Social Responsibility ◽  
And Gender ◽  
Responsibility Model

The aim of this study was to determine how secondary education students and teachers perceive the implementation of the Teaching Personal and Social Responsibility model (TPSR), the relationship between TPSR and marks in physical education (PE), and potential differences with regard to gender. For this purpose, TPSR was implemented for seven months and on completion 121 students (48 girls) aged between 12 and 16 from the first and third grade of secondary education were asked to complete the TPSR perception questionnaire (ECVA-12) to determine their satisfaction with this methodology and the values the model promoted in pupils. Moreover, the participant teachers were also interviewed. Results showed positive student perceptions of the implemented methodology and its promotion of values, and significant differences in academic performance in PE in favor of males. Teachers valued this methodology very positively and considered that it would be useful with any kind of student. This paper suggests the importance of TPSR implementation for all teachers, regardless of their specialism, and considers that there may be potential in engaging other collectives such as families.

scholarly journals The Impact of Memory Change on Everyday Life Among Older Adults: Association with Cognition and Self-Reported Memory

2021 ◽  
pp. 1-9
Author(s):  
Komal T. Shaikh ◽  
Erica L. Tatham ◽  
Susan Vandermorris ◽  
Theone Paterson ◽  
Kathryn Stokes ◽  
...  
Keyword(s):  
Older Adults ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Strategy Use ◽  
Everyday Functioning ◽  
Positive Coping ◽  
Memory Change ◽  
Lifestyle Activities ◽  
The Impact ◽  
With Memory

Abstract Objectives: Many older adults experience memory changes that can have a meaningful impact on their everyday lives, such as restrictions to lifestyle activities and negative emotions. Older adults also report a variety of positive coping responses that help them manage these changes. The purpose of this study was to determine how objective cognitive performance and self-reported memory are related to the everyday impact of memory change. Methods: We examined these associations in a sample of 94 older adults (age 60–89, 52% female) along a cognitive ability continuum from normal cognition to mild cognitive impairment. Results: Correlational analyses revealed that greater restrictions to lifestyle activities (|rs| = .36–.66), more negative emotion associated with memory change (|rs| = .27–.76), and an overall greater burden of memory change on everyday living (|rs| = .28–.61) were associated with poorer objective memory performance and lower self-reported memory ability and satisfaction. Performance on objective measures of executive attention was unrelated to the impact of memory change. Self-reported strategy use was positively related to positive coping with memory change (|r| = .26), but self-reported strategy use was associated with more negative emotions regarding memory change (|r| = .23). Conclusions: Given the prevalence of memory complaints among older adults, it is important to understand the experience of memory change and its impact on everyday functioning in order to develop services that target the specific needs of this population.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

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