Changes in Time-Related Academic Behaviour Are Associated with Contextual Motivational Shifts

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Strunk, Kamden K.; Lane, Forrest C.; Mwavita, Mwarumba

2018-01-01

Research in the field of time-related academic behaviour (i.e., procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across…

Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages.

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Jaffar, Akram Abood; Eladl, Mohamed Ahmed

2016-01-01

Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context.

ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.

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Staff, Jeremy; Schulenberg, John E; Bachman, Jerald G

2010-07-01

Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

Sense of Community and Academic Engagement in the Seminary

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Chukwuorji, JohnBosco Chika; Ifeagwazi, Chuka Mike; Nwonyi, Sampson Kelechi; Ujoatuonu, Ikechukwu V. N.

2018-01-01

This study examined the associations of sense of community (SOC) and academic engagement in a seminary. The seminarians (N = 300) completed the Classroom Sense of Community Inventory (CSCI)-School Form, and Utrecht Work Engagement Scale-Student Version. Results showed that a perception that the seminary provided a positive learning community for…

Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages

Directory of Open Access Journals (Sweden)

Akram Abood Jaffar

2016-01-01

Full Text Available Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context.

Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity.

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Howell, Lydia Pleotis; Lyons, Mary Lipscomb; Thor, Ann; Dandar, Valerie

2015-07-01

There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011-2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ(2) analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.

Work Personality, Work Engagement, and Academic Effort in a Group of College Students

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Strauser, David R.; O'Sullivan, Deirdre; Wong, Alex W. K.

2012-01-01

The authors investigated the relationship between the variables of work engagement, developmental work personality, and academic effort in a sample of college students. This study provides evidence for the hypothesized positive relationship between academic effort, engagement, and work personality. When gender was controlled, the Work Tasks…

School Engagement for Academically At-Risk Students: A Participatory Research Project

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O'Toole, Nadia; Due, Clemence

2015-01-01

While past literature has explored school engagement in older students, there is less research for younger children specifically, and very little which engages children themselves in the research process. This paper provides insight into school engagement for academically at-risk students in the second year of school through a participatory…

How do nurse academics value and engage with evidence-based practice across Australia: Findings from a grounded theory study.

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Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2016-06-01

Integrating evidence-based practice (EBP) into undergraduate education and preparing future nurses to embrace EBP in clinical practice becomes paramount in today's complex and evolving healthcare environment. The role that EBP plays in the practical lives of nursing students will depend on the degree to which it is promoted by academics, how it is incorporated into courses and its application to clinical setting. Hence, nursing academics play a crucial role in influencing its integration into curricula. Drawn from a larger doctoral study, this paper presents findings discussing how nurse academics value and engage with EBP. Grounded theory was employed to explore processes used by nursing academics while incorporating EBP into teaching and learning practices. Twenty-three academics across Australian universities were interviewed. Nine were also observed while teaching undergraduate students. Data were collected from semi-structured interviews and non-participant observation. In keeping with the tenets of grounded theory, data collection and analysis continued until theoretical saturation was reached. In total, four categories emerged. This paper focuses on the category conceptualised as Valuing and Engaging with EBP. How nursing academics valued and engaged with EBP was closely associated with meanings they constructed around understanding it, attitudes and commitment to implementation while teaching and working clinically. Different opinions also existed in regard to what actually constituted EBP. However, they engaged with and valued EBP by keeping themselves up-to-date, being involved in research activities, using evidence in teaching, therefore leading by example. Participants identified a number of barriers influencing their engagement with EBP including heavy workloads, limited time, lack of commitment within their schools, lack of confidence with teaching EBP, and complexity of EBP application. Faculty clinical practice, committed academics, workload

Academic performance and student engagement in level 1 physics undergraduates

International Nuclear Information System (INIS)

Casey, M M; McVitie, S

2009-01-01

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

Academic performance and student engagement in level 1 physics undergraduates

Energy Technology Data Exchange (ETDEWEB)

Casey, M M; McVitie, S [Department of Physics and Astronomy, University of Glasgow, Glasgow G12 8QQ (United Kingdom)], E-mail: m.casey@physics.gla.ac.uk

2009-09-15

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement.

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Wang, Mingzhong; Deng, Xueli; Du, Xiuxiu

2018-04-01

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement. Copyright © 2017. Published by Elsevier Ltd.

Structural Modeling on the Relationship between Basic Psychological Needs, Academic Engagement, and Test Anxiety

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Maralani, Farnaz Mehdipour; Lavasani, Masoud Gholamali; Hejazi, Elahe

2016-01-01

Some of the key issues in educational psychology are the way of students' engagement at school, controlling anxiety, and academic achievement. In line with that, the purpose of the present study is to determine the relationship between variables that are basic psychological needs, academic engagement, and test anxiety with regard to structural…

Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

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Melchor GUTIÉRREZ

2017-06-01

Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

An Examination of Academic Burnout versus Work Engagement among Taiwanese Adolescents

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Shih, Shu-Shen

2012-01-01

The author attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade…

Research and Mapping for MCEECDYA Project: Student Academic Engagement. Report 2012

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Ure, Christine; Gray, Jan

2012-01-01

The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

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Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

2018-01-01

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

Opening the Black Box: Conceptualizing Community Engagement From 109 Community-Academic Partnership Programs.

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Ahmed, Syed M; Maurana, Cheryl; Nelson, David; Meister, Tim; Young, Sharon Neu; Lucey, Paula

2016-01-01

This research effort includes a large scale study of 109 community-academic partnership projects funded by the Healthier Wisconsin Partnership Program (HWPP), a component of the Advancing a Healthier Wisconsin endowment at the Medical College of Wisconsin (MCW) in Milwaukee, Wisconsin. The study provides an analysis unlike other studies, which have been smaller, and/or more narrowly focused in the type of community-academic partnership projects analyzed. To extract themes and insights for the benefit of future community-academic partnerships and the field of community-engaged research (CEnR). Content analysis of the final reports submitted by 109 community-academic partnership projects awards within the time frame of March 2005 to August 2011. Thirteen themes emerged from the report analysis: community involvement, health accomplishments, capacity building, sustainability, collaboration, communication, best practices, administration, relationship building, clarity, adjustment of plan, strategic planning, and time. Data supported previous studies in the importance of some themes, and provided insights regarding how these themes are impactful. The case analysis revealed new insights into the characteristics of these themes, which the authors then grouped into three categories: foundational attributes of successful community-academic partnership, potential challenges of community-academic partnerships, and outcomes of community-academic partnerships. The insights gained from these reports further supports previous research extolling the benefits of community-academic partnerships and provides valuable direction for future partners, funders and evaluators in how to deal with challenges and what they can anticipate and plan for in developing and managing community-academic partnership projects.

Development and Validation of a 2 x 2 Model of Time-Related Academic Behavior: Procrastination and Timely Engagement

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Strunk, Kamden K.; Cho, YoonJung; Steele, Misty R.; Bridges, Stacey L.

2013-01-01

Procrastination is an educational concern for classroom instructors because of its negative psychological and academic impacts on students. However, the traditional view of procrastination as a unidimensional construct is insufficient in two regards. First, the construct needs to be viewed more broadly as time-related academic behavior,…

The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies

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Yee, April

2016-01-01

Research has shown social class differences in undergraduate engagement, yet we know little about the reasons for these differences. Drawing on interviews and participant observation with undergraduates at an urban, public comprehensive university, this ethnographic study investigates the academic engagement strategies of students from different…

Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage : a within subject experimental design

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Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris

2015-01-01

Background: Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and

Term-Time Employment and the Academic Performance of Undergraduates

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Wenz, Michael; Yu, Wei-Choun

2010-01-01

This article outlines a framework for evaluating the decision of undergraduate students to engage in term-time employment as a method of financing higher education. We then examine the impact of work on academic achievement and find that employment has modest negative effects on student grades, with a grade point average (GPA) falling by 0.007…

Social networking in Bangladesh: Boon or curse for academic engagement?

OpenAIRE

Mouri Dey; Ali Arshad Chowdhury

2016-01-01

The number of social networking services (SNSs) users in Bangladesh is increasing at an accelerating rate. There are many who argue that SNS usage is destroying the students’ future by diminishing their academic engagement. The authors aim to investigate whether there is any relationship between students’ academic performance and their SNS usage. The study chose Facebook as a representative of SNSs because this is the most popular platform for online social connectivity and conducted a survey...

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

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Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

Student Engagement and Academic Performance in Mexico: Evidence and Puzzles from PISA

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Weiss, Christopher C.; García, Emma

2015-01-01

This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of…

Utrecht Work Engagement Scale-Student Forms' (UWES-SF) Adaptation to Turkish, Validity and Reliability Studies, and the Mediator Role of Work Engagement between Academic Procrastination and Academic Responsibility

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Çapri, Burhan; Gündüz, Bülent; Akbay, Sinem Evin

2017-01-01

The primary goal of this study is to complete the adaptation, validity and reliability studies of the long (17 items) and short (9 items) forms of UWES-SF. The secondary goal of this study is to study the mediating role of work engagement between academic procrastination and academic responsibility in high school students. The study group consists…

Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey (DES)

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Person, Sharina D.; Jordan, C. Greer; Allison, Jeroan J.; Fink Ogawa, Lisa M.; Castillo-Page, Laura; Conrad, Sarah; Nivet, Marc A.; Plummer, Deborah L.

2018-01-01

Purpose To produce a physician and scientific workforce capable of delivering high quality, culturally competent health care and research, academic medical centers must assess their capacity for diversity and inclusion and respond to identified opportunities. Thus, the Diversity Engagement Survey (DES) is presented as a diagnostic and benchmarking tool. Method The 22-item DES connects workforce engagement theory with inclusion and diversity constructs. Face and content validity were established based on decades of previous work to promote institutional diversity. The survey was pilot tested at a single academic medical center and subsequently administered at 13 additional academic medical centers. Cronbach alphas assessed internal consistency and Confirmatory Factor Analysis (CFA) established construct validity. Criterion validity was assessed by observed separation in scores for groups traditionally recognized to have less workforce engagement. Results The sample consisted of 13,694 individuals at 14 medical schools from across the U.S. who responded to the survey administered between 2011– 2012. The Cronbach alphas for inclusion and engagement factors (range: 0.68 to 0.85), CFA fit indices, and item correlations with latent constructs, indicated an acceptable model fit and that questions measured the intended concepts. DES scores clearly distinguished higher and lower performing institutions. The DES detected important disparities for black, women, and those who did not have heterosexual orientation. Conclusions This study demonstrated that the DES is a reliable and valid instrument for internal assessment and evaluation or external benchmarking of institutional progress in building inclusion and engagement. PMID:26466376

Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

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Liem, Gregory Arief D; Martin, Andrew J

2011-06-01

The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. ©2011 The British Psychological Society.

Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

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Markova, Ivana

2017-01-01

This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

Does Your Approach to Time Matter for Your Learning? The Role of Time Perspectives on Engagement and Achievement

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King, Ronnel B.

2016-01-01

Time perspectives have been found to be related to a wide range of psychological phenomena. However, in the educational context, there remains to be a lack of research on how they relate to important academic outcomes. Therefore, the aim of this research was to examine how time perspectives are related to educational outcomes such as engagement,…

Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages

OpenAIRE

Jaffar, Akram Abood; Eladl, Mohamed Ahmed

2016-01-01

Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to a...

Lessons from Star Trek: Engaging Academic Staff in the Internationalisation of the Curriculum

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Whitsed, Craig; Green, Wendy

2016-01-01

One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way…

Job demands, job resources and work engagement of academic staff in South African higher education institutions

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S Rothmann

2006-10-01

Full Text Available The objective of this study was to investigate the work engagement of academics in selected South African higher education institutions as well as the impact of job demands and job resources on their work engagement. Stratified random samples (N = 471 were drawn from academic staff in three higher education institutions in South Africa. The Utrecht Work Engagement Scale (UWES and the Job Demands-Resources Scale (JDRS were administered. The results confirmed a two-factor structure of work engagement, consisting of vigour and dedication. Six reliable factors were extracted on the JDRS, namely organisational support, growth opportunities, social support, overload, advancement and job insecurity. Job resources (including organisational support and growth opportunities predicted 26% of the variance in vigour and 38% of the variance in dedication. Job demands (overload impacted on dedication of academics at low and moderate levels of organisational support.

Understanding Change in Higher Education as Bricolage: How Academics Engage in Curriculum Change

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Louvel, Séverine

2013-01-01

The engagement of academics in organizational change in higher education institutions is generally understood as involving a wide range of behaviors, and previous studies have situated academics' actions at various points along a continuum between passivity and pro-activity. This article complements this approach by asking how--rather than in…

The academic engagement of intellectually challenged learners in inclusive schools: a case study

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Sonti Zelma Mokobane

2011-06-01

Full Text Available This paper reports on significant findings from research into facilitating the engagement of differently-abled learners in inclusive schools. The study was conducted at one of the schools considered to be a model of inclusive education in a semi-urban area located in the northern part of Tshwane, Gauteng Province, South Africa. The purpose of the study is to explore academic engagement of intellectually challenged learners in inclusive schools and to suggest strategies that can improve their effective engagement. The design type is a qualitative single case study. Data presented was obtained by means of focus group and one-on-one interviews with educators and learners. Data was analysed following the spiral method of Creswell. Findings revealed that even through their frustrations educators do make positive strides in engaging the intellectually challenged learners in inclusive classes, and the findings are relevant for developing strategies necessary for improving this. Teachers indicated that they use various strategies of engaging learners in academic activities, such as giving immediate feedback, but there was no consistency in using the strategy. There should be consistency when using strategies, so that they can yield positive results

Engaging Academic Staff in Transnational Teaching: The Job Satisfaction Challenge

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Toohey, Danny; McGill, Tanya; Whitsed, Craig

2017-01-01

Transnational education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision if the risks inherent in TNE are to be successfully mitigated. This article explores job satisfaction for…

Burnout and work engagement of academics in higher education institutions: effects of dispositional optimism.

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Barkhuizen, Nicolene; Rothmann, Sebastiaan; van de Vijver, Fons J R

2014-10-01

The aim of this study was to investigate the relationships among dispositional optimism, job demands and resources, burnout, work engagement, ill health and organizational commitment of South African academic staff in higher education institutions. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in South African higher education institutions. The results confirmed that job demands and a lack of job resources contributed to burnout, whereas job resources contributed to work engagement. Dispositional optimism had a strong direct effect on perceptions of job resources as well as strong indirect effects (via job resources) on burnout, work engagement, ill health and organizational commitment. The results of this study extend the dual-process model of burnout and engagement by demonstrating the strong effects of dispositional optimism on the constructs in the model. Copyright © 2013 John Wiley & Sons, Ltd.

Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

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Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

2012-10-01

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

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Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

2016-12-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

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Leatham, Lychelle

2017-01-01

This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

Job Resources, Physician Work Engagement, and Patient Care Experience in an Academic Medical Setting.

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Scheepers, Renée A; Lases, Lenny S S; Arah, Onyebuchi A; Heineman, Maas Jan; Lombarts, Kiki M J M H

2017-10-01

Physician work engagement is associated with better work performance and fewer medical errors; however, whether work-engaged physicians perform better from the patient perspective is unknown. Although availability of job resources (autonomy, colleague support, participation in decision making, opportunities for learning) bolster work engagement, this relationship is understudied among physicians. This study investigated associations of physician work engagement with patient care experience and job resources in an academic setting. The authors collected patient care experience evaluations, using nine validated items from the Dutch Consumer Quality index in two academic hospitals (April 2014 to April 2015). Physicians reported job resources and work engagement using, respectively, the validated Questionnaire on Experience and Evaluation of Work and the Utrecht Work Engagement Scale. The authors conducted multivariate adjusted mixed linear model and linear regression analyses. Of the 9,802 eligible patients and 238 eligible physicians, respectively, 4,573 (47%) and 185 (78%) participated. Physician work engagement was not associated with patient care experience (B = 0.01; 95% confidence interval [CI] = -0.02 to 0.03; P = .669). However, learning opportunities (B = 0.28; 95% CI = 0.05 to 0.52; P = .019) and autonomy (B = 0.31; 95% CI = 0.10 to 0.51; P = .004) were positively associated with work engagement. Higher physician work engagement did not translate into better patient care experience. Patient experience may benefit from physicians who deliver stable quality under varying levels of work engagement. From the physicians' perspective, autonomy and learning opportunities could safeguard their work engagement.

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

Directory of Open Access Journals (Sweden)

Gerard Francis Hoyne

2013-04-01

Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

PUBLICATION ACTIVITY AND ITS ROLE IN ASSESSMENT OF PROFESSIONAL ENGAGEMENT OF HEI ACADEMIC STAFF (RUSSIAN PRACTICES

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I. B. Ardashkin

2016-01-01

Full Text Available The aim of the research is to analyze and summarize the Russian best practices of using the publication activity as a criterion to assess the professional activity of the academic staff; to identify the role of motivational factors as a method to manage and control the publication activity of the academic staff.Methods. The authors address the methodology of comprehensive research based on the method of document analysis, comparative analysis, and method of secondary use of sociological and psychological data.Results and scientific novelty concludes in presenting Russian and international best practices generalized on using the publication activity to assess the engagement of HEI (Higher Educational Institution academic staff; the most appropriate formats of using the publication activity as a criterion to assess the research component of the academic staff engagement are defined. Degree of reliability of this criterion is shown – its strengths and shortcomings. The conclusion is drawn on need of the essential changes in management of publication activity affecting both professional and motivational spheres of scientific and pedagogical staff. The most acceptable options of measurement of staff work efficiency of this category are formulated.Practical significance. The research outcomes can be the corpus for designing the assessment method for the professional engagement of the academic staff.

Adolescents' Perceptions of the Economy: Its Association with Academic Engagement and the Role of School-Based and Parental Relationships.

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Hill, Nancy E; Liang, Belle; Bravo, Diamond Y; Price, Maggi; Polk, Whitney; Perella, John; Savitz-Romer, Mandy

2018-05-01

In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.

A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

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Korobova, Nadia; Starobin, Soko S.

2015-01-01

This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

Relation between Academic Performance and Students' Engagement in Digital Learning Activities

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Bertheussen, Bernt Arne; Myrland, Øystein

2016-01-01

This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

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Al-Alwan, Ahmed F.

2014-01-01

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

Promoting the Academic Engagement and Success of Black Male Student-Athletes

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Harris, Paul C.; Hines, Erik M.; Kelly, Darren D.; Williams, Derick J.; Bagley, Bethany

2014-01-01

The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal,…

The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

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Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

2012-01-01

This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student…

Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

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Bedrossian, Alfred

2017-01-01

The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

A Card-Sorting Activity to Engage Students in the Academic Language of Biology.

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Wallon, Robert C; Jasti, Chandana; Hug, Barbara

2017-03-01

The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms "drug," "poison," "toxicant," and "toxin." Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms.

Are mothers��� and fathers��� parenting characteristics associated with emerging adults��� academic engagement?

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Waterman, Emily A.; Lefkowitz, Eva S.

2016-01-01

Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students (N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers��� and fathers��� parenting style,...

Leadership in academic and public libraries a time of change

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Düren, Petra

2013-01-01

In a time when libraries have to face constant change, this book provides examples and advises on how to lead when change is needed (for example, when quality management is implemented or when libraries have to merge or to relocate). Engaging with how constant change affects leadership in libraries and how leaders in libraries act in times of change, this book is aimed at practitioners and students of Library and Information Science (LIS) alike, and is based on both theory and expert interviews from leaders in academic and public libraries that are in the midst, or are now coming out of a proc

Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study

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Araque, Juan Carlos; Wietstock, Cathy; Cova, Heather M.; Zepeda, Steffanie

2017-01-01

The current pilot study examines the impact of the "Ten Education Commandments for Parents" program on (1) new immigrant Latino parents' knowledge of the U.S. public education system, (2) parent engagement, and (3) their children's academic achievement. Utilizing a pre-experimental, pre- and post-test research design, four schools with…

Dealing with Plagiarism in the Academic Community: Emotional Engagement and Moral Distress

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Vehviläinen, Sanna; Löfström, Erika; Nevgi, Anne

2018-01-01

This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a…

Accreditation and Educational Quality: Are Students in Accredited Programs More Academically Engaged?

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Cole, James S.; Cole, Shu T.

2008-01-01

There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…

Class Collective Efficacy and Class Size as Moderators of the Relationship between Junior Middle School Students’ Externalizing Behavior and Academic Engagement: A Multilevel Study

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Yu Tian

2017-07-01

Full Text Available This study examined the relationship between externalizing behavior and academic engagement, and tested the possibility of class collective efficacy and class size moderating this relationship. Data were collected from 28 Chinese classrooms (N = 1034 students; grades 7, 8, and 9 with student reports. Hierarchical linear modeling was used to test all hypotheses and results revealed a negative relationship between externalizing behavior and academic engagement; class collective efficacy was also significantly related to academic engagement. Additionally, class collective efficacy and class size moderated the relationship between externalizing behavior and academic engagement: For students in a class with high collective efficacy or small size (≤30 students, the relationship between externalizing behavior and academic engagement was weaker than for those in a class with low collective efficacy or large size (≥43 students. Results are discussed considering self-regulatory mechanisms and social environment theory, with possible implications for teachers of students’ learning provided.

Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

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Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

2013-01-01

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

Creating Flexible and Sustainable Work Models for Academic Obstetrician-Gynecologists Engaged in Global Health Work.

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Molina, Rose; Boatin, Adeline; Farid, Huma; Luckett, Rebecca; Neo, Dayna; Ricciotti, Hope; Scott, Jennifer

2017-10-01

To describe various work models for obstetrics and gynecology global health faculty affiliated with academic medical centers and to identify barriers and opportunities for pursuing global health work. A mixed-methods study was conducted in 2016 among obstetrics and gynecology faculty and leaders from seven academic medical institutions in Boston, Massachusetts. Global health faculty members were invited to complete an online survey about their work models and to participate in semistructured interviews about barriers and facilitators of these models. Department chairs and residency directors were asked to participate in interviews. The survey response rate among faculty was 65.6% (21/32), of which 76.2% (16/21) completed an interview. Five department leaders (45.5% [5/11]) participated in an interview. Faculty described a range of work models with varied time and compensation, but only one third reported contracted time for global health work. The most common barriers to global health work were financial constraints, time limitations, lack of mentorship, need for specialized training, and maintenance of clinical skills. Career satisfaction, creating value for the obstetrics and gynecology department, and work model flexibility were the most important facilitators of sustainable global health careers. The study identified challenges and opportunities to creating flexible and sustainable work models for academic obstetrics and gynecology clinicians engaged in global health work. Additional research and innovation are needed to identify work models that allow for sustainable careers in global women's health. There are opportunities to create professional standards and models for academic global health work in the obstetrics and gynecology specialty.

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

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Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine.

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Lyness, Jeffrey M; Lurie, Stephen J; Ward, Denham S; Mooney, Christopher J; Lambert, David R

2013-11-11

Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or 'carrots and sticks') approaches, key findings are summarized from the science of self-determination theory. These findings demonstrate the importance of fostering autonomous motivation by supporting the fundamental human needs for autonomy, competence, and relatedness. In turn, these considerations lead to specific recommendations about approaches to engaging autonomous motivation, using examples in academic health centers. Since supporting autonomous motivation maximizes both functioning and well-being (i.e., people are both happier and more productive), the approaches recommended will help academic health centers recruit, retain, and foster the success of learners and faculty members. Such goals are particularly important to address the multiple challenges confronting these institutions.

Work-Related Basic Need Satisfaction as a Predictor of Work Engagement among Academic Staff in Turkey

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Silman, Fatos

2014-01-01

This study examines the relationship between work-related basic need satisfaction and work engagement. Data were obtained from a total of 203 academics who are employed in various universities of Turkey. In this research Work-Related Basic Need Satisfaction Scale and The Turkish Form of Utrecht Work Engagement Scale were utilized. The data were…

Twenty Percent of the Variance between Students in Academic Engagement Is Explained by Grade Level, Gender, Family Affluence, Anxiety, and Social Support

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Wilcox, Gabrielle; McQuay, Jocelyn; Blackstaffe, Anita; Perry, Rosemary; Hawe, Penelope

2016-01-01

Understanding what contributes to academic engagement is important to effectively support students. This study examines the relationship between sociodemographic factors, anxiety, social support, and academic engagement in elementary and junior high school students. Students in grades 5-9 (N = 1,904) completed self-reports measuring academic…

Affordances, Barriers, and Motivations: Engagement in Research Activity by Academics at the Research-Oriented University in Vietnam

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Nguyen, Quy; Klopper, Christopher; Smith, Calvin

2016-01-01

The importance of academics undertaking research and publishing their research results is emphasised by universities. Engagement in research is recognised as an effective means to increase a university's profile. This study applied a qualitative approach to explore affordances, barriers, and motivations towards the engagement in research…

Relationship among academic engagement, burnout and student perceptions of curriculum delivery in Speech and Language Therapy Students from University of Concepcion, Chile.

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Glaria, Rocio; Carmona, Lorena; Perez, Cristhian; Parra, Paula

2017-09-01

To relate engagement and academic burnout with curriculum evaluation among speech therapy students. This observational, cross-sectional study was conducted at the end of the first academic semester for each level and at the end of a theoretical class in order to ensure the maximum participation rate at the University of Concepción, Concepción, Chile, and comprised students of a speech and language therapy programme.Curriculum evaluation scale, academic engagement and academic burnout questionnaires were used. STATA SE 11 was used for statistical analysis. Of the 200 participants, 157(78.50%) were women and 43(21.50%) men. The overall mean age was 20.81±2.15 years (range: 18-30 years). Emotional burnout was inversely correlated with the evaluation of teaching and evaluation methods, distribution of fields, teaching team and achievement of objectives (pburnout and higher levels of academic engagement.

The Effects of Academic Programs and Institutional Characteristics on Postgraduate Civic Engagement Behavior

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Ishitani, Terry T.; McKitrick, Sean A.

2013-01-01

While monetary benefits from higher education are extensive, there appears to be an absence of empirical evidence on how higher education contributes to civic engagement behavior after college. This study investigated the relationship between college characteristics of students completing a bachelor's degree, such as academic programs and…

Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study.

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Patte, Karen A; Qian, Wei; Leatherdale, Scott T

2017-11-01

The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the COMPASS study (N = 27 112) were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from "never" to "rare/sporadic" binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a "monthly" basis also increased the likelihood of college/ trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study

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Karen A. Patte

2017-11-01

Full Text Available Introduction: The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. Methods: In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013, Year 2 (Y2: 2013-2014, and Year 3 (Y3: 2014-2015 of the COMPASS study (N = 27 112 were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Results: Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from “never” to “rare/sporadic” binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a “monthly” basis also increased the likelihood of college/trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Conclusions: Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

The role of preschool teacher-child interactions in academic adjustment: An intervention study with Playing-2-gether.

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Van Craeyevelt, Sanne; Verschueren, Karine; Vancraeyveldt, Caroline; Wouters, Sofie; Colpin, Hilde

2017-09-01

Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management. In a sample of 175 preschool boys showing signs of externalizing behaviour (M age  = 4 years, 9 months, SD age  = 7 months) and their teachers, we investigated P2G effects on academic engagement as well as on language achievement. Academic engagement was rated by teachers at three occasions within one school year (T1 = pretest, T3 = post-test, and T2 = in-between intervention components). Language achievement was assessed by researchers at pre- and post-test, using a standardized test. Cross-lagged path analyses revealed a direct intervention effect of P2G on academic engagement at Time 2. In addition, a significant indirect intervention effect was found on academic engagement at Time 3 through academic engagement at Time 2. Finally, academic engagement at Time 2 was found to predict language achievement at post-test. A marginally significant indirect intervention effect was found on language achievement at Time 3, through academic engagement at Time 2. This intervention study suggests that teacher-child interactions predict academic engagement over time, which in turn improves language achievement among preschool boys at risk of externalizing behaviour. © 2017 The British Psychological Society.

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

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Lu Yu

2018-01-01

Full Text Available The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development, university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong.

The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

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Yu, Lu; Shek, Daniel T. L.; Zhu, Xiaoqin

2018-01-01

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong. PMID:29375421

The Impact of Classroom-Based Meditation Practice on Cognitive Engagement, Mindfulness and Academic Performance of Undergraduate College Students

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Napora, Lisa

2013-01-01

This study explored the potential of classroom-based meditation practice as a tool to facilitate learning. Moreover, the impact of meditation on cognitive engagement, mindfulness and academic performance of undergraduate college students was investigated. Additionally, the relationships between mindfulness and cognitive engagement, and between…

Engaging students and faculty: implications of self-determination theory for teachers and leaders in academic medicine

OpenAIRE

Lyness, Jeffrey M; Lurie, Stephen J; Ward, Denham S; Mooney, Christopher J; Lambert, David R

2013-01-01

Background Much of the work of teachers and leaders at academic health centers involves engaging learners and faculty members in shared goals. Strategies to do so, however, are seldom informed by empirically-supported theories of human motivation. Discussion This article summarizes a substantial body of motivational research that yields insights and approaches of importance to academic faculty leaders. After identification of key limitations of traditional rewards-based (i.e., incentives, or ...

Academic Engagement and Commercialisation

DEFF Research Database (Denmark)

Perkmann, Markus; Tartari, Valentina; McKelvey, Maureen

2013-01-01

A considerable body of work highlights the relevance of collaborative research, contract research, consulting and informal relationships for university–industry knowledge transfer. We present a systematic review of research on academic scientists’ involvement in these activities to which we refer......, and pursued by academics to access resources supporting their research agendas. We conclude by identifying future research needs, opportunities for methodological improvement and policy interventions....

[Burnout-engagement and personality factors in medical students at a public university].

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Hansen, Gladys V; D'Urso Villar, Marcela; Fracchia, Liliana N

2016-09-01

Medical students can develop burnout syndrome, characterized by exhaustion, cynical attitude towards study and negative consequences on wellbeing and academic performance. Engagement, theoretically syndrome "opposite" to burnout, shows a positive influence on personal and academic performance. To study the association of syndromes burnout and engagement with personality factors in medical students, a longitudinal observational, descriptive study of a cohort follow-up was performed. Three questionnaires were used: reduced inventory NEO Five-Factor (NEO FFI) administered at the beginning of the sixth year; the Maslach Burnout Inventory-Student Survey and Utrecht Work Engagement Scale, applied at the end of the seventh year. 120 students participated. The chance of presenting burnout was 3 times higher when the student had 0.26 times higher neuroticism and high extraversion lower when presented. The chance to present engagement was 10 times higher in students who had high extraversion (Multilevel logistic regression model, pburnout and engagement syndromes, and carry out strategies to prevent the consequences of academic stress on the most vulnerable students.

Exploring the Effects of Authentic Leadership on Academic Optimism and Teacher Engagement in Thailand

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Kulophas, Dhirapat; Hallinger, Philip; Ruengtrakul, Auyporn; Wongwanich, Suwimon

2018-01-01

Purpose: In the context of Thailand's progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was…

Therapy Dogs in Academic Libraries: A Way to Foster Student Engagement and Mitigate Self-Reported Stress during Finals

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Jalongo, Mary Renck; McDevitt, Theresa

2015-01-01

More and more modern academic libraries are turning to student engagement activities designed to welcome students into Academia, join a community of scholars, and avail themselves of the full range of resources and services that a university library can provide. One unusual, but inexpensive and highly effective method of engaging students is…

Transnational television audiences and modes of engagement: studying audience engagement as a set of experiences

DEFF Research Database (Denmark)

Keinonen, Heidi; Jensen, Pia Majbritt; Esser, Andrea

2018-01-01

Audience engagement is attracting increasing attention in various academic disciplines. Recently, the industry- and technology-oriented conceptualizations of engagement have been challenged by a more audience-oriented understanding. This article aims at contributing to the development of a more...... nuanced audience-oriented approach. First, we make a theoretical argument by bringing various key theories together and, second, we present an empirical contribution by analysing audience engagement as a set of experiences. Our analysis builds on the empirical material produced by conducting two rounds...... and ritualistic engagement, ludic engagement. We also discovered that audiences at times get disengaged or opt to actively resist engagement....

Engaging College Science Students and Changing Academic Achievement with Technology: A Quasi-Experimental Preliminary Investigation

Science.gov (United States)

Carle, Adam C.; Jaffee, David; Miller, Deborah

2009-01-01

Can modern, computer-based technology engage college students and improve their academic achievement in college? Although numerous examples detail technology's classroom uses, few studies empirically examine whether technologically oriented pedagogical changes factually lead to positive outcomes among college students. In this pilot study, we used…

The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students' Academic Motivation and Engagement: A Longitudinal Investigation

Science.gov (United States)

Martin, Andrew J.; Elliot, Andrew J.

2016-01-01

This study assessed the role of prior personal best goals in predicting subsequent academic motivation and engagement. A total of 1160 high school students participated in a longitudinal survey study exploring the extent to which personal best and mastery and performance (dichotomous) achievement goals predict students' academic motivation and…

Facebook use, personality characteristics and academic performance: A correlational study

OpenAIRE

Sapsani, Georgia; Tselios, Nikolaos

2017-01-01

The present paper examines the relationship between the students personality, use of social media and their academic performance and engagement. In specific, the aim of this study is to examine the relationship of students facebook (fb) use and personality characteristics using the Big Five Personality Test with (a) student engagement, (b) time spent preparing for class, (c) time spent in co-curricular activities and (d) academic performance. Results illustrate that fb time was significantly ...

The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

Science.gov (United States)

Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

2015-01-01

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

Aligning the goals of community-engaged research: why and how academic health centers can successfully engage with communities to improve health.

Science.gov (United States)

Michener, Lloyd; Cook, Jennifer; Ahmed, Syed M; Yonas, Michael A; Coyne-Beasley, Tamera; Aguilar-Gaxiola, Sergio

2012-03-01

Community engagement (CE) and community-engaged research (CEnR) are increasingly viewed as the keystone to translational medicine and improving the health of the nation. In this article, the authors seek to assist academic health centers (AHCs) in learning how to better engage with their communities and build a CEnR agenda by suggesting five steps: defining community and identifying partners, learning the etiquette of CE, building a sustainable network of CEnR researchers, recognizing that CEnR will require the development of new methodologies, and improving translation and dissemination plans. Health disparities that lead to uneven access to and quality of care as well as high costs will persist without a CEnR agenda that finds answers to both medical and public health questions. One of the biggest barriers toward a national CEnR agenda, however, are the historical structures and processes of an AHC-including the complexities of how institutional review boards operate, accounting practices and indirect funding policies, and tenure and promotion paths. Changing institutional culture starts with the leadership and commitment of top decision makers in an institution. By aligning the motivations and goals of their researchers, clinicians, and community members into a vision of a healthier population, AHC leadership will not just improve their own institutions but also improve the health of the nation-starting with improving the health of their local communities, one community at a time.

Burnout, work engagement and sense of coherence in female academics in higher-education institutions in South Africa

Directory of Open Access Journals (Sweden)

Adéle Bezuidenhout

2010-11-01

Research purpose: This research was conducted from a salutogenic paradigm, seeking to find ways of avoiding the negative consequences of burnout and contributing towards the positive experience of work engagement for the female academic. The research also explored the effect of the individual academic’s sense of coherence (SOC on her experience of burnout and work engagement. Research design, approach and method: The research was quantitative in nature. A psychometric instrument was sent to all the permanently employed female academics at Unisa and Tshwane University of Technology (TUT, measuring their levels of burnout, work engagement and SOC. The completed questionnaires were statistically analysed. Main findings: The findings included average levels of burnout, with definite signs that the experience of burnout is on the increase. The cynicism sub-dimension of burnout showed increased levels, work engagement scores were just above average and SOC scores were low. Practical/managerial implications: This article offers a psychological interpretation of the variables in the target group. The article contributes towards the body of research studies conducted from a positive psychological paradigm and, specifically, on the female gender. Contribution/value-add: The main recommendations are that university management needs to take cognisance of the alarming symptoms of burnout present in the population under discussion. Strategies are recommended to address these and to nurture work engagement.

Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement

Science.gov (United States)

Dotterer, Aryn M.; Wehrspann, Elizabeth

2016-01-01

The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…

General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

Science.gov (United States)

Bardin, Julie A.; Lewis, Sandra

2011-01-01

English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

Science.gov (United States)

Mitchell, Brenda O.

2013-01-01

A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

The Engagement Gap

DEFF Research Database (Denmark)

Tartari, Valentina; Salter, Ammon

2013-01-01

Recently, debate on women in academic science has been extended to academics' engagement with industry. We suggest that women tend to engage less in industry collaboration than their male colleagues of similar status. We argue that differences are mitigated by the presence of other women and by s...

The Potential for Using Gamification in Academic Libraries in Order to Increase Student Engagement and Achievement

Directory of Open Access Journals (Sweden)

Andrew Walsh

2014-06-01

Full Text Available This paper discusses the potential benefits of using gamification techniques to increase student engagement with library resources. It outlines the link between student use of library resources and academic achievement, and suggests that gamification has to potential to increase usage of resources, which may also increase academic achievement. Some early findings from an implementation of a gamification project, Lemontree, are also discussed in which students reported increased usage of library resources and their acceptance of gamification techniques in Higher Education.

Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

Science.gov (United States)

Bembenutty, Héfer

2009-04-01

This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

Effects of the Performance Management Context on Australian Academics' Engagement with the Scholarship of Teaching and Learning: A Pilot Study

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Mathison, Karin

2015-01-01

In the context of increased demands for excellence in all areas, academic promotion and tenure is now directly linked to achievement of measurable outputs in all areas of performance. In a work environment characterised by high workloads, competing expectations and reduced resources, academics must increasingly demonstrate active engagement with…

Engaging indigenous and academic knowledge on bees in the Amazon: implications for environmental management and transdisciplinary research.

Science.gov (United States)

Athayde, Simone; Stepp, John Richard; Ballester, Wemerson C

2016-06-20

This paper contributes to the development of theoretical and methodological approaches that aim to engage indigenous, technical and academic knowledge for environmental management. We present an exploratory analysis of a transdisciplinary project carried out to identify and contrast indigenous and academic perspectives on the relationship between the Africanized honey bee and stingless bee species in the Brazilian Amazon. The project was developed by practitioners and researchers of the Instituto Socioambiental (ISA, a Brazilian NGO), responding to a concern raised by a funding agency, regarding the potential impact of apiculture development by indigenous peoples, on the diversity of stingless bee species in the Xingu Park, southern Brazilian Amazon. Research and educational activities were carried out among four indigenous peoples: Kawaiwete or Kaiabi, Yudja or Juruna, Kīsêdjê or Suyá and Ikpeng or Txicão. A constructivist qualitative approach was developed, which included academic literature review, conduction of semi-structured interviews with elders and leaders, community focus groups, field walks and workshops in schools in four villages. Semi-structured interviews and on-line surveys were carried out among academic experts and practitioners. We found that in both indigenous and scientific perspectives, diversity is a key aspect in keeping exotic and native species in balance and thus avoiding heightened competition and extinction. The Africanized honey bee was compared to the non-indigenous westerners who colonized the Americas, with whom indigenous peoples had to learn to coexist. We identify challenges and opportunities for engagement of indigenous and scientific knowledge for research and management of bee species in the Amazon. A combination of small-scale apiculture and meliponiculture is viewed as an approach that might help to maintain biological and cultural diversity in Amazonian landscapes. The articulation of knowledge from non

No difference in the intention to engage others in academic transgression among medical students from neighboring countries: a cross-national study on medical students from Bosnia and Herzegovina, Croatia, and Macedonia.

Science.gov (United States)

Đogaš, Varja; Donev, Doncho M; Kukolja-Taradi, Sunčana; Đogaš, Zoran; Ilakovac, Vesna; Novak, Anita; Jerončić, Ana

2016-08-31

To asses if the level of intention to engage others in academic transgressions was comparable among medical students from five schools from neighboring Southern-European countries: Croatia, Bosnia and Herzegovina, and Macedonia; and medical students from western EU studying at Split, Croatia. Five medical schools were surveyed in 2011, with ≥87% of the targeted population sampled and a response rate of ≥76%. Students' intention to engage a family member, friend, colleague, or a stranger in academic transgression was measured using a previously validated the Intention to Engage Others in Academic Transgression (IEOAT) questionnaire and compared with their intention to ask others for a non-academic, material favor. Data on students' motivation measured by Work Preference Inventory scale, and general data were also collected. Multiple linear regression models of the intention to engage others in a particular behavior were developed. The most important determinants of the intention to engage others in academic transgression were psychological factors, such as intention to ask others for a material favor, or students' motivation (median determinant's β of 0.18, P≤0.045 for all), whereas social and cultural factors associated with the country of origin were either weak (median β of 0.07, P≤0.031) or not relevant. A significant proportion of students were aware of the ethical violations in academic transgressions (P≤0.004 for all transgressions), but a large proportion of students also perceived academic cheating as a collective effort and were likely to engage people randomly (P≤0.001 for all, but the most severe transgression). This collective effort was more pronounced for academic than non-academic behavior. Culture differences among neighboring Southern-European countries were not an important determinant of the intention to engage others in academic cheating.

Online Academic Integrity: An Examination of MBA Students' Behavioral Intent of Engaging in Plagiarism

Science.gov (United States)

Bennett, Rashad A.

2017-01-01

With the proliferation of online graduate enrollment by 35.7% from 2003 to 2014, the literature indicates the number of reported academic integrity cases is on the rise. A quantitative correlational study was used to determine which determinants, if any, had a relationship to the behavioral intent to engage in plagiarism among MBA students…

School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature

Science.gov (United States)

Chapman, Daniel P.; Croft, Janet B.

2015-01-01

BACKGROUND Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students’ academic performance, reduce engagement in risk behaviors, and improve health. METHODS This paper reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. RESULTS Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. CONCLUSIONS Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies. PMID:27040474

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students.

Science.gov (United States)

Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis

2018-01-01

To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

Associations between safety culture and employee engagement over time: a retrospective analysis.

Science.gov (United States)

Daugherty Biddison, Elizabeth Lee; Paine, Lori; Murakami, Peter; Herzke, Carrie; Weaver, Sallie J

2016-01-01

With the growth of the patient safety movement and development of methods to measure workforce health and success have come multiple modes of assessing healthcare worker opinions and attitudes about work and the workplace. Safety culture, a group-level measure of patient safety-related norms and behaviours, has been proposed to influence a variety of patient safety outcomes. Employee engagement, conceptualised as a positive, work-related mindset including feelings of vigour, dedication and absorption in one's work, has also demonstrated an association with a number of important worker outcomes in healthcare. To date, the relationship between responses to these two commonly used measures has been poorly characterised. Our study used secondary data analysis to assess the relationship between safety culture and employee engagement over time in a sample of >50 inpatient hospital units in a large US academic health system. With >2000 respondents in each of three time periods assessed, we found moderate to strong positive correlations (r=0.43-0.69) between employee engagement and four Safety Attitudes Questionnaire domains. Independent collection of these two assessments may have limited our analysis in that minimally different inclusion criteria resulted in some differences in the total respondents to the two instruments. Our findings, nevertheless, suggest a key area in which healthcare quality improvement efforts might be streamlined. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Students' Commitment, Engagement and Locus of Control as Predictor of Academic Achievement at Higher Education Level

Science.gov (United States)

Sarwar, Muhammad; Ashrafi, Ghulam Muhammad

2014-01-01

The purpose of this study was to analyze Students' Commitment, Engagement and Locus of Control as predictors of Academic Achievement at Higher Education Level. We used analytical model and conclusive research approach to conduct study and survey method for data collection. We selected 369 students using multistage sampling technique from three…

Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

Science.gov (United States)

Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

2016-01-01

This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

Adaptability, Engagement and Academic Achievement at University

Science.gov (United States)

Collie, Rebecca J.; Holliman, Andrew J.; Martin, Andrew J.

2017-01-01

University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students' adaptability is associated with their behavioural engagement at…

Selected engagement factors and academic learning outcomes of undergraduate engineering students

Science.gov (United States)

Justice, Patricia J.

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

Assessment of the relationship between the engagement in leisure time and academic motivation among the students of faculty of education

OpenAIRE

SARI, Ihsan; CETIN, Mehmet; KAYA, Erdi; GULLE, Mahmut; KAHRAMANOĞLU, Recep

2014-01-01

The aim of the study was to determine the relationship between leisure time motivation and academic motivation among the students who studied at the Faculty of Education of Mustafa Kemal University. 260 students (Xyears: 21.29±2.11) constituted the sample of the study. For the analyses of the data; Leisure Motivation Scale and Academic Motivation Scale were employed. The data were analyzed using descriptive statistics, Pearson's correlation test and regression analysis. According to the ...

Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

Science.gov (United States)

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

2011-01-01

This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

The Mourning After: Academic Development in a Time of Doubt

Science.gov (United States)

Grant, Barbara M.

2007-01-01

Academic developers work in zones marked by uncertainty and ambiguity. One response to the uncertainties about who we are and our place in the academy is to assert and defend a particular identity. I critically engage with such a response from a "mourning after" standpoint that values an unsettled identity. There I find the possibility for a less…

The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

Science.gov (United States)

Guo, Yuan

2018-01-01

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs…

Real-Time Engagement Area Development Program (READ-Pro)

National Research Council Canada - National Science Library

Burger, Joseph

2002-01-01

The Real Time Engagement Area Development Program (READ-Pro) is a PC-based prototype system which provides company-level commanders with real-time operational analysis tools to develop ENGAGEMENT AREAS(EA) for direct fire (DF) systems...

The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

Science.gov (United States)

Mello, Zena R.; Worrell, Frank C.

2006-01-01

Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students

Directory of Open Access Journals (Sweden)

Oksana Babenko

2018-01-01

Full Text Available Purpose To investigate the contributions of psychological needs (autonomy, competence, and relatedness and coping strategies (self-compassion, leisure-time exercise, and achievement goals to engagement and exhaustion in Canadian medical students. Methods This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20–29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale–short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. Results The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000 and exhaustion (β= −0.33, P= 0.000. Students who endorsed mastery approach goals (β= 0.21, P= 0.005 and who were more self-compassionate (β= 0.13, P= 0.050 reported greater engagement with their medical studies. Students who were less self-compassionate (β= −0.32, P= 0.000, who exercised less (β= −0.12, P= 0.044, and who endorsed mastery avoidance goals (β= 0.22, P= 0.003 reported greater exhaustion from their studies. Students’ gender (β= 0.18, P= 0.005 and year in medical school (β= −0.18, P= 0.004 were related to engagement, but not to exhaustion. Conclusion Supporting students’ need for competence and raising students’ awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school

Why Does Dave Spend Ten Times More Time on Interaction with Industry than Paul? Toward a Model of Social Capital Activation for Entrepreneurial Academics

NARCIS (Netherlands)

Dervojeda, K.; Dervojeda, Kristina; Kraaijenbrink, Jeroen; Groen, Arend J.

2010-01-01

This paper focuses on academics that are looking for entrepreneurial ways to pursue their teaching, research and commercialization interests, in particular by actively engaging in university-industry interactions. The paper aims to improve our knowledge of why some academics exploit their social

Student Engagement: Rhetoric and Reality

Science.gov (United States)

Baron, Paula; Corbin, Lillian

2012-01-01

Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are "cascading" down…

School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature.

Science.gov (United States)

Wheaton, Anne G; Chapman, Daniel P; Croft, Janet B

2016-05-01

Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students' academic performance, reduce engagement in risk behaviors, and improve health. This article reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

Why Do Academics Use Academic Social Networking Sites?

Science.gov (United States)

Meishar-Tal, Hagit; Pieterse, Efrat

2017-01-01

Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…

On being grateful and kind : Results of two randomized controlled trials on study-related emotions and academic engagement

NARCIS (Netherlands)

Ouweneel, Else|info:eu-repo/dai/nl/314006516; Le Blanc, Pascale M.|info:eu-repo/dai/nl/125591225; Schaufeli, Wilmar B.|info:eu-repo/dai/nl/073779563

2014-01-01

Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to

On being grateful and kind : results of two randomized controlled trials on study-related emotions and academic engagement

NARCIS (Netherlands)

Ouweneel, A.P.E.; Le Blanc, P.M.; Schaufeli, W.B.

2014-01-01

Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to

Observed lesson structure during the first year of secondary education : Exploration of change and link with academic engagement

NARCIS (Netherlands)

Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components

Understanding Factors Associated with Children's Motivation to Engage in Recess-Time Physical Activity

Science.gov (United States)

Efrat, Merav W.

2016-01-01

Physical activity is linked with health and academic benefits. While recess provides the greatest opportunity for children to accumulate physical activity, most children are not motivated to engage in sufficient amounts of physical activity during recess. Research demonstrates a strong relationship between self-efficacy and children's motivation…

Passion for Academics and Problematic Health Behaviors.

Science.gov (United States)

Bureau, Alexander T; Razon, Selen; Saville, Bryan K; Tokac, Umit; Judge, Lawrence W

2017-01-01

According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, ppassion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics.

Academic Training: Real Time Process Control - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 7, 8 and 9 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 Real Time Process Control T. Riesco / CERN-TS What exactly is meant by Real-time? There are several definitions of real-time, most of them contradictory. Unfortunately the topic is controversial, and there does not seem to be 100% agreement over the terminology. Real-time applications are becoming increasingly important in our daily lives and can be found in diverse environments such as the automatic braking system on an automobile, a lottery ticket system, or robotic environmental samplers on a space station. These lectures will introduce concepts and theory like basic concepts timing constraints, task scheduling, periodic server mechanisms, hard and soft real-time.ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

University student’s engagement: development of the University Student Engagement Inventory (USEI

Directory of Open Access Journals (Sweden)

João Maroco

2016-01-01

Full Text Available Abstract Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI. This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

Observed Lesson Structure during the First Year of Secondary Education: Exploration of Change and Link with Academic Engagement

Science.gov (United States)

Maulana, Ridwan; Opdenakker, Marie-Christine; Stroet, Kim; Bosker, Roel

2012-01-01

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over…

Real-Time Engagement Area Development Program (Read-Pro)

National Research Council Canada - National Science Library

Burger, Joseph

2002-01-01

The Real-Tine Engagement Area Development Program (READ-Pro) is a PC-based prototype system which provides company-level commanders with real-time operational analysis tools to develop engagement areas (RA) for direct fire (DR) systems...

Future so bright? Delay discounting and consideration of future consequences predict academic performance among college drinkers.

Science.gov (United States)

Acuff, Samuel F; Soltis, Kathryn E; Dennhardt, Ashley A; Borsari, Brian; Martens, Matthew P; Murphy, James G

2017-10-01

College student drinking is a major public health concern and can result in a range of negative consequences, from acute health risks to decreased academic performance and drop out. Harm reduction interventions have been developed to reduce problems associated with drinking but there is a need to identify specific risk/protective factors related to academic performance among college drinkers. Behavioral economics suggests that chronic alcohol misuse reflects a dysregulated behavioral process or reinforcer pathology-alcohol is overvalued and the value of prosocial rewards are sharply discounted due, in part, to their delay. This study examined delay discounting, consideration of future consequences (CFC) and protective behavioral strategies (PBS) as predictors of academic success (grade point average; GPA) and engagement (time devoted to academic activities) among 393 college drinkers (61% female). In multivariate models, PBS were associated with greater academic engagement, but were not with academic success. Lower discounting of delayed rewards and greater CFC were associated with both academic success and engagement among drinkers. Previous research suggests that future time orientation is malleable, and the current results provide support for efforts to enhance future time orientation as part of alcohol harm-reduction approaches. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

What does the UK public want from academic science communication?

Science.gov (United States)

Redfern, James; Illingworth, Sam; Verran, Joanna

2016-01-01

The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

Good, better, engaged? The effect of company-initiated customer engagement behavior on shareholder value

NARCIS (Netherlands)

Beckers, Sander F.M.; van Doorn, Jenny; Verhoef, Peter C.

In today’s connected world, customer engagement behaviors are very important. Many companies launch initiatives to stimulate customer engagement. However, despite evidence that customer engagement behavior also matters to share-holders, academic research on the firm value consequences of customer

Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

Science.gov (United States)

Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

2014-01-01

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

The Development and Initial Use of a Survey of Student "Belongingness", Engagement and Self-Confidence in UK Higher Education

Science.gov (United States)

Yorke, Mantz

2016-01-01

Students' sense of "belongingness" and their engagement in academic study have been identified as key contributors to student success. A short instrument that can identify changes over time in students' sense of belonging to their institution, their academic engagement and their self-confidence has been developed and used in conjunction…

Merits and demerits of engaging in athletic, academic and part-time job roles among university student-athletes in Japan.

Science.gov (United States)

Yamada, Yasuyuki; Mizuno, Motoki; Ebara, Takeshi; Hirosawa, Masataka

2011-12-01

Although role conflict management is necessary for the prevention of dropout from participation in sports, little has been known about it, especially regarding Japanese university student-athletes. Hence, this study examined the aspects of merit and demerit involved in their performances of academic, athletic, part-time job, family and human relationship roles. The merits and demerits were evaluated using the theoretical concepts of negative spillover (NSP), positive spillover (PSP), compensation and segmentation. In the research, a total of 108 participants (63 males, 45 females) described information about their multiple roles in the Multiple Roles Map (MRM) form. NSP with high frequency rates (3rd quartile) showed demerit that negative condition in athletic and part-time job roles tended to disturb performance of other roles (male ≥ 17.5%, female ≥ 15.6%). The results of PSP showed merit that positive condition in the athletic, part-time job and academic roles contributes to accomplishment of good performance in other roles (male ≥ 19.0%, female ≥ 17.8%). Compensation indicated that negative conditions in the roles were compensated by satisfaction in the human relationships and family roles and private time (male ≥ 9.5%, female ≥ 11.1%). The family role was segmented from other roles (male ≥ 71.4%, female ≥ 68.9%). Sharing these findings will be effective in helping to solve role conflict problems of university student-athletes in Japan.

Academic Workload and Working Time: Retrospective Perceptions versus Time-Series Data

Science.gov (United States)

Kyvik, Svein

2013-01-01

The purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time-series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982-2008. The findings show…

Academic Coping, Friendship Quality, and Student Engagement Associated with Student Quality of School Life: A Partial Least Square Analysis

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Thien, Lei Mee; Razak, Nordin Abd

2013-01-01

This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students…

School start time effects on adolescent learning and academic performance, emotional health and behaviour.

Science.gov (United States)

Wahlstrom, Kyla L; Owens, Judith A

2017-11-01

The investigation of the relationship between the time of day that school begins and the effects it could have on students began in the mid-1990s. Since that time, many articles have been written either for the medical literature or the educational literature. This review is intended to bridge that gap by examining together the findings for both academic and health outcomes, exploring what we know and what is needed in further investigation. Teens who are sleep deficient (defined as obtaining less than 8 h per night) because of early starting time for their school are much more likely to engage in risky behaviours, such as drug, cigarette and alcohol use, have significant feelings of depression, get lower grades and are at greater risk for car crashes. Many studies of academic performance and later school start time indicate benefits, although further research is needed to understand the related mechanisms that contribute to improvements in achievement. Recent research in adolescent sleep and outcomes is being shaped by not only measuring sleep duration, but also examining the timing in which sleep occurs. Early school starting time for middle and high students has a clear, deleterious effect on their health and well being. Most recently, sleep deficit in teens is being viewed as a public health issue that needs a wider discussion about its impact and it necessitates improved public education about the sleep phase shift that occurs during adolescence.

Part-Time Higher Education: Employer Engagement under Threat?

Science.gov (United States)

Mason, Geoff

2014-01-01

Employer support for employees who are studying part-time for higher education qualifications constitutes a form of indirect employer engagement with higher education institutions that has contributed strongly to the development of work-related skills and knowledge over the years. However, this form of employer engagement with higher education…

Gender matters, too: the influences of school racial discrimination and racial identity on academic engagement outcomes among African American adolescents.

Science.gov (United States)

Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-05-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

The Effects of Autonomy Support versus Psychological Control and Work Engagement versus Academic Burnout on Adolescents' Use of Avoidance Strategies

Science.gov (United States)

Shih, Shu-Shen

2013-01-01

This study examines the relationships among Taiwanese ninth graders' perceptions of autonomy support versus psychological control in the classroom context, work engagement versus academic burnout, and their avoidance of help seeking as well as self-handicapping behaviors. Four hundred and thirty-five ninth-grade Taiwanese students completed a…

Peer Observation of Teaching: Enhancing Academic Engagement for New Participants

Science.gov (United States)

Carroll, Conor; O'Loughlin, Deirdre

2014-01-01

This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and…

A systematic strategic planning process focused on improved community engagement by an academic health center: the University of Kansas Medical Center's story.

Science.gov (United States)

Cook, David C; Nelson, Eve-Lynn; Ast, Cori; Lillis, Teresa

2013-05-01

A growing number of academic health centers (AHCs) are considering approaches to expand collaboration with their communities in order to address complex and multisystem health concerns. In 2010, internal leaders at the University of Kansas Medical Center undertook a strategic planning process to enhance both community engagement activities and the scholarship resulting from these engagement activities. The authors describe the strategic planning process, recommendations, and actions associated with elevating community engagement within the AHC's mission and priorities. The strategic planning process included conducting an inventory of community engagement activities within the AHC; analyzing strengths, weaknesses, opportunities, and threats for community engagement work; and identifying goals and strategies to improve future community engagement activities and scholarship. The resulting road map for enhancing community engagement at their institution through 2015 consists of four main strategies: emphasize scholarship in community engagement, revise organizational structures to better facilitate community engagement, prioritize current engagement activities to ensure appropriate use of resources, and enhance communication of engagement initiatives to further develop stakeholder relationships.The authors also discuss implementation of the plan to date and highlight lessons learned that may inform other AHCs as they enhance and expand similar endeavors.

Engaging narratives evoke similar neural activity and lead to similar time perception.

Science.gov (United States)

Cohen, Samantha S; Henin, Simon; Parra, Lucas C

2017-07-04

It is said that we lose track of time - that "time flies" - when we are engrossed in a story. How does engagement with the story cause this distorted perception of time, and what are its neural correlates? People commit both time and attentional resources to an engaging stimulus. For narrative videos, attentional engagement can be represented as the level of similarity between the electroencephalographic responses of different viewers. Here we show that this measure of neural engagement predicted the duration of time that viewers were willing to commit to narrative videos. Contrary to popular wisdom, engagement did not distort the average perception of time duration. Rather, more similar brain responses resulted in a more uniform perception of time across viewers. These findings suggest that by capturing the attention of an audience, narrative videos bring both neural processing and the subjective perception of time into synchrony.

Gender Matters, Too: The Influences of School Racial Discrimination and Racial Identity on Academic Engagement Outcomes among African American Adolescents

Science.gov (United States)

Chavous, Tabbye M.; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney

2008-01-01

The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination…

Predictors of Academic Performance and School Engagement--Integrating Persistence, Motivation and Study Skills Perspectives Using Person-Centered and Variable-Centered Approaches

Science.gov (United States)

Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado

2013-01-01

There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…

A study of time management: the correlation between video game usage and academic performance markers.

Science.gov (United States)

Anand, Vivek

2007-08-01

This study analyzes the correlation between video game usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores were used to gauge academic performance. The amount of time a student spends playing video games has a negative correlation with students' GPA and SAT scores. As video game usage increases, GPA and SAT scores decrease. A chi-squared analysis found a p value for video game usage and GPA was greater than a 95% confidence level (0.005 video game usage also returned a p value that was significant (0.01 video games may have a detrimental effect on an individual's GPA and possibly on SAT scores. Although these results show statistical dependence, proving cause and effect remains difficult, since SAT scores represent a single test on a given day. The effects of video games maybe be cumulative; however, drawing a conclusion is difficult because SAT scores represent a measure of general knowledge. GPA versus video games is more reliable because both involve a continuous measurement of engaged activity and performance. The connection remains difficult because of the complex nature of student life and academic performance. Also, video game usage may simply be a function of specific personality types and characteristics.

Time preferences, study effort, and academic performance

NARCIS (Netherlands)

Non, J.A.; Tempelaar, D.T.

2014-01-01

We analyze the relation between time preferences, study effort, and academic performance among first-year Business and Economics students. Time preferences are measured by stated preferences for an immediate payment over larger delayed payments. Data on study efforts are derived from an electronic

Psychometric Properties of the Portuguese Version of the Student Engagement Instrument

Science.gov (United States)

Moreira, Paulo A. S.; Machado Vaz, Filipa; Dias, Paulo C.; Petracchi, Paulo

2009-01-01

Student engagement is an emergent research domain in educational psychology, as research increasingly supports the connection between academic achievement, school-related behaviours, and student engagement. In spite of the important role of student engagement in academic achievement across cultures, little is known about the cross-cultural…

An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school.

Science.gov (United States)

Stormshak, Elizabeth A; Connell, Arin; Dishion, Thomas J

2009-09-01

This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.

The Priority of Intersectionality in Academic Medicine.

Science.gov (United States)

Eckstrand, Kristen L; Eliason, Jennifer; St Cloud, Tiffani; Potter, Jennifer

2016-07-01

Recent societal events highlight inequities experienced by underrepresented and marginalized communities. These inequities are the impetus for ongoing efforts in academic medicine to create inclusive educational and patient care environments for diverse stakeholders. Frequently, approaches focus on singular populations or broad macroscopic concepts and do not always elucidate the complexities that arise at the intersection between multiple identities and life experiences. Intersectionality acknowledges multidimensional aspects of identity inclusive of historical, structural, and cultural factors. Understanding how multiple identity experiences impact different individuals, from patients to trainees to providers, is critical for improving health care education and delivery. Building on existing work within academic medicine, this Commentary outlines six key recommendations to advance intersectionality in academic medicine: embrace personal and collective loci of responsibility; examine and rectify unbalanced power dynamics; celebrate visibility and intersectional innovation; engage all stakeholders in the process of change; select and analyze meaningful metrics; and sustain the commitment to achieving health equity over time. Members of the academic medical community committed to advancing health equity can use these recommendations to promote and maintain meaningful changes that recognize and respond to the multidimensional voices and expressed needs of all individuals engaged in providing and receiving health care.

Engaging People who Drive Execution and Organizational Performance

OpenAIRE

Ologbo C. Andrew; Saudah Sofian

2011-01-01

Problem statement: The construct of employee engagement had gained much reputation in recent years among reputable management and human resources consulting firms. Though there is an increasing contributions of few academic research on the construct of employee engagement yet there is a shortage of academic studies on the construct. This gap had made the construct an interesting area of research. Approach: The purpose of this study is to test a model of the drivers of employee engagement on t...

Emotional Creativity as predictor of intrinsic motivation and academic engagement in university students: The mediating role of positive emotions

Directory of Open Access Journals (Sweden)

ALBERTO AMUTIO

2016-08-01

Full Text Available Objective: Emotional creativity implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of emotional creativity as a dispositional trait with intrinsic motivation and academic engagement.Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years old (M = 20,37 DT = 2,71. Additionally, the mediating function of class-related positive emotions in this relation is explored.Results: The obtained data indicate that developing high levels of dispositional emotional creativity enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, emotional creativity predicts intrinsic motivation and academic engagement of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students in their early years can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

Group conflict and faculty engagement

DEFF Research Database (Denmark)

Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

2013-01-01

In educational settings, substantial scholarly interest has focused on student engagement as an antecedent for educational development and positive school outcomes. Very limited research, however, has focused on the engagement of academic staff members. This may be a crucial oversight because...

Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

Science.gov (United States)

Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

2013-01-01

The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

The flipped classroom: A learning model to increase student engagement not academic achievement

Directory of Open Access Journals (Sweden)

Masha Smallhorn

2017-07-01

Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Keterlibatan Siswa (Student Engagement sebagai Mediator Kompetensi Emosi dan Prestasi Akademik

Directory of Open Access Journals (Sweden)

I Wayan Dharmayana

2014-02-01

Full Text Available There is a hypothesis that emotional competencies have indirect effects to the academic achievement through school engagement and a higher Academic success requires higher emotional competencies and school engagement. This study aimed to test the hypothesis. It utilized subjects consisting of 417 excellent students. Psychological scale (emotional competence scale, Advanced Progressive Matrices (APM intelligence test and documen-tations were used for collecting the data. A Structural equation modeling of AMOS 6.0 was applied to analyze the data. The important result of this study supported the hypothesis and affirmed that emotional competence indirectly affects the academic achievement through the school engagement. Based on the result of this research, it was suggested that the efforts and interventions have to include the aspects of emotional competence and school engagement as integral parts of educational program in the school. Keywords: emotional competence, student engagement, academic achievement

Engaging Students in a Large-Enrollment Physics Class Using an Academically Focused Social Media Platform

Science.gov (United States)

Gavrin, Andy; Lindell, Rebecca

2017-03-01

There are many reasons for an instructor to consider using social media, particularly in a large introductory course. Improved communications can lessen the sense of isolation some students feel in large classes, and students may be more likely to respond to faculty announce-ments in a form that is familiar and comfortable. Furthermore, many students currently establish social media sites for their classes, without the knowledge or participation of their instructors. Such "shadow" sites can be useful, but they can also become distributors of misinformation, or venues for inappropriate or disruptive discussions. CourseNetworking (CN) is a social media platform designed for the academic environment. It combines many features common among learning management systems (LMS's) with an interface that looks and feels more like Facebook than a typical academic system. We have recently begun using CN as a means to engage students in an introductory calculus-based mechanics class, with enrollments of 150-200 students per semester. This article presents basic features of CN, and details our initial experiences and observations.

Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement. SUNY Series, Power, Social Identity, and Education.

Science.gov (United States)

Davidson, Ann Locke

This book focuses on the relationship between ethnic and racial identity and academic engagement, examining in particular the role that schools and classrooms play in shaping this relationship. It examines the lives of students to ask how they conceptualize and assert their ethnic and racial identities across varied curricular settings. The case…

Take care of well-being: how facilitators and engagement predict performance of university students

Directory of Open Access Journals (Sweden)

Isabel M. Martínez

2016-03-01

Full Text Available The interest in developing a high quality educational system requires constant research of the variables involved in the teaching-learning process. Among these variables, social and academic facilitators are important because there is empirical evidence about their positive relationship with engagement, commitment, self-efficacy, happiness and satisfaction in the academic context. Moreover, the psychological well-being of university students (i.e., engagement showed to positively affect future academic success. In line, the aim of this study is twofold. First, the relevance of social and university academic facilitators was analyzed depending on the faculty of belonging. Second, the effect of social (e.g., Good relationship with classmates and academic facilitators (e.g., Updated website with new information and easily accessible as well as academic engagement on academic performance (i.e., GPA was tested. The sample consisted of 965 University students. The ANOVAs’ results showed the existence of statistically significant differences in social and university academic facilitators among the different faculties.  Regression analyses demonstrated that social (but not university’s facilitators and academic engagement were positively related to academic performance. Additionally, the interaction between social facilitators and academic engagement was positively related to academic performance.  The effect was also significant when controlling for gender and faculty. The identification of different facilitators allows to develop different activities depending on the faculty, as well as leading to the optimization of teaching-learning process. Moreover, academic facilitators do not affect academic performance. From a practical view, it means that specific interventions can be implemented during the course so that students’ social facilitators and engagement increase.

ACADEMIC TRAINING PROGRAMME 2002/03: TIME TO VOTE!

CERN Multimedia

Françoise Benz

2002-01-01

Each year at this time the Academic Training Committee makes a selection of possible topics for inclusion in next year's programme. But before a final decision is taken, everyone is given the opportunity to provide their input by selecting the subjects that are particularly relevant for them by filling in a questionnaire. As usual the questionnaire is divided into three sections: high energy physics, postgraduate lectures, applied physics and other topics. There is also space for making suggestions for subjects not listed and for giving comments and feedback on the programme in general. This year's questionnaire is available on the web. Please take the time to study it and choose the sets of lectures that will meet your academic training requirements from September 2002 through June 2003. THE DEADLINE FOR SUBMISSION IS APRIL 26. The committee relies on you to make your carefully considered selection and to help it sustain a long standing CERN tradition of providing a high quality Academic Training Programme c...

Pattern of leisure-time physical activity involvement of Academic and non-Academic staff in tertiary Institutions in Ondo State, Nigeria

OpenAIRE

Ajibua M.A.; Alla J.B

2012-01-01

Leisure signifies individual’s choice to spend his/her discretionary time fulfilling certain interest or needs or performing a gratifying experience for the sake of wellness or personal development. The aim of this study was to look into the pattern of leisure-time physical activity involvement among academic and non-academic staff in tertiary institution in Ondo State. For the purpose of the study, 40 academic and 40 non-academic staff were selected from the five Government-owned tertiary in...

European Studies and Public Engagement: A Conceptual Toolbox

Directory of Open Access Journals (Sweden)

Andreas Müllerleile

2014-11-01

Full Text Available Journal of Contemporary European Research User Username Password Remember me Subscribe... Sign up for issue alerts Follow JCER on Twitter Font Size Make font size smaller Make font size default Make font size larger Journal Content Search Search Scope Browse By Issue By Author By Title Information For Readers For Authors For Librarians Journal Help Keywords CFSP Communication ESDP EU EU enlargement EU trade policy Energy, EU, External Policy Europe European Commission European Parliament European Union European integration Europeanisation First Enlargement Germany Liberty Lisbon Treaty Poland Russia Security teaching European studies The UACES Blog The Commission after the 2014 EP... Power shift? The EU’s pivot to Asia 100 Books on Europe to be Remembered For a Global European Studies? EU Member State Building in the... Open Journal Systems Home About Login Register Search Current Archives Announcements UACES Home > Vol 10, No 4 (2014 > Müllerleile European Studies and Public Engagement: A Conceptual Toolbox Andreas Müllerleile Abstract This article examines public engagement strategies for academics working in the field of European Studies. Should academics engage with the public? What are the most effective outreach strategies? And what are the implications for universities and departments? The article argues that engaging with the public should be considered an integral part for academics working on topics that relate to the European Union or European politics. The article has a theoretical and a practical dimension. The first part of the paper deals with the nature of public engagement, explaining why it is an important issue and how it differs from the mainstream understanding of public engagement. The practical part of the paper presents the idea of building an online presence through which academics can engage with the public debate both during periods of low issue salience and high issue salience. The final section includes a toolbox

Academic Dishonesty of Undergraduates: Methods of Cheating

Science.gov (United States)

Witherspoon, Michelle; Maldonado, Nancy; Lacey, Candace H.

2010-01-01

This study examined the frequency of engagement in academic dishonesty among undergraduate students at a large urban college and also explored the use of traditional cheating methods and contemporary cheating methods to determine various forms of cheating, the number of times students cheat, and the number of ways students cheat. The sample was…

Study engagement and burnout profiles among Finnish higher education students

Directory of Open Access Journals (Sweden)

Katariina Salmela-Aro

2017-12-01

Full Text Available A person-oriented approach was applied to identify profiles of study engagement and burnout (i.e., exhaustion, cynicism, inadequacy in higher education in a large and representative sample of 12,394 higher education students at different phases of their studies in universities and polytechnics in Finland. Four profiles were identified: Engaged (44%, engaged-exhausted (30% inefficacious (19% and burned-out (7%. The engaged students had the most positive engagement accompanied with the least burnout symptoms compared to other groups. The engaged-exhausted students experienced emotional exhaustion simultaneously with academic engagement. The inefficacious group had heightened experience of inadequacy as a student. The burned-out students showed very high cynicism and inadequacy and very low academic engagement compared to the other groups. Of these groups, the engaged students tended to be in the earlier stages in their studies, whereas the burned-out and inefficacious students had been studying the longest. The pattern suggests that students starting out with high engagement and that burnout becomes more common later in the academic career. Supporting demands-resources model, the covariates reflecting the demands were higher and those reflecting resources were lower among the burned-out and inefficacious students compared to the engaged students.

Engaging Students in Online Activities

DEFF Research Database (Denmark)

Egendal, Jeppe Michael

This study investegates how the educational design of online study activities affects students’ social and academic engagement in connection to their study? The study uses a hermenutical approach, using recordings of online sessions of student collaborations and interviews with students as methods...... for understanding student engagement...

Triple Nexus: Improving STEM Teaching through a Research-Public Engagement-Teaching Nexus

Science.gov (United States)

Stevenson, E.; McArthur, J.

2015-01-01

In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded…

What does the UK public want from academic science communication? [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

James Redfern

2016-06-01

Full Text Available The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals, there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.

Science.gov (United States)

Reneau, Margaret; Wallace, Cara; Claywell, Lora; Price, Jill; Burdi, Melissa; Trybulski, Joanne

2018-03-28

This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

Student Engagement in Inclusive Classrooms

Science.gov (United States)

Rangvid, Beatrice Schindler

2018-01-01

Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special…

Engaging Frontline Leaders and Staff in Real-Time Improvement.

Science.gov (United States)

Phillips, Jennifer; Hebish, Linda J; Mann, Sharon; Ching, Joan M; Blackmore, C Craig

2016-04-01

The relationship of staff satisfaction and engagement to organizational success, along with the integral influence of frontline managers on this dimension, is well established in health care and other industries. To specifically address staff engagement, Virginia Mason Medical Center, an integrated, single-hospital health system, developed an approach that involved leaders, through the daily use of standard work for leaders, as well as staff, through a Lean-inspired staff idea system. Kaizen Promotion Office (KPO) staff members established three guiding principles: (1) Staff engagement begins with leader engagement; (2) Integrate daily improve- ment (kaizen) as a habitual way of life not as an add-on; and (3) Create an environment in which staff feel psycho- logically safe and valued. Two design elements--Standard Work for Leaders (SWL) and Everyday Lean Ideas (ELIs) were implemented. For the emergency department (ED), an early adopter of the staff engagement work, the challenge was to apply the guiding principles to improve staff engagement while improving quality and patient and staff satisfaction, even as patient volumes were increasing. Daily huddles for the KPO staff members and weekly leader rounds are used to elicit staff ideas and foster ELIs in real time. Overall progress to date has been tracked in terms of staff satisfaction surveys, voluntary staff turnover, adoption of SWL, and testing and implementation of staff ideas. For example, voluntary turnover of ED staff decreased from 14.6% in 2011 to 7.5% in 2012, and 2.0% in 2013. Organizationwide, at least 800 staff ideas are in motion at any given time, with finished ones posted in an idea supermarket website. A leadership and staff engagement approach that focuses on SWL and on capturing staff ideas for daily problem solving and improvement can contribute to organization success and improve the quality of health care delivery.

Using Self-Monitoring with Guided Goal Setting to Increase Academic Engagement for a Student with Autism in an Inclusive Classroom in China

Science.gov (United States)

Xu, Sheng; Wang, Jie; Lee, Gabrielle T.; Luke, Nicole

2017-01-01

The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion…

The Impact of Time Management on Students’ Academic Achievement

Science.gov (United States)

Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

2018-04-01

Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

Engaging undergraduate nursing students in face-to-face tutorials.

Science.gov (United States)

Elder, Ruth L; Lewis, Peter A; Windsor, Carol A; Wheeler, Margaret; Forster, Elizabeth; Foster, Joanne; Chapman, Helen

2011-09-01

Chronic nursing shortages have placed increasing pressure on many nursing schools to recruit greater numbers of students with the consequence of larger class sizes. Larger class sizes have the potential to lead to student disengagement. This paper describes a case study that examined the strategies used by a group of nursing lecturers to engage students and to overcome passivity in a Bachelor of Nursing programme. A non-participant observer attended 20 tutorials to observe five academics deliver four tutorials each. Academics were interviewed both individually and as a group following the completion of all tutorial observations. All observations, field notes, interviews and focus groups were coded separately and major themes identified. From this analysis two broad categories emerged: getting students involved; and engagement as a struggle. Academics used a wide variety of techniques to interest and involve students. Additionally, academics desired an equal relationship with students. They believed that both they and the students had some power to influence the dynamics of tutorials and that neither party had ultimate power. The findings of this study serve to re-emphasise past literature which suggests that to engage students, the academics must also engage. Copyright © 2011 Elsevier Ltd. All rights reserved.

Scaffolding student engagement via online peer learning

International Nuclear Information System (INIS)

Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

2014-01-01

We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

Measuring preschool learning engagement in the laboratory.

Science.gov (United States)

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

Academic-Business Cooperations in Biotechnology

DEFF Research Database (Denmark)

Davis, Lee N.; Lotz, Peter

2006-01-01

Academic scientists are under increasing pressure to engage in more commercially"relevant" research, through either patenting and licensing research results, or research cooperations. This paper seeks to add to our understanding of academic-business collaborations (contract research, joint resear...

Screen Time Engagement Is Increased in Urban Children With Asthma.

Science.gov (United States)

Rota, Alexandra P; Bacharier, Leonard B; Jaffee, Katy; Visness, Cynthia M; Kattan, Meyer; O'Connor, George T; Wood, Robert A; Gergen, Peter J; Gern, James E; Bloomberg, Gordon R

2017-10-01

Physical activity in children has been shown to play a role in its relationship to asthma, both in terms of prevalence and incidence. One measure of physical activity in children is sedentary behavior, which might be measured by the degree of engagement with media electronic screens. We found that children with asthma, as compared with children without asthma, engage in significantly more hours of screen time (median 35 vs 26 h/wk, P = .004). In this birth cohort, those who developed a diagnosis of asthma at 8 years of age were significantly more engaged in electronic screen time than their peers. No other clinical or lifestyle behaviors were significantly associated with a diagnosis of asthma. Further study will be needed to determine directionality of this finding.

Engaging EFL Students in E-Books Using Reader-Response Theory

Science.gov (United States)

Chou, I-Chia

2015-01-01

E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive…

Work engagement and its association with occupational sitting time: results from the Stormont study.

Science.gov (United States)

Munir, Fehmidah; Houdmont, Jonathan; Clemes, Stacy; Wilson, Kelly; Kerr, Robert; Addley, Ken

2015-01-29

Evidence suggests that poor health outcomes and poor work-related health outcomes such as sickness presenteeism are associated with excessive sitting at work. Studies have yet to investigate the relationship between work engagement and occupational sitting. Work engagement is considered to be an important predictor of work-related well-being. We investigated the relationship between and self-reported work engagement and high occupational sitting time in Northern Ireland Civil Service (NICS) office-based workers. A cohort of 4436 NICS office-workers (1945 men and 2491 women) completed a questionnaire measuring work engagement and occupational sitting time. Logistic regression analyses were used to test the associations between work engagement and occupational sitting times. Compared to women, men reported lower mean occupational sitting time (385.7 minutes/day; s.d. = 1.9; versus 362.4 minutes/day; s.d. =2.5; p work engagement of vigor (OR = 0.49, 95% CI 0.34-0.98) and dedication (OR 0.68 95% CI 0.47-0.98) were less likely to have prolonged sitting time. Women with high work engagement of vigor (OR = 0.62, 95% CI 0.45-0.84) were also less likely to have prolonged occupational sitting times. In contrast, women with high absorption (OR = 1.29, 95% CI 1.01-1.65) were more likely to have prolonged sitting times. Being actively engaged in one's work is associated with lower occupational sitting times for men (vigor and dedication) and to a limited extent for women (vigor only). This suggests that interventions such as introducing sit-stand workstations to reduce sitting times, may be beneficial for work engagement.

The Relationship between Classroom Quality-Related Variables and Engagement Levels in Swedish Preschool Classrooms: A Longitudinal Study

Science.gov (United States)

Castro, Susana; Granlund, Mats; Almqvist, Lena

2017-01-01

Child engagement has been defined as active participation in classroom routines, appropriate interactions with the environment and it also predicts academic achievement. Therefore, it is necessary to identify predictors of engagement over time. Moreover, cross-cultural data is needed to provide a global picture of the quality of Early Childhood…

Screen time impairs the relationship between physical fitness and academic attainment in children

Directory of Open Access Journals (Sweden)

Macarena M. Aguilar

2015-08-01

Full Text Available OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys participated in the autumn of 2014 (March to June. Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects, physical fitness (cardiorespiratory fitness and muscular strength, weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day.RESULTS: In both genders good cardiorespiratory fitness levels were associated with high language (ß = 0.272-0.153 and mean academic attainment (ß = 0.192-0.156 grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day.CONCLUSIONS: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.

Screen time impairs the relationship between physical fitness and academic attainment in children.

Science.gov (United States)

Aguilar, Macarena M; Vergara, Felipe A; Velásquez, Erikson J A; Marina, Raquel; García-Hermoso, Antonio

2015-01-01

The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment. A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated. The study measured academic achievement (mean of the grades obtained in several core subjects), physical fitness (cardiorespiratory fitness and muscular strength), weight, height, parental education, and socioeconomic status. Linear regression analysis was used to analyze the relationships between physical fitness and academic attainment after adjusting for potential confounders by gender. Analysis of variance was used to analyze the differences in academic attainment according to fitness and screen time categories (< 2 hours/day and ≥ 2 hours/day). In both genders good cardiorespiratory fitness levels were associated with high language (β=0.272-0.153) and mean academic attainment (β=0.192-0.156) grades; however, after adjusting for screen time and other potential confounders, these associations disappear. Similarly, no relationship was observed after analyzing those children who spend more hours of screen time (≥ 2 hours/day). Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Work and organisation engagement : Aligning research and practice

NARCIS (Netherlands)

Farndale, E.; Beijer, S.E.; van Veldhoven, M.J.P.M.; Kelliher, C.; Hope Hailey, V.

2014-01-01

Purpose To date, work engagement has been the domain of academics whilst organisation engagement has been the focus of practice. The purpose of this paper is to address the growing divide by exploring the construct clarity and discriminant validity of work and organisation engagement simultaneously,

Psychological distress in health sciences college students and its relationship with academic engagement

Directory of Open Access Journals (Sweden)

Cristina Liébana-Presa

2014-08-01

Full Text Available Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor, sex and degree among students from four public universities. Method: A non-experimental,comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.

Why Do Women Choose to Enter Academic Oral and Maxillofacial Surgery?

Science.gov (United States)

Kolokythas, Antonia; Miloro, Michael

2016-05-01

To determine why women choose to enter an academic career in oral and maxillofacial surgery (OMS). An online questionnaire was developed and e-mailed to female OMS surgeons to assess the reasons women choose to pursue an academic career, the perceived positive and negative features of academia for women, and proposed measures to increase the percentage of women choosing to specialize in OMS and pursue an academic career. Thirty-one female OMS surgeons completed the questionnaire; 1 additional participant accessed the survey but did not respond to any of the questions. There were 25 full-time academics and 6 part-time academics (≥50% time commitment). Of the responders, 72% were married, and of these, 72% were married before entering academics. Forty-seven percent of the women had children, all during their academic tenure. Among the full-time academicians with children, only 2 (7.7%) reported moderate difficulty finding the time for childbirth and maternity leave, whereas 3 of the 5 part-time academics with children reported moderate or significant difficulty with childbirth and maternity leave. Factors associated with choosing and enjoying an academic career are involvement in resident-student teaching (78%), followed by colleague camaraderie and collaboration (65.6%), research potential (50%), time flexibility, and not having to deal with excessive "business" practice issues (33%). The main reason for considering leaving an academic OMS career and/or among the least enjoyable aspects of being in academics was the potential for a higher income in private practice (56%). Less significant reasons for considering leaving an academic OMS career were a more flexible work schedule in the private sector and less institutional red tape (37.5%), as well as independence/being in control and more family time (22%). Engaging residents and students by female OMS surgeons, better mentorship from academic OMS surgeons, and increasing the number of women serving in leadership

Serious Games: Video Game Design Techniques for Academic and Commercial Communication

OpenAIRE

Bull-Hansen, Christian

2007-01-01

Serious Games: Video game design techniques for academic and commercial communication, by Christian Bull-Hansen, Department of Informatics, University of Oslo, Norway. Traditional academic and commercial communication sources, like schools and television, are losing ground to video games. People of all ages spend increasingly more time engaged in virtual worlds and on the Internet, and are becoming used to actively pursuing the information they want to know more about, while rejecting the...

Academic Freedom: Its Nature, Extent and Value

Science.gov (United States)

Barrow, Robin

2009-01-01

Academic freedom does not refer to freedom to engage in any speech act, but to freedom to hold any belief and espouse it in an appropriately academic manner. This freedom belongs to certain institutions, rather than to individuals, because of their academic nature. Academic freedom should be absolute, regardless of any offence it may on occasion…

Beyond marks: new tools to visualise student engagement via social networks

Directory of Open Access Journals (Sweden)

Joanne L. Badge

2012-02-01

Full Text Available Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide much support for educators to work with students and curate engagement during teaching periods. We have used academic-related student contributions to a public social network as a proxy for engagement. Statistical summaries and novel data visualisation tools provide subtle and powerful insights into online student peer networks. Analysis of data collected shows that network visualisation can be an important curation tool for educators interested in cultivating student engagement.

Pattern of leisure-time physical activity involvement of Academic and non-Academic staff in tertiary Institutions in Ondo State, Nigeria

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Ajibua M.A.

2012-01-01

Full Text Available Leisure signifies individual’s choice to spend his/her discretionary time fulfilling certain interest or needs or performing a gratifying experience for the sake of wellness or personal development. The aim of this study was to look into the pattern of leisure-time physical activity involvement among academic and non-academic staff in tertiary institution in Ondo State. For the purpose of the study, 40 academic and 40 non-academic staff were selected from the five Government-owned tertiary institutions in the state using convenience sampling techniques. Thus, total respondents were 400. The instrument employed in the study was a structured and validated questionnaire, Pattern of Leisure Involvement Questionnaire (PLIQ to collect information on the pattern of leisure-time physical activity involvement among staff. The reliability test of the instrument was carried out by obtaining Cronbach’s Alpha statistic which is a measure of how reliable and consistent the instrument was. The result showed that Cronbach’s Alpha was 0.896. Since the value was above 0.5 which was the average, it showed that the research instrument was reliable and consistent. The information gathered from the subjects through the questionnaire was analyzedusing descriptive (mean, standard deviation and standard error and inferential statistics (t-test. The findings showed that academic and non-academic staff in tertiary institutions in Ondo State participate in leisure-time physical activity differently. It thus suggested that variety of leisure-time physical activities must be provided for members of tertiary institutions so that some groups will not be taken care of, while others will be isolated.

Motivational engagement in first-time hearing aid users: A feasibility study.

Science.gov (United States)

Ferguson, Melanie; Maidment, David; Russell, Naomi; Gregory, Melanie; Nicholson, Richard

2016-07-01

To assess (1) the feasibility of incorporating the Ida Institute's Motivation Tools into a UK audiology service, (2) the potential benefits of motivational engagement in first-time hearing aid users, and (3) predictors of hearing aid and general health outcome measures. A feasibility study using a single-centre, prospective, quasi-randomized controlled design with two arms. The Ida Institute's Motivation Tools formed the basis for motivational engagement. First-time hearing aid users were recruited at the initial hearing assessment appointment. The intervention arm underwent motivational engagement (M+, n = 32), and a control arm (M-, n = 36) received standard care only. The M+ group showed greater self-efficacy, reduced anxiety, and greater engagement with the audiologist at assessment and fitting appointments. However, there were no significant between-group differences 10-weeks post-fitting. Hearing-related communication scores predicted anxiety, and social isolation scores predicted depression for the M+ group. Readiness to address hearing difficulties predicted hearing aid outcomes for the M- group. Hearing sensitivity was not a predictor of outcomes. There were some positive results from motivational engagement early in the patient journey. Future research should consider using qualitative methods to explore whether there are longer-term benefits of motivational engagement in hearing aid users.

Customer brand engagement on online social media platforms

DEFF Research Database (Denmark)

Chrysochou, Polymeros; Malciute, Justina

delivers a thorough investigation of the concept and proposes a conceptual model of customer brand engagement on online social media platforms. The study suggests that customer brand relationship related factors will influence the level of customer engagement, which in turn will affect the levels......The aim of this paper is to contribute to the knowledge of a newly emerged concept of customer engagement with brands in the context of online social media platforms. Drawing on the overview of currently available academic literature and the results of a quantitative consumer study, the paper...... of behavioral loyalty and intention to recommend the brand. Hence, this paper is an important contribution to the academic marketing literature in the field of customer engagement, which also provides useful managerial insights for marketing practitioners....

Does Academic Work Make Australian Academics Happy?

Science.gov (United States)

Duncan, Roderick; Tilbrook, Kerry; Krivokapic-Skoko, Branka

2015-01-01

Happiness research is a rapidly-growing area in social psychology and has emphasised the link between happiness and workplace productivity and creativity for knowledge workers. Recent articles in this journal have raised concerns about the level of happiness and engagement of Australian academics with their work, however there is little research…

Engaging Students Emotionally: The Role of Emotional Intelligence in Predicting Cognitive and Affective Engagement in Higher Education

Science.gov (United States)

Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil

2017-01-01

Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…

Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

Directory of Open Access Journals (Sweden)

Yongyan Li

2015-06-01

Full Text Available In this paper I discuss some constraints and implications in accessing fellow academics as research participants, a topic that has rarely been addressed thus far in the literature. I will point out that a lack of cooperation from fellow academics may defeat our research purposes, and will survey some studies involving U.S., European, and Chinese academics as research participants to illustrate education researchers’ efforts to work with fellow academics against the odds. By referencing my personal experience of engaging with Chinese academics, I will then discuss the role of personal contacts in research and reflect upon various constraints in accessing fellow academics as research participants. I will suggest that, when we do participate in a fellow researcher’s project, the incentive is a desire to support our peers in the spirit of “academic citizenship.”

A Date With Academic Literacies: Using Brief Conversation to Facilitate Student Engagement With Academic Literacies

Science.gov (United States)

Dunham, Nicola

2012-01-01

The argument that de-contextualized deficit approaches to academic literacies were ineffective (Lea, 2004; Northedge, 2003), has led to expectations that New Zealand Higher Education institutions embed academic literacies within programmes and courses (Tertiary Education Commission, 2010). This paper reports on the use of a teaching and learning…

A COMPARISON ON THE TIME MANAGEMENT UNDERSTANDINGS OF UNIVERSITY ACADEMIC STAFF

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Kubilay Çimen

2017-10-01

Full Text Available The aim of this study was to investigate time management understandings of university academic staff with their participation or not participation in the sports activities, gender and their work year. The sample of the study consisted of 93 university academic staff who Works at Dumlupinar University (37 women and 56 men. As data collection tool in addition to a questionary, which consists 10 items developed by the researchers, “Time Management Scale”, which was developed by Britton and Tesser (1991 and Turkish adaptation was done by Koçak and Alay (2002 was used. The obtained data were analyzed by using SPSS for windows. In addition to descriptive statistics, Mann Whitney U and Kruskal Wallis test were done in order to determine significant differences between time management understandings of the academic staff. As a result, although, there was no significant difference between participants’ time management understanding according to gender (p>.05 there were significant differences between participants’ time management understandings in the “time attitudes” subscale according to their work year and in “time management” and “time attitudes” subscales according to participation /or not participation in sport activities (p<.05.

Factors Related to Taiwanese Adolescents' Academic Procrastination, Time Management, and Perfectionism

Science.gov (United States)

Shih, Shu-Shen

2017-01-01

There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their…

The Engagement Gap

DEFF Research Database (Denmark)

Tartari, Valentina; Salter, Ammon

2015-01-01

In recent years, the debate about the marginality of women in academic science has been extended to academics’ engagement with industry and their commercial efforts. Analyzing multi-source data for a large sample of UK physical and engineering scientists and employing a matching technique, this s...

The Relation between Time Management Skills and Academic Achievement of Potential Teachers

Science.gov (United States)

Cemaloglu, Necati; Filiz, Sevil

2010-01-01

The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

Adults' future time perspective predicts engagement in physical activity.

Science.gov (United States)

Stahl, Sarah T; Patrick, Julie Hicks

2012-07-01

Our aim was to examine how the relations among known predictors of physical activity, such as age, sex, and body mass index, interact with future time perspective (FTP) and perceived functional limitation to explain adults' engagement in physical activity. Self-report data from 226 adults (range 20-88 years) were collected to examine the hypothesis that a more expansive FTP is associated with engagement in physical activity. Results indicated a good fit of the data to the model χ(2) (4, N = 226) = 7.457, p = .14 and accounted for a moderate amount of variance in adults' physical activity (R(2) = 15.7). Specifically, results indicated that perceived functional limitation (β = -.140) and FTP (β = .162) were directly associated with physical activity. Age was indirectly associated with physical activity through its association with perceived functional limitation (β = -.264) and FTP (β = .541). Results indicate that FTP may play an important role in explaining engagement in health promoting behaviors across the life span. Researchers should consider additional constructs and perhaps adopt socioemotional selectivity theory when explaining adults' engagement in physical activity.

Class start times, sleep, and academic performance in college: a path analysis.

Science.gov (United States)

Onyper, Serge V; Thacher, Pamela V; Gilbert, Jack W; Gradess, Samuel G

2012-04-01

Path analysis was used to examine the relationship between class start times, sleep, circadian preference, and academic performance in college-aged adults. Consistent with observations in middle and high school students, college students with later class start times slept longer, experienced less daytime sleepiness, and were less likely to miss class. Chronotype was an important moderator of sleep schedules and daytime functioning; those with morning preference went to bed and woke up earlier and functioned better throughout the day. The benefits of taking later classes did not extend to academic performance, however; grades were somewhat lower in students with predominantly late class schedules. Furthermore, students taking later classes were at greater risk for increased alcohol consumption, and among all the factors affecting academic performance, alcohol misuse exerted the strongest effect. Thus, these results indicate that later class start times in college, while allowing for more sleep, also increase the likelihood of alcohol misuse, ultimately impeding academic success.

Constituting Public Engagement

DEFF Research Database (Denmark)

Davies, Sarah Rachael

2013-01-01

understanding of science to those of public engagement with science and technology (PEST), and the histories, or genealogies, of such models. Data from two qualitative studies-a case study of one of the United Kingdom'ssix Beacons for Public Engagement and a study of contract research staff-are used......This article uses data from two U.K. studies in order to explore the meanings attached to public engagement. It focuses on two issues of importance to contemporary discussions of science communication: the degree to which there has been a smooth transition, in practice, from models of public...... to characterize the ways in which U.K. academic communities understand PEST. It is argued that engagement is construed as multiple, relational, and outcomes oriented, with seven key outcomes ranging from better research to empowered individuals. These differences are traced to personal and professional...

UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE

Directory of Open Access Journals (Sweden)

Nitza Davidovitch

2017-10-01

Full Text Available This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedback scores and personal background data (marital status, size of family, age, country of birth, and ethnicity were also explored. Many studies have dealt with the "glass ceiling" encountered by women in academia. The following case study is the first to explore performance measures of personnel at an academic institution in Israel from a gender perspective, in light of their leisure choices. The point of departure guiding the researchers was that the representation of women in academic personnel, including their research and teaching output, has a significance and influence on the system of higher education and, both in Israel and internationally. The research findings might help identify and develop interventions for utilization of time, with the goal of increasing academic output.

Relative Age Effect and Academic Timing in American Junior College Baseball.

Science.gov (United States)

Beals, Thomas C; Furtado, Ovande; Fontana, Fabio E

2018-02-01

Previous research has shown that older athletes within age groupings are often perceived to be more talented simply due to advanced maturity, leading to biased selection in higher levels of sports competition, now commonly termed relative age effect (RAE). This study's goals were to determine whether (a) RAE influenced the selection of junior college baseball participants and (b) academic timing ( Glamser & Marciani, 1992 ), in which academic status determines age groupings more than strict age guidelines for college sports, influenced the formation of RAE. Participants were 150 junior college baseball players. Our results showed that RAE was only a significant factor, comparing the birth distribution of participants born before and after the midpoint of the participation year, when academic timing was also a factor in determining age groupings. In addition, the birth rate distribution, though not significantly different than expected, was greater only when those participants born during the expected participation year were included. The results of this study indicate that RAE could bear more influence among American student-athletes than was previously reported in that RAE in conjunction with academic timing does influence the selection of collegiate athletes.

The Engagement Gap

DEFF Research Database (Denmark)

Tartari, Valentina; Salter, Ammon

2015-01-01

In recent years, the debate about the marginality of women in academic science has been extended to academics’ engagement with industry and their commercial efforts. Analyzing multi-source data for a large sample of UK physical and engineering scientists and employing a matching technique...... the presence of women in the local work setting and their wider discipline, and the institutional support for women’s careers in their organization. We explore the implications of these findings for policies to support women’s scientific and technical careers and engagement with industry....

Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood.

Science.gov (United States)

Aaltonen, Sari; Latvala, Antti; Rose, Richard J; Kujala, Urho M; Kaprio, Jaakko; Silventoinen, Karri

2016-12-15

Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted higher leisure-time physical activity at subsequent time-points (standardized path coefficient at age 14: 0.07 (p academic performance. A cross-lagged model of co-twin differences suggested that academic performance and subsequent physical activity were not associated due to the environmental factors shared by co-twins. Our findings suggest that better academic performance in adolescence modestly predicts more frequent leisure-time physical activity in late adolescence and young adulthood.

Academic trajectories of newcomer immigrant youth.

Science.gov (United States)

Suárez-Orozco, Carola; Gaytán, Francisco X; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean

2010-05-01

Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological-developmental and stage-environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. 2010 APA, all rights reserved

The Academic Consequences of Marijuana Use during College

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Arria, Amelia M.; Caldeira, Kimberly M.; Bugbee, Brittany A.; Vincent, Kathryn B.; O’Grady, Kevin E.

2015-01-01

Although several studies have shown that marijuana use can adversely affect academic achievement among adolescents, less research has focused on its impact on post-secondary educational outcomes. This study utilized data from a large longitudinal cohort study of college students to test the direct and indirect effects of marijuana use on college GPA and time to graduation, with skipping class as a mediator of these outcomes. A structural equation model was evaluated taking into account a variety of baseline risk and protective factors (i.e., demographics, college engagement, psychological functioning, alcohol and other drug use) thought to contribute to college academic outcomes. The results showed a significant path from baseline marijuana use frequency to skipping more classes at baseline to lower first-semester GPA to longer time to graduation. Baseline measures of other drug use and alcohol quantity exhibited similar indirect effects on GPA and graduation time. Over time, the rate of change in marijuana use was negatively associated with rate of change in GPA, but did not account for any additional variance in graduation time. Percentage of classes skipped was negatively associated with GPA at baseline and over time. Thus, even accounting for demographics and other factors, marijuana use adversely affected college academic outcomes, both directly and indirectly through poorer class attendance. Results extend prior research by showing that marijuana use during college can be a barrier to academic achievement. Prevention and early intervention might be important components of a comprehensive strategy for promoting post-secondary academic achievement. PMID:26237288

UNDERSTANDING STUDENT ENGAGEMENT WITH SCHOOL: A LITERATURE REVIEW

Directory of Open Access Journals (Sweden)

Viorel ROBU

2014-11-01

Full Text Available In recent years, there has been an increasing amount of literature on student engagement with school. There is a large agreement on the predictive role that individual differences in student engagement with school plays in relation to a wide range of educational outcomes and to general adjustment. Numerous empirical studies have attempted to explain how individual characteristics of students (e.g., gender, academic motivation, school-related self-efficacy etc., family environment (e.g., parent social support, aspirations of parents concerning the adolescents’ school trajectory or quality of adolescent-parents relationship, and the school/classroom climate (e.g., social support from teachers and peers, autonomy granted to students, quality of instructional practices etc. impact student engagement with school and the academic achievement/performance. This paper summarizes the existing literature on antecedents and positive outcomes of student engagement with school. The implications for educational practice and policy makers are discussed.

Screen time impairs the relationship between physical fitness and academic attainment in children

Directory of Open Access Journals (Sweden)

Macarena M. Aguilar

2015-07-01

Conclusions: Academic attainment is associated with higher cardiorespiratory fitness levels; however, it was weakly impaired by screen time. These findings seem to suggest that parents and policymakers should minimize the negative effects of screen time on children's lives to maximize the beneficial effect of healthy habits on academic attainment.

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

The Relationship between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences

Science.gov (United States)

Zacherman, Avi; Foubert, John

2014-01-01

The effects of time spent in cocurricular activities on academic performance was tested. A curvilinear relationship between hours per week spent involved in cocurricular activities and grade point average was discovered such that a low amount of cocurricular involvement was beneficial to grades, while a high amount can potentially hurt academic…

Adventures from Justin's Life: Engaging Your Physics Students

Science.gov (United States)

Ridgley, James A.; Herron, Sherry S.

2018-03-01

Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.

Students' academic self-efficacy viz-a-viz their academic achievement

African Journals Online (AJOL)

Self-efficacy predicts academic achievement by influencing the effect of skills, previous experience, mental ability, or other self-beliefs on subsequent achievement. Students with high self-efficacy set challenging goals engage in more effective learning strategy use and persevere when encountered by difficult tasks.

The measurement of employee engagement in government institutions

OpenAIRE

Martins, N.; Ledimo, O.

2016-01-01

Employee engagement has consistently been rated as one of the top issues on chief executive officers’ lists of priorities and is a main focus of attention of both academics and human resources practitioners. A number of studies focus on employee engagement in the private sector, however there are relatively fewer studies that focus on employee engagement in government institutions. The aim of this study was twofold: Firstly, the validity and reliability of the employee engagement instrument f...

Engaging the community in the process of changing school start times: experience of the Cherry Creek School District.

Science.gov (United States)

Meltzer, Lisa J; McNally, Janise; Plog, Amy E; Siegfried, Scott A

2017-12-01

Despite growing evidence of the positive impact of later school start times on adolescent health and academic outcomes, relatively few districts have changed start times due to concerns about transportation, child care, and athletics/extracurricular activities. This paper provides a case study of the Cherry Creek School District's (CCSD) successful efforts to change start times. The CCSD is a diverse district with an enrollment of almost 55,000 students in suburban Denver. As part of CCSD's strategic plan, a multi-disciplinary task force was formed to examine the impact of start times on student achievement, and recommend a start time schedule driven by best practices on adolescent sleep patterns, balanced with family and community needs. Over 18 months the task force's work included engaging the community through meetings, as well as conducting a large survey (n = 24,574) of parents, teachers, and students, and gathering online feedback. An iterative process utilized feedback at every stage to refine the final recommendation given to the Board of Education. Survey results, implementation considerations, outcome evaluation plans, and lessons learned are discussed. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Evidence-based practice in physical therapy in Austria: current state and factors associated with EBP engagement.

Science.gov (United States)

Diermayr, Gudrun; Schachner, Herbert; Eidenberger, Margit; Lohkamp, Monika; Salbach, Nancy M

2015-12-01

Research examining the use of evidence-based practice (EBP) in physical therapy in many countries has revealed positive attitudes, varying degrees of EBP use and barriers at practitioner, patient and organizational levels. In contrast to these countries, Austria does not have an academic or research tradition in physical therapy. Engagement in EBP in countries such as Austria is unknown. The objectives of the study were to describe the current state of EBP engagement and identify factors associated with EBP engagement among Austrian physical therapists (PTs). A cross-sectional online survey was conducted. Existing questionnaires and the theory of planned behaviour guided questionnaire development. Face and content validity and ease of use of the questionnaire were evaluated in pilot tests. Item-level response frequencies and percentages were determined. Simple and multiple regressions were used to identify factors associated with EBP engagement. The final sample size was 588 (response rate: 17.5%). Ten percent of participants fully agreed that they regularly use guidelines and standardized assessment tools in clinical practice. While 49.9% reported not using electronic databases for literature searching, 41.9% reported reading research articles 2-5 times per month. Most frequently cited barriers to EBP engagement were lack of scientific skills, lack of time and insufficient organizational support. Research awareness, attitude, behavioural control, involvement in research and degree level were final correlates of EBP engagement. Austrian PTs show a low level of engagement in EBP. Initiatives to advance EBP in Austria and other countries with no academic or research tradition should primarily target practitioner-level factors. © 2015 John Wiley & Sons, Ltd.

Data-informed nudges for student engagement and success

OpenAIRE

Stephens, Jason; Leichtweis, Steve; Liu, Danny; Blumenstein, Marion; Richards, Deborah

2018-01-01

Student engagement has never mattered more in college and university education. While the problem of low engagement and underachievement may differ greatly depending on learning contexts their relationship is well-established. Increasingly, digital technologies have allowed teachers to utilize actionable insights gleaned from data about learner engagement and performance to influence students’ choices on regulating their learning behaviour towards academic success. In this context, we apply t...

Comics, Copyright and Academic Publishing

Directory of Open Access Journals (Sweden)

Ronan Deazley

2014-05-01

Full Text Available This article considers the extent to which UK-based academics can rely upon the copyright regime to reproduce extracts and excerpts from published comics and graphic novels without having to ask the copyright owner of those works for permission. In doing so, it invites readers to engage with a broader debate about the nature, demands and process of academic publishing.

Time Perspective and School Membership as Correlates to Academic Achievement among African American Adolescents

Science.gov (United States)

Adelabu, Detris Honora

2007-01-01

This study examined the relationship of academic achievement to time perspective (future, present) and school membership (belonging, acceptance, rejection) among 232 low-income, urban African American adolescents. Findings indicated positive, significant relationships among academic achievement, future time perspective, school belonging, and…

Children and video games: addiction, engagement, and scholastic achievement.

Science.gov (United States)

Skoric, Marko M; Teo, Linda Lay Ching; Neo, Rachel Lijie

2009-10-01

The aim of this study is to assess the relationship between video gaming habits and elementary school students' academic performance. More specifically, we seek to examine the usefulness of a distinction between addiction and high engagement and assess the predictive validity of these concepts in the context of scholastic achievement. Three hundred thirty-three children ages 8 to 12 years from two primary schools in Singapore were selected to participate in this study. A survey utilizing Danforth's Engagement-Addiction (II) scale and questions from DSM-IV was used to collect information from the schoolchildren, while their grades were obtained directly from their teachers. The findings indicate that addiction tendencies are consistently negatively related to scholastic performance, while no such relationship is found for either time spent playing games or for video game engagement. The implications of these findings are discussed.

Not just robo-students: why full engagement matters and how schools can promote it.

Science.gov (United States)

Conner, Jerusha O; Pope, Denise C

2013-09-01

Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

Embedding the Scholarship of Engagement at a Regional University

Science.gov (United States)

Crookes, Patrick A.; Else, Fabienne C.; Smith, Kylie M.

2015-01-01

Despite receiving growing international recognition and regard, the scholarship of engagement remains undervalued internally at academic institutions, especially in relation to career development and academic promotion. This form of scholarship presents difficulties relating to evaluation, assessment, and evidencing that are not generally present…

Perspectives of Academic Social Scientists on Knowledge Transfer and Research Collaborations: A Cross-Sectional Survey of Australian Academics

Science.gov (United States)

Cherney, Adrian; Head, Brian; Boreham, Paul; Povey, Jenny; Ferguson, Michele

2012-01-01

This paper reports results from a survey of academic social scientists in Australian universities on their research engagement experience with industry and government partners and end-users of research. The results highlight that while academics report a range of benefits arising from research collaborations, there are also significant impediments…

Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

Science.gov (United States)

Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

2014-01-01

The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.

The Effect of Job Resources on Work Engagement: A Study on Academicians in Turkey

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Altunel, Mustafa C.; Kocak, Omer Erdem; Cankir, Bilal

2015-01-01

Conducting research and publishing these research papers in academic journals is an accepted norm in the academic world. Previous studies prove that work engagement is a significant predictor of performance. Herein, the relationship between work engagement, which is assumed as a substitute for performance, and job resources is examined. At least…

A Sustainability Education Academic Development Framework (SEAD)

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Holdsworth, Sarah; Thomas, Ian

2016-01-01

Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine…

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

Science.gov (United States)

Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

2016-01-01

Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

Moving global health forward in academic institutions

Directory of Open Access Journals (Sweden)

Didier Wernli

2016-06-01

Full Text Available Global health has attracted growing attention from academic institutions. Its emergence corresponds to the increasing interdependence that characterizes our time and provides a new worldview to address health challenges globally. There is still a large potential to better delineate the limits of the field, drawing on a wide perspective across sciences and geographical areas. As an implementation and integration science, academic global health aims primarily to respond to societal needs through research, education, and practice. From five academic institutions closely engaged with international Geneva, we propose here a definition of global health based on six core principles: 1 cross–border/multilevel approach, 2 inter–/trans–disciplinarity, 3 systems thinking, 4 innovation, 5 sustainability, and 6 human rights/equity. This definition aims to reduce the century–old divide between medicine and public health while extending our perspective to other highly relevant fields. Overall, this article provides an intellectual framework to improve health for all in our contemporary world with implications for academic institutions and science policy.

The flipped classroom: A learning model to increase student engagement not academic achievement

OpenAIRE

Masha Smallhorn

2017-01-01

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving w...

Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement.

Science.gov (United States)

Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

2007-11-01

Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments.

Beyond Marks: New Tools to Visualise Student Engagement via Social Networks

Science.gov (United States)

Badge, Joanne L.; Saunders, Neil F. W.; Cann, Alan J.

2012-01-01

Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide…

Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

Science.gov (United States)

Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

2014-01-01

Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve

Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

Directory of Open Access Journals (Sweden)

Carmen Peiró-Velert

Full Text Available Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and

The Challenges of OER to Academic Practice

Science.gov (United States)

Browne, Tom; Holding, Richard; Howell, Anna; Rodway-Dyer, Sue

2010-01-01

The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question--how to cultivate, nurture and maintain academic engagement--is critical. Whilst…

Organized leisure-time sport participation and academic achievement in preadolescents.

Science.gov (United States)

Sævarsson, Elvar Smari; Svansdottir, Erla; Sveinsson, Thorarinn; Asgeirsdottir, Tinna Laufey; Arngrimsson, Sigurbjorn Arni; Johannsson, Erlingur

2017-12-01

The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.

A Novel Approach for Engaging Academia in Collaborative Projects with NASA through the X-Hab Academic Innovation Challenge

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Gill, Tracy R.; Gattuso, Kelly J.

2015-01-01

The X-Hab Academic Innovation Challenge, currently in its sixth year of execution, provides university students with the opportunity to be on the forefront of innovation. The X-Hab Challenge, for short, is designed to engage and retain students in Science, Technology, Engineering and Math (STEM). NASA identifies necessary technologies and studies for deep space missions and invites universities from around the country to develop concepts, prototypes, and lessons learned that will help shape future space missions and awards seed funds to design and produce functional products of interest as proposed by university teams according to their interests and expertise. Universities propose on a variety of projects suggested by NASA and are then judged on technical merit, academic integration, leveraged funding, and outreach. The universities assemble a multi-discipline team of students and advisors that invest months working together, developing concepts, and frequently producing working prototypes. Not only are students able to gain quality experience, working real world problems that have the possibility of be implemented, but they work closely with subject matter experts from NASA who guide them through an official engineering development process.

The Construction of Academic Time: Sub/Contracting Academic Labour in Research.

Science.gov (United States)

Hey, Valerie

2001-01-01

Offers a poststructuralist analysis of the UK higher education sector's academic division of labor, exploring some new contradictions from a contract researcher's standpoint. Raises political, social, and methodological questions about these divisions by exploring their class and gender dimensions. Too many academics remain silent about adverse…

Process into Products: Supporting Teachers to Engage Parents

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Abel, Yolanda

2014-01-01

This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

Young Children Playing Together: A Choice of Engagement

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Anderson, Babs

2018-01-01

This article highlights the findings of an empirical research project, using an ethnographic approach, taking place over one academic year. It investigates the different forms of engagement that children may present, when acting in free play situations in a nursery in NW England, without direct adult intervention. This range of engagement includes…

Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

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Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

2015-01-01

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

Doing Academic Writing Differently: A Feminist Bricolage

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Handforth, Rachel; Taylor, Carol A.

2016-01-01

This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…

Paid part-time employment and academic performance of undergraduate nursing students.

LENUS (Irish Health Repository)

Rochford, Ceire

2012-02-01

Nursing students are increasingly undertaking paid term-time employment to finance their living expenses and studies. However the type and duration of this part-time work is unknown; furthermore there is a limited evidence on the extent to which this part-time employment is impacting on academic performance and the student\\'s experience of higher education. To address this shortfall this study undertook a cross-sectional survey of undergraduate nursing students to explore the incidence of student involvement in term-time employment and to develop an understanding of the relationship of employment on student\\'s academic and clinical achievement, and on their experience of higher education. The results found that the vast majority of the sample were working in part-time employment during term-time. The average number of hours worked per week was sixteen. The number of hours worked per week was found to be a predictor of course performance, the student\\'s experience of college and grades achieved. Students who worked greater hours reported negative outcomes in each of these three domains. The findings also support the contention that it is not working per se that has a detrimental effect on student outcomes but the numbers of hours\\' students are actually working while attending college. Therefore policy makers, educationalists and health service providers need to be aware of the burden that nursing students may have to contend with in combining work with their academic studies.

Part-time careers in academic internal medicine: a report from the association of specialty professors part-time careers task force on behalf of the alliance for academic internal medicine.

Science.gov (United States)

Linzer, Mark; Warde, Carole; Alexander, R Wayne; Demarco, Deborah M; Haupt, Allison; Hicks, Leroi; Kutner, Jean; Mangione, Carol M; Mechaber, Hilit; Rentz, Meridith; Riley, Joanne; Schuster, Barbara; Solomon, Glen D; Volberding, Paul; Ibrahim, Tod

2009-10-01

To establish guidelines for more effectively incorporating part-time faculty into departments of internal medicine, a task force was convened in early 2007 by the Association of Specialty Professors. The task force used informal surveys, current literature, and consensus building among members of the Alliance for Academic Internal Medicine to produce a consensus statement and a series of recommendations. The task force agreed that part-time faculty could enrich a department of medicine, enhance workforce flexibility, and provide high-quality research, patient care, and education in a cost-effective manner. The task force provided a series of detailed steps for operationalizing part-time practice; to do so, key issues were addressed, such as fixed costs, malpractice insurance, space, cross-coverage, mentoring, career development, productivity targets, and flexible scheduling. Recommendations included (1) increasing respect for work-family balance, (2) allowing flexible time as well as part-time employment, (3) directly addressing negative perceptions about part-time faculty, (4) developing policies to allow flexibility in academic advancement, (5) considering part-time faculty as candidates for leadership positions, (6) encouraging granting agencies, including the National Institutes of Health and Veterans Administration, to consider part-time faculty as eligible for research career development awards, and (7) supporting future research in "best practices" for incorporating part-time faculty into academic departments of medicine.

Social Networks, Engagement and Resilience in University Students

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Elena Fernández-Martínez

2017-12-01

Full Text Available Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10, and engagement (UWES-S. The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students’ support networks.

Social Networks, Engagement and Resilience in University Students.

Science.gov (United States)

Fernández-Martínez, Elena; Andina-Díaz, Elena; Fernández-Peña, Rosario; García-López, Rosa; Fulgueiras-Carril, Iván; Liébana-Presa, Cristina

2017-12-01

Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students' support networks.

Student Engagement and Classroom Variables in Improving Mathematics Achievement

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Park, So-Young

2005-01-01

The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…

Promoting Student Engagement with Academic Literacy Feedback: An Institute Wide Initiative

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Cleary, Ann; Delahunt, Brid; Fox, Claire; Maguire, Moira; O'Connor, Lorna; Ward, Jamie

2018-01-01

The transition to Higher Education, while often exciting, is demanding for many students. Successful transition necessitates learning the conventions of scholarly conversation, including how to read and create work in an academic context. Knowledge of academic literacy practices is an important part of this process but these discourses and…

Academic Leadership Forum on Faculty Workload, Engagement, and Development. Executive Summary

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WCET, 2011

2011-01-01

A select group of academic officers and deans from institutions (all sectors) whose programs are primarily online and whose teaching faculty differ considerably from traditional faculty participated in the Academic Leadership Forum, October 26, 2011, held in conjunction with WCET's (WICHE Cooperative for Educational Technologies') Annual Meeting.…

Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device use During Lecture

Directory of Open Access Journals (Sweden)

Gwendolyn Witecki

2015-01-01

Full Text Available Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not.

New directions for academic liaison librarians

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Crawford, Alice

2012-01-01

Aimed at practitioners and students of librarianship, this book is about interesting and unusual practical projects currently being run by academic liaison librarians. It shows how liaison librarians can extend their roles beyond the established one of information literacy teaching and showcases areas in which they can engage in collaborative ventures with academic and administrative staff. Designed to excite and inspire, New Directions for Academic Liaison Librarians demonstrates the potential of the liaison role and emphasises the need for flexibility, imagination and initiative in those who

An Examination of Academic Coping among Taiwanese Adolescents

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Shih, Shu-Shen

2015-01-01

The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students…

THE RELATIONSHIP BETWEEN SATISFACTION WITH LIFE AND EMPLOYEE ENGAGEMENT

OpenAIRE

Anton Vorina

2013-01-01

Modern organizations need dedicated employees who are engaged with their work. The theme of employee engagement has generated a great deal of attention among many human resource practitioners and academic researchers across the world. In this paper we present an analysis the relationship between satisfaction with life and employee engagement in a casual sample of 1006 respondents in Slovenia. Based on multipla linear regression analysis, we found that relation betwe...

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

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Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

2017-01-01

BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement.

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Im, Myung Hee; Hughes, Jan N; West, Stephen G

2016-12-01

In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.

Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP&DOWN Study.

Science.gov (United States)

Esteban-Cornejo, Irene; Martinez-Gomez, David; Sallis, James F; Cabanas-Sánchez, Verónica; Fernández-Santos, Jorge; Castro-Piñero, Jose; Veiga, Oscar L

2015-08-01

To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance. This study was conducted with 1146 youth aged 12.5±2.5years in Spain during 2011-2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators (β ranging from -0.066 to -0.144; all pacademic indicators (β ranging from -0.085 to -0.148; all pacademic indicators (β ranging from 0.063 to 0.105; all pleisure-time, but not objectively measured sedentary leisure time, may influence academic performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Screen time impairs the relationship between physical fitness and academic attainment in children

OpenAIRE

Aguilar, Macarena M.; Vergara, Felipe A.; Velásquez, Erikson J.A.; Marina, Raquel; García-Hermoso, Antonio

2015-01-01

OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated...

Term-time Employment and Student Attainment in Higher Education

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Cath Dennis

2018-04-01

Full Text Available The number of UK full-time university students engaging in term-time employment (TTE is rising. Students engaging in TTE have previously been found to achieve less well academically than those who do not. This study aimed to explore patterns of TTE and academic achievement of undergraduates at a large UK higher education institution. Self-reported TTE hours were matched to attainment data for 1304 undergraduate students in levels 1-4 of study (SQCF levels 7-10. The majority of students in TTE (71%, n=621 reported undertaking TTE to cover essential living expenses. Compared to students not undertaking TTE, attainment was significantly better at low levels of TTE (1-10 hours, and only significantly worse when TTE was >30 hours/week. This pattern was magnified when job type was taken into account – students employed in skilled roles for ≤10 hours/week on average attained grades 7% higher than those not in TTE; students working >10 hours/week in unskilled positions showed a mean 1.6% lower grade. The impact of ‘academic potential’ (measured via incoming UCAS tariff was accounted for in the model. The finding that students engaging in some categories of TTE achieve better academic outcomes than their non-employed peers is worthy of further investigation. This study is unable to provide direct evidence of possible causation, but would tentatively suggest that students may benefit from taking on 10 or fewer hours of TTE per week.

Engaging Students with Audio Feedback

Science.gov (United States)

Cann, Alan

2014-01-01

Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…

Comparing Community College Student and Faculty Perceptions of Student Engagement

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Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

A comparison of the effects of reading interventions on engagement and performance for fourth-grade students with learning disabilities.

Science.gov (United States)

Bryant, Brian R; Kim, Min Kyung; Ok, Min Wook; Kang, Eun Young; Bryant, Diane Pedrotty; Lang, Russell; Son, Seung Hyun

2015-01-01

Inexpensive software applications designed to teach reading, writing, mathematics, and other academic areas have become increasingly popular. Although previous research has demonstrated the potential efficacy of such applications, there is a paucity of research that compares applications instruction (AI) with traditional teacher-directed instruction (TDI), and the relative effectiveness and efficiency of these instructional approaches remains largely unknown. This study used an alternating treatment design to compare academic engagement and outcomes (i.e., word identification and reading fluency) during an AI condition and a TDI condition for four students with learning disabilities (LD) attending a charter school. Instructional conditions (i.e., TDI, AI) were randomly alternated 7 times each, for a total of 14 instructional sessions. Results indicated that both approaches fostered high levels of engagement although students were more engaged during AI. With regard to academic performance, visual and quantitative analysis suggest that TDI was more effective than AI in terms of passage fluency and word identification. Students completed social validity rating scales to examine instructional preference. Results indicated that both approaches, TDI and AI, were popular with the students. © The Author(s) 2014.

Intention to quit amongst Generation Y academics in higher education

Directory of Open Access Journals (Sweden)

Anecia Robyn

2013-11-01

Research purpose: The purpose of this study was to investigate intention to quit amongst Generation Y academics in HEIs. Motivation for the study: Higher education institutions are more dependent on the abilities and commitment of their staff than most other organisations. More than 4000 academics will retire and need to be replaced by 2018, providing justification for the study of intention to quit of academics. Research design, approach and method: An ex post facto quantitative research design was followed. Academics at six HEIs in South Africa were sampled. Measurement instruments included abridged versions of the Utrecht Work Engagement Scale, Multifactor Leadership Questionnaire, Arnold and Feldman Intention to Quit Scale, Job Descriptive Scale and Chew’s reward scale. Main findings: Employee engagement, job satisfaction, remuneration, reward, recognition and transformational leadership were significantly related to intention to quit. In the partial model, three of these variables explained 45% of the variance in intention to quit. Partial least square path modelling revealed that employee engagement and job satisfaction have significant negative impacts on intention to quit. Practical/managerial implications: The findings serve as input for the development of efficacious strategies to retain Generation Y academics at HEIs in South Africa. Contribution/value-add: This study contributes to our knowledge of intention to quit amongst Generation Y academics. It provides evidence of the complexity and inter-relatedness of variables in the phenomenological network of intention to quit.

Accumulating advantages over time: Family experiences and social class inequality in academic achievement.

Science.gov (United States)

Potter, Daniel; Roksa, Josipa

2013-07-01

Children from different family backgrounds enter schooling with different levels of academic skills, and those differences grow over time. What explains this growing inequality? While the social reproduction tradition has argued that family contexts are central to producing class gaps in academic achievement, recent quantitative studies have found that family experiences explain only a small portion of those inequalities. We propose that resolving this inconsistency requires developing a new measure of family experiences that captures the continuity of exposure over time and thus more closely reflects the logic of the social reproduction tradition. Results using data from the Early Childhood Longitudinal Study - Kindergarten cohort (ECLS-K) show that, consistent with previous quantitative research, time-specific measures of family experiences have little explanatory power. However, cumulative family experiences account for most of the growing inequality in academic achievement between children from different social class backgrounds over time. These findings support claims from the social reproduction tradition, and contribute more broadly to the understanding of how family experiences contribute to social inequality. Copyright © 2013 Elsevier Inc. All rights reserved.

Time perspective and environmental engagement: a meta-analysis.

Science.gov (United States)

Milfont, Taciano L; Wilson, Jessie; Diniz, Pollyane

2012-01-01

Environmental issues entail both a social conflict (private vs. public interests) and a temporal conflict (short- vs. long-term interests). This paper focuses on the role temporal concerns play in influencing environmental engagement by quantitatively integrating results of studies that assessed the associations between time perspective and proenvironmental attitudes and behaviors. The meta-analysis included a total of 19 independent samples and 6,301 participants from seven countries (Australia, Brazil, Germany, Mexico, New Zealand, Norway, and the United States). Results showed that the associations between time perspective and proenvironmental behaviors were higher than those for proenvironmental attitudes. Supporting predictions, the associations between future time perspective and proenvironmental behaviors were strong and nontrivial compared to those for the combined past-present time perspective. The findings indicate that future time perspective seems to play an important role in influencing individuals' attitudes and behaviors towards the environment. Implications of the findings for theory and practice are discussed.

Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

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Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.

2014-01-01

An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens,…

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

Science.gov (United States)

Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

2017-01-01

Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, ptime management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

Science.gov (United States)

Tsai, Hsien-Chang; Liu, Shih-Hsiung

2015-01-01

Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

Staying on Track for High School Graduation: Promoting Student Engagement

Science.gov (United States)

Stout, Karen E.; Christenson, Sandra L.

2009-01-01

Students' engagement at school has emerged as a critical factor across hundreds of dropout prevention and recovery programs in the United States. By supporting and improving academic, behavioral, cognitive, and emotional engagement, we can mitigate the risk of dropping out. This article describes the history of school dropout, predictors of…

Scientific literacy and academic identity: Creating a community of practice

Science.gov (United States)

Reveles, John Michael

2005-07-01

This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A

Effects of interest-major congruence, motivation, and academic performance on timely degree attainment.

Science.gov (United States)

Allen, Jeff; Robbins, Steve

2010-01-01

Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion at both institutional settings and that motivation has indirect effects (via 1st-year academic performance). The total effects of both interest-major congruence and motivation on timely degree completion underscore the importance of both constructs in understanding student adjustment and postsecondary success. Implications for theory and counseling practice are discussed.

Unfazed or Dazed and Confused: Does Early Adolescent Marijuana Use Cause Sustained Impairments in Attention and Academic Functioning?

Science.gov (United States)

Pardini, Dustin; White, Helene R; Xiong, Shuangyan; Bechtold, Jordan; Chung, Tammy; Loeber, Rolf; Hipwell, Alison

2015-10-01

There is some suggestion that heavy marijuana use during early adolescence (prior to age 17) may cause significant impairments in attention and academic functioning that remain despite sustained periods of abstinence. However, no longitudinal studies have examined whether both male and female adolescents who engage in low (less than once a month) to moderate (at least once a monthly) marijuana use experience increased problems with attention and academic performance, and whether these problems remain following sustained abstinence. The current study used within-individual change models to control for all potential pre-existing and time-stable confounds when examining this potential causal association in two gender-specific longitudinal samples assessed annually from ages 11 to 16 (Pittsburgh Youth Study N = 479; Pittsburgh Girls Study N = 2296). Analyses also controlled for the potential influence of several pertinent time-varying factors (e.g., other substance use, peer delinquency). Prior to controlling for time-varying confounds, analyses indicated that adolescents tended to experience an increase in parent-reported attention and academic problems, relative to their pre-onset levels, during years when they used marijuana. After controlling for several time-varying confounds, only the association between marijuana use and attention problems in the sample of girls remained statistically significant. There was no evidence indicating that adolescents who used marijuana experienced lingering attention and academic problems, relative to their pre-onset levels, after abstaining from use for at least a year. These results suggest that adolescents who engage in low to moderate marijuana use experience an increase in observable attention and academic problems, but these problems appear to be minimal and are eliminated following sustained abstinence.

Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

Science.gov (United States)

Riccitelli, Melinda

In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

Commentary: Missing the elephant in my office: recommendations for part-time careers in academic medicine.

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Helitzer, Deborah

2009-10-01

Several recent articles in this journal, including the article by Linzer and colleagues in this issue, discuss and promote the concept of part-time careers in academic medicine as a solution to the need to achieve a work-life balance and to address the changing demographics of academic medicine. The article by Linzer and colleagues presents the consensus of a task force that attempted to address practical considerations for part-time work in academic internal medicine. Missing from these discussions, however, are a consensus on the definition of part-time work, consideration of how such strategies would be available to single parents, how time or resources will be allocated to part-time faculty to participate in professional associations, develop professional networks, and maintain currency in their field, and how part-time work can allow for the development of expertise in research and scholarly activity. Most important, the discussions about the part-time solution do not address the root cause of dissatisfaction and attrition: the ever-increasing and unsustainable workload of full-time faculty. The realization that an academic full-time career requires a commitment of 80 hours per week begs the question of whether part-time faculty would agree to work 40 hours a week for part-time pay. The historical underpinnings of the current situation, the implications of part-time solutions for the academy, and the consequences of choosing part-time work as the primary solution are discussed. Alternative strategies for addressing some of the problems facing full-time faculty are proposed.

The Relationship between Academic Dishonesty and Unethical Business Practices.

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Sims, Randi L.

1993-01-01

An investigation of the relationship between the range and severity of academic dishonesty during undergraduate studies and that of dishonesty engaged in during employment revealed that subjects (n=60) who admitted to a wide range of academic dishonesty also admitted a wide range of work-related dishonesty. (Author/JOW)

Reports of adolescent emotion regulation and school engagement mediating the relation between parenting and adolescent functioning in India.

Science.gov (United States)

Raval, Vaishali V; Ward, Rose M; Raval, Pratiksha H; Trivedi, Shwetang S

2017-02-07

Much like other parts of Asia, late adolescence in India is a particularly stressful time with academic pressures of a highly competitive examination system that determines future occupational success. The present study examined interrelations among reports of parenting, adolescents' regulation of academics-related emotions, school engagement, adolescent socio-emotional functioning and state-exam performance. Four hundred and fifty 10th and 12th graders from suburban high schools in India participated, along with their mothers. At the beginning of the school year, mothers completed measures of parenting, and adolescents completed measures of emotion regulation, school engagement and behaviour problems. At the end of the school year, grades from state exams were obtained from the schools. A multiple mediator model was tested using structural equation modelling. Authoritarian parenting was positively related to adolescent behaviour problems, but not adolescent state-exam performance. Maternal non-supportive responses to adolescent negative emotion were indirectly positively related to adolescent behaviour problems through adolescent emotion dysregulation. Adolescent school engagement mediated the positive relation between maternal supportive responses to adolescent negative emotion and adolescent state-exam performance. These findings underscore the relevance of adolescent emotions for their academic functioning, with implications for the development of interventions for those who struggle during these highly stressful years. © 2017 International Union of Psychological Science.

Academic Words and Academic Capitalism Academic Words and Academic Capitalism

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Michael Billig

2013-03-01

Full Text Available

Este artículo sugiere que esta época es la mejor y peor para la labor académica. La mejor en cuanto hay más publicaciones académicas que nunca. Y la peor porque sobra mucho de estas publicaciones. Trabajando en las condiciones competitivas del capitalismo académico, los académicos se sienten en la necesidad de continuar publicando, independientemente de que tengan algo que decir. Las presiones de publicar continuamente y promover la propia perspectiva se reflejan en la manera en la que los científicos sociales están escribiendo. Y es que los académicos utilizan un lenguaje técnico basado en sustantivos, con una precisión menor a la del lenguaje ordinario. Los estudiantes de postgrado han sido educados en esta manera de escribir como una condición previa a iniciarse en las ciencias sociales. Así, la naturaleza misma del capitalismo académico no sólo determina las condiciones en las que los académicos trabajan, sino que también afecta su manera de escribir.

This paper suggests that it is the best and worst of times for academic work. It is the best of times because there are more academics publishing than ever before. It is the worst of times because there is much unnecessary publication. Working in the competitive conditions of academic capitalism, academics feel impelled to keep publishing, whether or not they have anything to say. The pressures to publish continually and to promote one’s own approach are reflected in the way that social scientists are writing. Academics use a noun-based technical language, which is less precise than ordinary language. Postgraduates are taught this way of writing as a precondition for entering the social sciences. In this way, the nature of academic capitalism not only determines the conditions under which academics are working but it affects the way that they are writing.

Doctoral Students’ Experiences of Feeling (or not) Like an Academic

OpenAIRE

Esma Emmioglu Sarikaya; Lynn McAlpine; Cheryl Amundsen

2017-01-01

Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and mor...

Relationship of weight status, physical activity and screen time with academic achievement in adolescents.

Science.gov (United States)

García-Hermoso, Antonio; Marina, Raquel

The aim of this study was to examine the relationship of weight status, physical activity and screen time with academic achievement in Chilean adolescents. The present cross-sectional study included 395 adolescents. The International Obesity Task Force cut-off points were used to define the weight status. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents and screen time was assessed using several questions about television, videogame and computer use. Academic achievement was measured using the mean of the grades obtained in mathematics and language subjects. In both genders, adolescents with obesity and excessive screen time earned worse grades compared to their non-obese peers and their peers that complied with screen time recommendations. The logistic regression analysis showed that adolescents with obesity, classified with medium-low physical activity and excessive screen time recommendations (excess ≥2h/day) are less likely to obtain high academic achievement (boys: OR=0.26; girls: OR=0.23) compared to their non-obese peers, high levels of physical activity and those who comply with the current screen time recommendations. Similar results were observed in adolescents with obesity and classified with medium-low physical activity (boys: OR=0.46; girls: OR=0.33) or excessive screen time (boys: OR=0.35; girls: OR=0.36) compared to adolescents with high levels of physical activity and those who complied with the screen time recommendations, respectively. This study shows that when combined, obesity, low-medium levels of physical activity and excessive screen time might be related to poor academic achievement. Copyright © 2015 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Relations among Academic Enablers and Academic Achievement in Children with and without High Levels of Parent-Rated Symptoms of Inattention, Impulsivity, and Hyperactivity

Science.gov (United States)

Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.

2011-01-01

This study examined the relationships among academic enablers (i.e., engagement, interpersonal skills, motivation, study skills) and academic achievement in children with and without high levels of parent-rated symptoms of inattention, impulsivity, and hyperactivity (Symptoms of IIH Group). The study included 69 participants (29 [42%] in the IIH…

Reading Motivation and Engagement at a Rural Georgia High School

Science.gov (United States)

Winfree, Linda

2013-01-01

As college and workplace success becomes increasingly dependent on reading, parents and educators have become more interested in how to engage students in reading. Teachers at a rural Georgia high school have reported that students are reluctant to engage in academic reading. Guided by previous research on the factors that promote or discourage…

The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

Science.gov (United States)

Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

2018-05-19

The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

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Timothy A. BRUSSEAU

2015-06-01

Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

Academic Leadership and Departmental Headship in Turbulent Times

Science.gov (United States)

Jones, D. Gareth

2011-01-01

Leadership of academic units, in the guise of headship of departments, is crucial for the ongoing well-being of academic life and yet it remains a contested role. This paper argues for the role of heads of department (HODs) as academic leaders, with the managerial side of the role occupying an important but subsidiary place in its overall focus.…

Physical Education and Academic Performance in Urban African American Girls

Science.gov (United States)

Shen, Bo

2017-01-01

This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

Transforming Communities through Academic Activism: An Emancipatory, Praxis-led Approach

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Isobel Hawthorne-Steele

2016-03-01

Full Text Available This article tracks the engagement of university faculty in academic and community activism during thirty years in conflict-affected Northern Ireland. Over time, the team of three academics who wrote the article developed programs to help tackle educational disadvantage in a deeply divided society riven with violent conflict. Our pedagogical approach was driven by social justice principles in practice. In the process, students became what Ledwith & Springett (2010 describe as participative activists in the academy and in their own communities. The aim of this collective activism was to foster transformative change in a society that is now in transition from conflict. Key examples of critical practice are described. We use a case study approach to describe challenges faced by faculty and participants. We argue that academic activism and community partnership can play a positive role in community transformation in the most difficult circumstances.

Objectively Measured Physical Activity During Physical Education and School Recess and Their Associations With Academic Performance in Youth: The UP&DOWN Study.

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Esteban-Cornejo, Irene; Martinez-Gomez, David; Garcia-Cervantes, Laura; Ortega, Francisco B; Delgado-Alfonso, Alvaro; Castro-Piñero, José; Veiga, Oscar L

2017-04-01

This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

Does Methylphenidate Improve Academic Performance? A Systematic Review and Meta‑analysis

NARCIS (Netherlands)

Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Oosterlaan, J.

2018-01-01

Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD.Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recentliterature suggests outcome-domain-specific medication effects that are

Does methylphenidate improve academic performance? A systematic review and meta-analysis

NARCIS (Netherlands)

Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Oosterlaan, Jaap

2018-01-01

Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that

Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being.

Science.gov (United States)

Van Ryzin, Mark J; Gravely, Amy A; Roseth, Cary J

2009-01-01

Self-determination theory emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed.

How do academic stress and leisure activities influence college students' emotional well-being? A daily diary investigation.

Science.gov (United States)

Zhang, Jieting; Zheng, Yao

2017-10-01

China has one of the largest bodies of college students who face growing academic stress that influences their well-being. Using a daily diary method in a group of Chinese college students (n = 139, mean age = 19.50 years, 27% males) who reported their daily positive and negative emotion consecutively for two weeks, this study investigated the dynamic relations between daily academic stress, leisure activities engagement, and emotion, and further examined the moderation of sex on these links. The results showed that at both between- and within-person level, academic stress was positively associated with negative emotion, and leisure activities engagement was positively associated with positive emotion. The association between leisure activities engagement and positive emotion were stronger among female students than among male students. These results suggest that effectively reducing academic stress and actively engaging in leisure activities are both important in promoting and enhancing daily emotional well-being. Copyright © 2017. Published by Elsevier Ltd.

Sexual Minority and Employee Engagement: Implications for Job Satisfaction

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Myung H. Jin

2016-04-01

Full Text Available Despite the increasing attention given to the construct of work engagement in the workplace, it remains under-researched in the academic literature. Using Kahn’s conceptual foundation of work engagement, this study examines whether high levels of work engagement lead to equally satisfying work experiences for members of the workforce regardless of their sexual orientation. Using the 2012 Federal Employee Viewpoint Survey (FEVS, authors find that while active engagement at work had positive influence on employee job satisfaction regardless of one’s sexual orientation, high level of engagement at work among LGBT employees was less strongly associated with job satisfaction than it was for those non-LGBT employees. Implications are discussed.

A Study on the Prevalence and Correlates of Academic Dishonesty in Four Undergraduate Degree Programs

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Mark Anthony Mujer Quintos

2017-02-01

Full Text Available With college students from four different disciplines representing the humanities as well as the natural, mathematical, and social sciences as respondents, this study determined the degree of prevalence and correlates of academic dishonesty among students. A survey questionnaire about the respondents’ personal characteristics and their frequency of engagement in academic dishonesty during one whole academic year (two semesters was used as the research instrument. A Wilcoxon Signed-Ranks test was used to determine which between cheating on examinations, quizzes and/or exercises and cheating on papers and/or projects was committed more often. Spearman’s Rank Correlation tests were conducted to determine significant correlations between the students’ characteristics and academic dishonesty. The study found that within an academic year, nine out of ten students have engaged in at least one act of academic dishonesty. Furthermore, students engaged in more types of academic cheating on papers/projects than on exams/quizzes/exercises. The most prevalent form of academic dishonesty was connivance through the sharing between students of answers and questions to an exam/quiz/exercise that a student has taken before and the others are just about to take. Cheating on papers/projects was committed more often than on exams/quizzes/exercises for all degree programs except for mathematical science students. Only two variables, (1 perception of one’s classmates’ and peers’ frequency of academic cheating and (2 frequency of academic cheating during high school, have moderately strong positive correlations with academic dishonesty. The attitude that academic cheating is never justified, on the other hand, was found to have a moderately strong negative correlation with academic dishonesty

Patient engagement as an emerging challenge for healthcare services: mapping the literature.

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Barello, Serena; Graffigna, Guendalina; Vegni, Elena

2012-01-01

Patients' engagement in healthcare is at the forefront of policy and research practice and is now widely recognized as a critical ingredient for high-quality healthcare system. This study aims to analyze the current academic literature (from 2002 to 2012) about patient engagement by using bibliometric and qualitative content analyses. Extracting data from the electronic databases more likely to cover the core research publications in health issues, the number of yearly publications, the most productive countries, and the scientific discipline dealing with patient engagement were quantitatively described. Qualitative content analysis of the most cited articles was conducted to distinguish the core themes. Our data showed that patient engagement is gaining increasing attention by all the academic disciplines involved in health research with a predominance of medicine and nursing. Engaging patients is internationally recognized as a key factor in improving health service delivery and quality. Great attention is up to now paid to the clinical and organizational outcomes of engagement, whereas there is still a lack of an evidence-based theoretical foundation of the construct as well as of the organizational dimensions that foster it.

Patient Engagement as an Emerging Challenge for Healthcare Services: Mapping the Literature

Directory of Open Access Journals (Sweden)

Serena Barello

2012-01-01

Full Text Available Patients’ engagement in healthcare is at the forefront of policy and research practice and is now widely recognized as a critical ingredient for high-quality healthcare system. This study aims to analyze the current academic literature (from 2002 to 2012 about patient engagement by using bibliometric and qualitative content analyses. Extracting data from the electronic databases more likely to cover the core research publications in health issues, the number of yearly publications, the most productive countries, and the scientific discipline dealing with patient engagement were quantitatively described. Qualitative content analysis of the most cited articles was conducted to distinguish the core themes. Our data showed that patient engagement is gaining increasing attention by all the academic disciplines involved in health research with a predominance of medicine and nursing. Engaging patients is internationally recognized as a key factor in improving health service delivery and quality. Great attention is up to now paid to the clinical and organizational outcomes of engagement, whereas there is still a lack of an evidence-based theoretical foundation of the construct as well as of the organizational dimensions that foster it.

Pedagogy and Academic Success in Prelicensure Nursing Education.

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Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Stress Management Coping Strategies of Academic Leaders in an Institution of Higher Learning in Malaysia

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Gurnam Kaur Sidhu

2015-12-01

Full Text Available In today’s demanding academic environment, academic leaders need to be well equipped with stress management coping strategies as they often find themselves in challenging situations and responsibilities. Therefore, the main aim of this paper is to investigate the stress management coping strategies used by academic leaders in an institution of higher learning located in Selangor, Malaysia. A mixed-methods research design was employed and the sample population involved 46 academic leaders from a public university. Data were collected using a questionnaire and semistructured interviews. The quantitative data were statistically analyzed using SPSS while the qualitative data were analyzed thematically. The findings showed that a majority of the academic leaders opted towards positive problem-focused engagement strategies such as cognitive restructuring and problem solving strategies followed by emotion-focused engagement which included expressing emotion and social support strategies. Besides that, academic leaders did confess that they sometimes do use disengagement strategies such as wishful thinking, problem avoidance and self-criticism coping strategies but they stressed that they faced problems and stress in a positive and constructive manner. The findings of this study imply that academic leaders in this study are engaged and well informed of stress coping strategies. However, it is recommended that top management in institutions of higher learning take the initiatives in providing necessary support to academic leaders by educating them on stress management coping strategies.

Effects of video-game ownership on young boys' academic and behavioral functioning: a randomized, controlled study.

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Weis, Robert; Cerankosky, Brittany C

2010-04-01

Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.

Role of smartphone addiction in gambling passion and schoolwork engagement: a Dualistic Model of Passion approach

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Ibeawuchi K. Enwereuzor

2016-08-01

Full Text Available Abstract There are growing concerns that seem to suggest that students no longer engage in school-related activities as they ought to. Recent observation has revealed that students now spend excessive time participating in Internet gambling with their smartphone during school period. This trend could have far-reaching consequences on their schoolwork engagement and by extension, academic performance. Drawing on the Dualistic Model of Passion, this study therefore, examined the mediatory role of smartphone addiction in the gambling passion—schoolwork engagement relation. A cross-sectional design was adopted. Male undergraduates (N = 278 of a large public university in Nigeria who engage in Internet gambling participated in the study. They completed self-report measures of gambling passion, smartphone addiction, and schoolwork engagement. Results showed that harmonious gambling passion was not related to smartphone addiction whereas it was positively related to schoolwork engagement. Obsessive gambling passion had positive and negative relations with smartphone addiction and schoolwork engagement, respectively. Smartphone addiction was negatively related to schoolwork engagement and mediated only the obsessive gambling passion—schoolwork engagement relation but not that between harmonious gambling passion and schoolwork engagement. The theoretical and practical implications of the findings are discussed.

Role of smartphone addiction in gambling passion and schoolwork engagement: a Dualistic Model of Passion approach.

Science.gov (United States)

Enwereuzor, Ibeawuchi K; Ugwu, Leonard I; Ugwu, Dorothy I

There are growing concerns that seem to suggest that students no longer engage in school-related activities as they ought to. Recent observation has revealed that students now spend excessive time participating in Internet gambling with their smartphone during school period. This trend could have far-reaching consequences on their schoolwork engagement and by extension, academic performance. Drawing on the Dualistic Model of Passion, this study therefore, examined the mediatory role of smartphone addiction in the gambling passion-schoolwork engagement relation. A cross-sectional design was adopted. Male undergraduates ( N  = 278) of a large public university in Nigeria who engage in Internet gambling participated in the study. They completed self-report measures of gambling passion, smartphone addiction, and schoolwork engagement. Results showed that harmonious gambling passion was not related to smartphone addiction whereas it was positively related to schoolwork engagement. Obsessive gambling passion had positive and negative relations with smartphone addiction and schoolwork engagement, respectively. Smartphone addiction was negatively related to schoolwork engagement and mediated only the obsessive gambling passion-schoolwork engagement relation but not that between harmonious gambling passion and schoolwork engagement. The theoretical and practical implications of the findings are discussed.

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Science.gov (United States)

Ocak, Gürbüz; Boyraz, Serkan

2016-01-01

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and…

Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis.

Science.gov (United States)

Lizandra, Jorge; Devís-Devís, José; Pérez-Gimeno, Esther; Valencia-Peris, Alexandra; Peiró-Velert, Carmen

2016-01-01

This study examined whether adolescents' time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the 'success breeds success' hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance and the

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

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Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Leisure-Time Physical Activity and Academic Performance : Cross-Lagged Associations from Adolescence to Young Adulthood

OpenAIRE

Aaltonen, Sari; Latvala, Antti; Rose, Richard J.; Kujala, Urho; Kaprio, Jaakko; Silventoinen, Karri

2016-01-01

Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 1...

Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

Science.gov (United States)

Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

Enhancing Student Engagement Through Social Media A School of Business Case Study

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M. Glowatz

2014-12-01

Full Text Available While many universities have been deploying both electronic learning (eLearning and social media applications for academic purposes, there is currently little research on the impact on their use on students’ overall learning experiences and associated learning possibilities. This paper elaborates on several online academic activities, such as Facebook, Twitter and quizzes for one classroom taught school of business undergraduate (UG module. The similarities and differences discovered across all aspects of this paper’s research findings are examined against Chickering & Gamson’s [1] seven principles of good practice teaching and Astin’s [2] five tenets of engagement. Online activities were tracked over a period of one academic semester (fifteen weeks and results insinuate that innovative and sustainable social media can indeed be utilised in higher education to enhance student learning and engagement.

Student Engagement at a Large Suburban Community College: Gender and Race Differences

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Sontam, Varalakshmi; Gabriel, George

2012-01-01

Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible…

A Decade of Community Engagement Literature: Exploring Past Trends and Future Implications

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Jones, Diann Olszowy; Lee, Joonghee

2017-01-01

Academic journals play a lead role in disseminating community-campus engagement scholarship. However, assessment of the content, methodologies, and authorship of this published body of works is lacking. This study was performed to review publication trends in the "Journal of Higher Education Outreach and Engagement" ("JHEOE"),…

The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons from Organisational Behaviour

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Balwant, Paul T.

2018-01-01

Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom…

The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement

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Park, Sanghoon; Yun, Heoncheol

2018-01-01

Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and…

Teaching at the Bedside. Maximal Impact in Minimal Time.

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Carlos, William G; Kritek, Patricia A; Clay, Alison S; Luks, Andrew M; Thomson, Carey C

2016-04-01

Academic physicians encounter many demands on their time including patient care, quality and performance requirements, research, and education. In an era when patient volume is prioritized and competition for research funding is intense, there is a risk that medical education will become marginalized. Bedside teaching, a responsibility of academic physicians regardless of professional track, is challenged in particular out of concern that it generates inefficiency, and distractions from direct patient care, and can distort physician-patient relationships. At the same time, the bedside is a powerful location for teaching as learners more easily engage with educational content when they can directly see its practical relevance for patient care. Also, bedside teaching enables patients and family members to engage directly in the educational process. Successful bedside teaching can be aided by consideration of four factors: climate, attention, reasoning, and evaluation. Creating a safe environment for learning and patient care is essential. We recommend that educators set expectations about use of medical jargon and engagement of the patient and family before they enter the patient room with trainees. Keep learners focused by asking relevant questions of all members of the team and by maintaining a collective leadership style. Assess and model clinical reasoning through a hypothesis-driven approach that explores the rationale for clinical decisions. Focused, specific, real-time feedback is essential for the learner to modify behaviors for future patient encounters. Together, these strategies may alleviate challenges associated with bedside teaching and ensure it remains a part of physician practice in academic medicine.

Student Diligence and Student Diligence Support: Predictors of Academic Success.

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Arthur, Christon G.

The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students

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Abbasi M.

2016-02-01

Full Text Available Aims: Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality.  Instrument & Methods: In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests. Findings: The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001 and the subscales including emotional motivation (r=0.103; p<0.048 and cognitive motivation (r=0.154; p<0.003. Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation. Conclusion: The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role. 

Liaisons as Sales Force: Using Sales Techniques to Engage Academic Library Users

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Nathaniel King

2017-01-01

Full Text Available In Brief Liaison librarians are assuming a wide variety of new roles that serve their institutions’ students, staff, and faculty. An essential foundation of these new roles is the ability to engage with the liaison’s user community. These engagement skills are not necessarily natural or innate, nor are they skills that most liaison librarians have had an opportunity to learn and develop. This article adapts a practical selling framework for the liaison context with examples that demonstrate how this framework can lead to improved communication, engagement, and problem-solving with liaison user communities.

Creating and sustaining an academic-practice Partnership Engagement Model.

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Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L

2017-11-01

Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.

Just in Time Teaching: A Strategy to Encourage Students’ Engagement

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Lorena Andrea López Cupita

2016-10-01

Full Text Available This qualitative research study was carried out with two groups of students at a beginner English level; the students were in the fourth semester of psychology at a Colombian university. The overall aim of this action research study was to analyze learners’ perceptions of the strategy Just in Time Teaching in a web 2.0. The data were collected through students’ artifacts, journals, and interviews. Results of this study indicate that students perceived the strategy of Just in Time Teaching as a means to engage them in the designed activities; it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.

Beyond the Classroom Wall: Community Engagement Instruction

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Wang, Jenny; Lai, Shu-Chuan; Wang, Chao-Min

2016-01-01

This study (n = 11) examined active community-school collaborative classes using sociocultural constructivist approaches over an academic year in an early childhood institute. A semi-formal interview was conducted to describing how the early childhood teachers and community members worked collaboratively to develop community engagement activities…

What Future for Student Engagement in Neo-Liberal Times?

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Zepke, Nick

2015-01-01

The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But…

Considering the Role of Tutoring in Student Engagement: Reflections from a South African University

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Faroa Brendon Duran

2017-12-01

Full Text Available Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term ‘student engagement’ has been felt throughout the higher education landscape.  This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.

Empower, not impose!-Preventing academic procrastination.

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Hoppe, Johannes D; Prokop, Philipp; Rau, Renate

2018-01-01

In the frame of the goal setting process between supervisor and student while writing a thesis, it is hypothesized that mutually set goals (participation) and writing down the results of the meeting (recording) can prevent procrastination and increase engagement of the student. With a questionnaire relating to the latest written thesis (n = 97, academic sample), the effects of goal setting characteristics (recording, participation) and task characteristics (ambiguity, control) on engagement and procrastination were examined. Results of a multiple mediation model indicate that recording indirectly influences engagement and procrastination through its effect on ambiguity. Moreover, participation indirectly influences engagement through its effect on control. It is concluded that goal setting characteristics and task characteristics can affect student's procrastination. Thus, the present research provides criteria for how supervisors can prevent students from procrastinating.

Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.

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Preckel, Franzis; Niepel, Christoph; Schneider, Marian; Brunner, Martin

2013-12-01

Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Motivational predictors of coping with academic examination.

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Doron, Julie; Stephan, Yannick; Maiano, Christophe; Le Scanff, Christine

2011-01-01

The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.

Working and Providing Care: Increasing Student Engagement for Part-Time Community College Students

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Leingang, Daniel James

2017-01-01

The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…

The 4Ps of Innovation Culture: Conceptions of Creatively Engaging with Information

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Anderson, Theresa Dirndorfer

2013-01-01

The paper provides a distillation of findings emerging from an ongoing series of investigations of the research practices of academics in a university context to foreground the creativity in our engagements with information. The empirical research involved an ethnographic exploration of the scholarly practices of two scholars engaged in the…

Red Scare in the Sunshine State: Anti-Communism and Academic Freedom in Florida Public Schools, 1945-1960

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Dahlgren, Robert L.

2016-01-01

Academic freedom has long been a sacrosanct principle in higher education; however, the same rights to intellectual autonomy have rarely been afforded K-12 practitioners. In times of national political crisis, the abilities of teachers to engage students in the crucial debates about contemporary public policy issues have been stretched to the…

Workplace engagement and workers' compensation claims as predictors for patient safety culture.

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Thorp, Jonathon; Baqai, Waheed; Witters, Dan; Harter, Jim; Agrawal, Sangeeta; Kanitkar, Kirti; Pappas, James

2012-12-01

Demonstrate the relationship between employee engagement and workplace safety for predicting patient safety culture. Patient safety is an issue for the U.S. health-care system, and health care has some of the highest rates of nonfatal workplace injuries. Understanding the types of injuries sustained by health-care employees, the type of safety environment employees of health-care organizations work in, and how employee engagement affects patient safety is vital to improving the safety of both employees and patients. The Gallup Q survey and an approved, abbreviated, and validated subset of questions from the Hospital Survey on Patient Safety Culture were administered to staff at a large tertiary academic medical center in 2007 and 2009. After controlling for demographic variables, researchers conducted a longitudinal, hierarchical linear regression analysis to study the unique contributions of employee engagement, changes in employee engagement, and employee safety in predicting patient safety culture. Teams with higher baseline engagement, more positive change in engagement, fewer workers' compensation claims, and fewer part-time associates in previous years had stronger patient safety cultures in 2009. Baseline engagement and change in engagement were the strongest independent predictors of patient safety culture in 2009. Engagement and compensation claims were additive and complimentary predictors, independent of other variables in the analysis, including the demographic composition of the workgroups in the study. A synergistic effect exists between employee engagement and decreased levels of workers' compensation claims for improving patient safety culture. Organizations can improve engagement and implement safety policies, procedures, and devices for employees with an ultimate effect of improving patient safety culture.

Measuring Levels of Work in Academic Libraries: A Time Based Approach.

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Gould, Donald P.

1985-01-01

Using Stratified Systems Theory, which focuses on the manager-subordinate relationship in the bureaucratic structure, a study was conducted to measure level of responsibility in work of 37 professional and nonprofessional positions in four academic library technical services departments. Three levels of work were measured in "time-spans of…

Bioethics and academic freedom.

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Singer, Peter

1990-01-01

The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.

THE RELATIONSHIP BETWEEN SATISFACTION WITH LIFE AND EMPLOYEE ENGAGEMENT

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Anton Vorina

2013-04-01

Full Text Available Modern organizations need dedicated employees who are engaged with their work. The theme of employee engagement has generated a great deal of attention among many human resource practitioners and academic researchers across the world. In this paper we present an analysis the relationship between satisfaction with life and employee engagement in a casual sample of 1006 respondents in Slovenia. Based on multipla linear regression analysis, we found that relation between satisfaction with life and employee engagement is statistically significant (F: 381.80, Sig.: 0.000. Among two evaluated multiple regression models, as the most appropriate, the multiple linear regression model with one regressors (satisfaction with life and sample size of 1006. We found out that the engagement of employee would increase if the satisfaction with life increase.

Higher Education Change and Professional-Academic Identity in Newly "Academic" Disciplines: The Case of Nurse Education

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Findlow, Sally

2012-01-01

This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic…

Academic Perspectives and Experiences of Knowledge Translation: A Qualitative Study of Public Health Researchers

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Collie, Alex; Zardo, Pauline; McKenzie, Donna Margaret; Ellis, Niki

2016-01-01

This study explores the views and experiences of knowledge translation of 14 Australian public health academics. Capacity to engage in knowledge translation is influenced by factors within the academic context and the interaction of the academic and policy environments. Early and mid-career researchers reported a different set of experiences and…

Does misery love company? Civic engagement in economic hard times.

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Lim, Chaeyoon; Sander, Thomas

2013-01-01

We examine how economic hardship affects civic engagement. Using the Roper Political and Social Trends data, we show that the unemployed were less civically engaged throughout the period covered in the data (1973-1994). The gap in civic engagement between the employed and the unemployed is stable throughout the period. We find little evidence that national economic recession affects the overall level of civic engagement. We do find that higher state unemployment is positively related to political participation for both employed and unemployed residents, especially for political partisans. Finally, we find a strong and negative relationship between state-level income inequality and civic engagement. Our findings suggest that in terms of civic engagement: (1) the state-level economic context matters more than the national context; (2) economic recession may affect political and non-political civic participation differently; (3) economic inequality, rather than economic hardship, appears more negatively to impact civic engagement. Copyright © 2012 Elsevier Inc. All rights reserved.

UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE

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Nitza Davidovitch; Eran Druckman

2017-01-01

This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedba...

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

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Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent

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Everaert, Patricia; Opdecam, Evelien; Maussen, Sophie

2017-01-01

Previous literature calls for further investigation in terms of precedents and consequences of learning approaches (deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the…

University student social media use and its influence on offline engagement in higher educational communities

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Karen Sutherland

2018-03-01

Full Text Available Previous research has emphasised social media adoption by students and the implementation of social media by educators, yet few studies have explored whether students are using it to facilitate engagement in offline environments with peers within university communities. Studies suggest engagement in educational communities and extra-curricular activities can reduce student attrition. This study surveyed 106 undergraduate students to investigate whether students using social media to interact online with their university felt: (i connected to the broader university community, and (ii social media helped them engage offline by meeting up with peers and attending university events. The results indicated that the majority (82% never or rarely used the technology to facilitate offline engagement within their academic communities. Fourth year students were most likely to use social media to engage offline (66.7%. However, more than half of students (52.8% felt that university social media profiles helped them to feel part of their academic community.

Work engagement in nursing: a concept analysis.

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Bargagliotti, L Antoinette

2012-06-01

  This article is a report of an analysis of the concept of work engagement. Background.  Work engagement is the central issue for 21st century professionals and specifically for registered nurses. Conceptual clarity about work engagement gives empirical direction for future research and a theoretical underpinning for the myriad studies about nurses and their work environment.   Walker and Avant's method of concept analysis was used. Nursing, business, psychology and health sciences databases were searched using Science Direct, CINAHL, OVID, Academic One File, ABI INFORM and PsycINFO for publications that were: written in English, published between 1990 and 2010, and described or studied work engagement in any setting with any population.   Work engagement is a positive, fulfilling state of mind about work that is characterized by vigour, dedication and absorption. Trust (organizationally, managerially and collegially) and autonomy are the antecedents of work engagement. The outcomes of nurses' work engagement are higher levels of personal initiative that are contagious, decreased hospital mortality rates and significantly higher financial profitability of organizations.   When work engagement is conceptually removed from a transactional job demands-resources model, the relational antecedents of trust and autonomy have greater explanatory power for work engagement in nurses. Untangling the antecedents, attributes and outcomes of work engagement is important to future research efforts. © 2011 Blackwell Publishing Ltd.

Learning behaviour and preferences of family medicine residents under a flexible academic curriculum.

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Sy, Alice; Wong, Eric; Boisvert, Leslie

2014-11-01

To determine family medicine residents' learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning. Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011. London, Ont. All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour). Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity. A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians' teaching sessions (20%),and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents' homes (32%),and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents. Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents' various learning preferences and habits while providing guidance and training in the use of more effective learning methods and

Critical Consciousness and Schooling: The Impact of the Community as a Classroom Program on Academic Indicators

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D. Gavin Luter

2017-02-01

Full Text Available The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York. The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.

Engaging a Wider Community: The Academic Library as a Center for Creativity, Discovery, and Collaboration

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Shapiro, Steven D.

2016-01-01

Academic libraries have reported long-term declines in circulation, reference transactions, reserves, and in-house library materials usage. Increasingly, libraries are perceived as being less critical to the academic enterprise. Are these trends irreversible? Perhaps public libraries and some innovative academic libraries can provide us with some…

Speed of engagement with support generated by a smoking cessation smartphone Just In Time Adaptive Intervention (JITAI

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Felix Naughton

2015-10-01

Full Text Available Background: An advantage of the high portability and sensing capabilities of smartphones is the potential for health apps to deliver advice and support to individuals close in time to when it is deemed of greatest relevance and impact, often referred to as Just In Time Adaptive Interventions (JITAI. However, little research has been undertaken to explore the viability of JITAI in terms of how long it takes users to engage with support triggered by real time data input, compared to scheduled support, and whether context affects response. This paper is focused on Q Sense, a smoking cessation app developed to deliver both Just in Time and scheduled support messages (every morning during a smoker’s quit attempt. The Just in Time cessation support generated by Q Sense is triggered by and tailored to real time context using location sensing. Objectives: To assess: 1 the time to engage with the app after a Just in Time support notification is delivered and whether this is influenced by the context in which the notification was initially delivered, 2 whether the time to engage with the app differs between Just in Time support notifications and scheduled support message notifications and 3 whether findings from objectives 1 and 2 differ between smokers receiving or not receiving NHS smoking cessation support. Methods: Data are from two studies evaluating the use of Q Sense: a feasibility study using an opportunity sample of smokers initiating a quit attempt with Q Sense without NHS cessation support (N=15 and an ongoing acceptability study of smokers receiving NHS smoking cessation support alongside app use (target N=40, recruitment due to be completed end of November 2015. Time elapse between notification generation and the user opening the app will be calculated and compared between message types (Just in Time vs. scheduled messages, contexts (home, work, socialising, other and samples (receiving or not receiving NHS cessation support using t

Lecture Attendance, Study Time, and Academic Performance: A Panel Data Study

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Andrietti, Vincenzo; Velasco, Carlos

2015-01-01

The authors analyze matched administrative survey data on economics students enrolled in two econometrics courses offered in consecutive terms at a major public university in Spain to assess the impact of lecture attendance and study time on academic performance. Using proxy variables in a cross-sectional regression setting, they find a positive…

Timing of Academic Difficulties for Neglected and Nonmaltreated Males and Females.

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Kendall-Tackett, Kathleen

1997-01-01

Neglected or abused/neglected children (N=420) were compared with matched, nonmal-treated children on measures of school performance. Differences between the sexes in timing of academic difficulties was found for both math and English. Grades of neglected and abused/neglected students paralleled that of nonmal-treated students but were lower at…

The Concept of Employee Engagement: A Comprehensive Review from a Positive Organizational Behavior Perspective

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Jeung, Chang-Wook

2011-01-01

Employee engagement has been understood from various academic and practical perspectives, mainly due to its recent popularity. This study explores not only positive movements--positive psychology, positive organizational scholarship (POS), and positive organizational behavior (POB)--as a background of engagement but also the conceptualization,…

Reaching out to the hard to reach: using a science centre model to deliver public engagement with research.

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Gagen, M.; Allton, C.; Bryan, W. A.; O'Leary, M.

2017-12-01

Science communication is at an all-time high but public faith in expertise is low. However, within this climate of suspicion, research scientists remain a publicly trusted expert group. While there is both academic and public appetite for Public Engagement with Research (PER), there are barriers to reaching a wide range of publics. Attempts to connect the public with research often end up targeting the `already engaged'; the hard-to-reach remain just that. Engaging scientific curiosity in a wider demographic is crucial to promote scientific curiosity, itself known to profoundly counter the politically motivated reasoning that threatens informed debate around contemporary environmental issues. This requires the creation of opportunities for the public to engage with research in places in which they feel they belong. We report here on an 8 month pilot of a science centre model for PER. Oriel Science (www.orielscience.co.uk) is a research-led science exhibition in Swansea city centre delivering Swansea University's PER and run by academics and student ambassadors. Oriel Science (Oriel is Gallery in Welsh) received 16,000 visitors in 8 months, 40% of whom had no previous interaction with the university or its research and >40% of whom came from socio-economically deprived areas. We report on the public engagement leadership we enabled, working with 18 research groups over 8 months and our achievements in giving a broad range of publics the most direct access to participate in contemporary science.

Viewing time measures of sexual orientation in Samoan cisgender men who engage in sexual interactions with fa'afafine.

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Petterson, Lanna J; Dixson, Barnaby J; Little, Anthony C; Vasey, Paul L

2015-01-01

Androphilia refers to attraction to adult males, whereas gynephilia refers to attraction to adult females. The current study employed self-report and viewing time (response time latency) measures of sexual attraction to determine the sexual orientation of Samoan cisgender men (i.e., males whose gender presentation and identity is concordant with their biological sex) who engage in sexual interactions with transgender male androphiles (known locally as fa'afafine) compared to: (1) Samoan cisgender men who only engage in sexual interactions with women, and (2) fa'afafine. As expected, both measures indicated that cisgender men who only engaged in sexual interactions with women exhibited a gynephilic pattern of sexual attraction, whereas fa'afafine exhibited an androphilic one. In contrast, both measures indicated that cisgender men who engaged in sexual interactions with fa'afafine demonstrated a bisexual pattern of sexual attraction. Most of the cisgender men who exhibited bisexual viewing times did not engage in sexual activity with both men and women indicating that the manner in which bisexual patterns of sexual attraction manifest behaviorally vary from one culture to the next.

Viewing time measures of sexual orientation in Samoan cisgender men who engage in sexual interactions with fa'afafine.

Directory of Open Access Journals (Sweden)

Lanna J Petterson

Full Text Available Androphilia refers to attraction to adult males, whereas gynephilia refers to attraction to adult females. The current study employed self-report and viewing time (response time latency measures of sexual attraction to determine the sexual orientation of Samoan cisgender men (i.e., males whose gender presentation and identity is concordant with their biological sex who engage in sexual interactions with transgender male androphiles (known locally as fa'afafine compared to: (1 Samoan cisgender men who only engage in sexual interactions with women, and (2 fa'afafine. As expected, both measures indicated that cisgender men who only engaged in sexual interactions with women exhibited a gynephilic pattern of sexual attraction, whereas fa'afafine exhibited an androphilic one. In contrast, both measures indicated that cisgender men who engaged in sexual interactions with fa'afafine demonstrated a bisexual pattern of sexual attraction. Most of the cisgender men who exhibited bisexual viewing times did not engage in sexual activity with both men and women indicating that the manner in which bisexual patterns of sexual attraction manifest behaviorally vary from one culture to the next.

Decreasing Transition Times in Elementary School Classrooms: Using Computer-Assisted Instruction to Automate Intervention Components

Science.gov (United States)

Hine, Jeffrey F.; Ardoin, Scott P.; Foster, Tori E.

2015-01-01

Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined…

Parental monitoring, parental warmth, and minority youths' academic outcomes: exploring the integrative model of parenting.

Science.gov (United States)

Lowe, Katie; Dotterer, Aryn M

2013-09-01

Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents' school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers'/fathers' warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers' warmth enhanced the association between parental monitoring and youths' engagement and motivation. No gender differences in these associations emerged. Fathers' warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent-adolescent relationships to best support academic outcomes among minority youth are discussed.

Engaging science communication that are time-saving for scientists using new online technology

Science.gov (United States)

Lilja Bye, Bente

2016-04-01

Science communication is a time consuming and challenging task. Communicating scientific results comes on top of doing science itself and the administrative work the modern day scientists have to cope with. The competition on peoples time and attention is also fierce. In order to get peoples attention and interest, it is today often required that there is a two-way communication. The audience needs and wants to be engaged, even in real-time. The skills and times required to do that is normally not included in the university curricula. In this presentation we will look at new technologies that can help scientists overcome some of those skills and time challenges. The new online technologies that has been tested and developed in other societal areas, can be of great use for research and the important science communication. We will illustrate this through an example from biodiversity, wetlands and these fields use of Earth observations. Both the scientists themselves representing different fields of research and the general public are being engaged effectively and efficiently through specifically designed online events/seminars/workshops. The scientists are able to learn from each other while also engaging in live dialogues with the audience. A cooperation between the Group of Earth Observations and the Ramsar Convention of Wetlands will be used to illustrate the method. Within the global Earth observation community, where this example comes from, there is a great potential for efficient capacity building, targeting both experts, decision-makers and the general public. The method presented is demonstrating one way of tapping into that potential using new online technologies and it can easily be transferred to other fields of geoscience and science in general.

Limited Engagements? Women’s and Men’s Work/Volunteer Time in the Encore Life Course Stage

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Moen, Phyllis; Flood, Sarah

2013-01-01

Americans are living healthier and longer lives, but the shifting age distribution is straining existing and projected social welfare protections for older adults (e.g., Social Security, Medicare). One solution is to delay retirement. Another is an alternative to “total leisure” retirement -- an “encore” stage of paid or unpaid engagement coming after career jobs but before infirmities associated with old age. We draw on gendered life-course themes together with data from the American Time Use Survey (2003–2009) to examine the real time American men and women ages 50–75 apportion to paid work and unpaid volunteer work on an average day, as well as factors predicting their time allocations. We find that while full-time employment declines after the 50s, many Americans allot time to more limited engagements – working part time, being self-employed, volunteering, helping out – through and even beyond their 60s. Caring for a child or infirm adult reduces the odds of paid work but not volunteering. While time working for pay declines with age (though more slowly for men than women), time volunteering does not. Older men and women in poor health, without a college degree, with a disability or SSI income are the least likely to be publicly engaged. This social patterning illustrates that while the ideal of an encore of paid or unpaid voluntary, flexible, and meaningful engagement is an emerging reality for some, it appears less attainable for others. This suggests the importance of organizational and public policy innovations offering all Americans a range of encore opportunities. PMID:24273348

Recommending Research Profiles for Multidisciplinary Academic Collaboration

Science.gov (United States)

Gunawardena, Sidath Deepal

2013-01-01

This research investigates how data on multidisciplinary collaborative experiences can be used to solve a novel problem: recommending research profiles of potential collaborators to academic researchers seeking to engage in multidisciplinary research collaboration. As the current domain theories of multidisciplinary collaboration are insufficient…

Learning Management System Calendar Reminders and Effects on Time Management and Academic Performance

Science.gov (United States)

Mei, Jianyang

2016-01-01

This research project uses a large research university in the Midwest as a research site to explore the time management skills of international students and analyzes how using the Course Hack, an online Learning Management System (LMS) calendar tool, improves participants' time management skills and positively impacts their academic performance,…

Academic Libraries and High-Impact Practices for Student Retention: Library Deans' Perspectives

Science.gov (United States)

Murray, Adam

2015-01-01

Numerous studies on retention have highlighted the role of student engagement in influencing students' withdrawal decisions. This study seeks to address how academic libraries affect student retention by examining the perception of academic library deans or directors on the alignment between library services and resources with ten nationally…

Retreating academics: creating spaces for the scholarship of ...

African Journals Online (AJOL)

, this paper explores particular spaces created to support academic engagement in the scholarship of teaching and learning: the space of writing retreats. The metaphor of 'tapestry' is used to capture the development of a complex conceptual ...

Content Generation and Social Network Interaction within Academic Library Facebook Pages

Science.gov (United States)

Witte, Ginna Gauntner

2014-01-01

The use of Facebook to share resources and engage patrons continues to gain acceptance within academic libraries. While many studies have analyzed the types of content academic libraries share on Facebook, there has not yet been a full examination of how this content is generated. This article examined the posting methods, the user responses, and…

Health Behaviors and Academic Performance Among Korean Adolescents.

Science.gov (United States)

So, Eun Sun; Park, Byoung Mo

2016-06-01

This study aimed to examine the most prominent health-related behaviors impacting the academic performance of Korean adolescents. The 2012 Korea Youth Risk Behavior Web-Based Survey data were analyzed using an ordinal regression analysis after adjusting for general and other health behaviors. Before adjustment, all health behaviors were significantly associated with academic performance. After adjustment for other health behaviors and confounding factors, only smoking [odds ratio (OR) = 2.07, 95% confidence interval (CI) (1.98, 2.16), p academic performance, and engaging in a regular diet [OR = 0.65, 95% CI (0.65, 0.62), p academic performance. Regular diet, reducing smoking and alcohol drinking, and physical activity should be the target when designing health interventions for improving academic performance in Korean adolescents. Copyright © 2016. Published by Elsevier B.V.

Socially Embedded Academic Emotions in School

Science.gov (United States)

Anttila, Henrika; Pyhältö, Kirsi; Piertarinen, Janne; Soini, Tiina

2018-01-01

School is a central arena for a wide amount of emotions. Previous research on academic emotions has, however, mainly focused on achievement, engagement and teaching, situated in classroom. The social embeddedness, as well as different learning environments of school, continue to be neglected in the research literature. Our study focuses on…

Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence.

Science.gov (United States)

Knifsend, Casey A; Graham, Sandra

2012-03-01

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

Effects of Interest-Major Congruence, Motivation, and Academic Performance on Timely Degree Attainment

Science.gov (United States)

Allen, Jeff; Robbins, Steve

2010-01-01

Using longitudinal student data from 15 four-year (n = 3,072) and 13 (n = 788) two-year postsecondary institutions, the authors tested the effects of interest-major congruence, motivation, and 1st-year academic performance on timely degree completion. Findings suggest that interest-major congruence has a direct effect on timely degree completion…

Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities

NARCIS (Netherlands)

Kinnunen, Jaana M.; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E.; Lorant, Vincent

2016-01-01

It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old

“Childhood overweight and obesity: maternal perceptions of the time for engaging in child weight management”

OpenAIRE

Warschburger, Petra; Kröller, Katja

2012-01-01

Abstract Background There is an increasing awareness of the impact of parental risk perception on the weight course of the child and the parent’s readiness to engage in preventive efforts, but only less is known about factors related to the parental perception of the right time for the implementation of preventive activities. The aim of this study was to examine parental perceptions of the appropriate time to engage in child weight management strategies, and the factors associated with differ...

Impact of hybrid delivery of education on student academic performance and the student experience.

Science.gov (United States)

Congdon, Heather Brennan; Nutter, Douglas A; Charneski, Lisa; Butko, Peter

2009-11-12

To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

Research rigor and the gap between academic journals and business practitioners

OpenAIRE

Perea, Eva; Brady, Malcolm

2017-01-01

• Purpose: This paper examines the engagement of business practitioners with academic business research. The main purpose is to assess whether there is a gap between academic research and business people, and, if so, how to bridge this gap. • Design/methodology/approach: Over 150 senior business practitioners were surveyed, in order to capture their views on the usefulness of academic research to them in their roles as practicing managers. Survey questions covered both their current acce...

Finding your ideal (foreign) non-academic partner: Implications for university-industry collaboration, in peripheral and metropolitan regions?

DEFF Research Database (Denmark)

Guerrero, David Fernández

2018-01-01

This paper develops a theoretical framework, and a set of testable propositions, on how collaboration with non-academic partners located abroad might affect businesses’ absorptive capacity, and businesses’ propensity to engage in collaboration with universities, depending on the characteristics...... of the region. The present document also includes a research agenda with the goal of testing the propositions, in a further developed version of the paper. It is hypothesized that businesses in peripheral regions will be able to develop their absorptive capacity to a greater extent, if they are engaged...... in collaboration with foreign non-academic partners, and that these improvements in absorptive capacity will increase the ability of businesses to engage in university-industry collaboration. It is assumed that peripheral regions will provide access to a small variety of potential non-academic partners (such...

Identification with Academics, Intrinsic/Extrinsic Motivation, and Self-Efficacy as Predictors of Cognitive Engagement

Science.gov (United States)

Walker, Christopher O.; Greene, Barbara A.; Mansell, Robert A.

2006-01-01

Examined were several theoretically important relations among motivational characteristics of students that are malleable, or changeable with intervention. The motivational construct identification with academics, which includes perceptions of belonging and valuing within an academic context, was investigated along with intrinsic/extrinsic…

Publishing to become an 'ideal academic'

DEFF Research Database (Denmark)

Lund, Rebecca

2012-01-01

over a two-year period in a recently merged Finnish university. I focus specifically on how a translocal discourse of competitive performance measurement and standards of academic excellence are accomplished in the local construction of the “ideal academic” as a person who publishes articles in A level...... journals. While the construct is hard for anyone to live up to, it would seem to be more difficult for some people than for others. The current obsession with getting published in top journals place those women, who are heavily engaged in teaching activities and with responsibilities besides academic work...

Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

NARCIS (Netherlands)

Badura, Petr; Sigmund, Erik; Madarasova Geckova, Andrea; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P; Reijneveld, Sijmen A

2016-01-01

Background Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these

Real-Time Associations Between Engaging in Leisure and Daily Health and Well-Being.

Science.gov (United States)

Zawadzki, Matthew J; Smyth, Joshua M; Costigan, Heather J

2015-08-01

Engagement in leisure has a wide range of beneficial health effects. Yet, this evidence is derived from between-person methods that do not examine the momentary within-person processes theorized to explain leisure's benefits. This study examined momentary relationships between leisure and health and well-being in daily life. A community sample (n = 115) completed ecological momentary assessments six times a day for three consecutive days. At each measurement, participants indicated if they were engaging in leisure and reported on their mood, interest/boredom, and stress levels. Next, participants collected a saliva sample for cortisol analyses. Heart rate was assessed throughout the study. Multilevel models revealed that participants had more positive and less negative mood, more interest, less stress, and lower heart rate when engaging in leisure than when not. Results suggest multiple mechanisms explaining leisure's effectiveness, which can inform leisure-based interventions to improve health and well-being.

Variable School Start Times and Middle School Student's Sleep Health and Academic Performance.

Science.gov (United States)

Lewin, Daniel S; Wang, Guanghai; Chen, Yao I; Skora, Elizabeth; Hoehn, Jessica; Baylor, Allison; Wang, Jichuan

2017-08-01

Improving sleep health among adolescents is a national health priority and implementing healthy school start times (SSTs) is an important strategy to achieve these goals. This study leveraged the differences in middle school SST in a large district to evaluate associations between SST, sleep health, and academic performance. This cross-sectional study draws data from a county-wide surveillance survey. Participants were three cohorts of eighth graders (n = 26,440). The school district is unique because SST ranged from 7:20 a.m. to 8:10 a.m. Path analysis and probit regression were used to analyze associations between SST and self-report measures of weekday sleep duration, grades, and homework controlling for demographic variables (sex, race, and socioeconomic status). The independent contributions of SST and sleep duration to academic performance were also analyzed. Earlier SST was associated with decreased sleep duration (χ 2  = 173, p academic performance, and academic effort. Path analysis models demonstrated the independent contributions of sleep duration, SST, and variable effects for demographic variables. This is the first study to evaluate the independent contributions of SST and sleep to academic performance in a large sample of middle school students. Deficient sleep was prevalent, and the earliest SST was associated with decrements in sleep and academics. These findings support the prioritization of policy initiatives to implement healthy SST for younger adolescents and highlight the importance of sleep health education disparities among race and gender groups. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Engaged to Learn Ways of Engaging ESL Learners

Directory of Open Access Journals (Sweden)

Brian Tomlinson

2010-01-01

Full Text Available In this paper I am going to argue that our most important role as language teachers is to provide potentially engaging materials for our learners and then to make use of them in optimally engaging ways. If we do not engage our learners most of the time no amount of exposure, teaching, practice or use of the language will help them to achieve sufficient language acquisition and development.

Pharmaceutical Cognitive Enhancement in Greek University Students: Differences Between Users and Non-Users in Social Cognitive Variables, Burnout, and Engagement.

Science.gov (United States)

Lazuras, Lambros; Ypsilanti, Antonia; Lamprou, Efthymios; Kontogiorgis, Christos

2017-06-07

Pharmaceutical cognitive enhancement (PCE) represents the non-medical use of prescribed medication for the improvement of cognitive functioning and academic performance. Although there are some studies about PCE prevalence, it is less clear how users and non-users of PCE substances differ with respect to their positive and negative student experiences (e.g. academic burnout and engagement with studies) and in social cognitive variables that relate to decision-making and self-regulation of PCE use. The present study assessed whether students with different experiences of PCE substance use displayed differences in academic burnout, study engagement, and social cognitive variables relevant to PCE use. Three hundred and forty-seven university students (mean age (M) = 22.15 years, SD = 1.69; 54% females) completed a battery of anonymous questionnaires on academic burnout, engagement with studies, social cognitive variables relevant to PCE use, and self-reported use of PCE substances and non-prescribed nutritional supplements. Three user groups emerged, namely non-users (51.9%, n = 180), single users of non-prescribed dietary supplements (25.4%, n = 88), and dual users of both non-prescribed dietary supplements and PCE (22.8%, n = 79). Multivariate analysis of variance indicated significant differences among the three user groups in intentions, attitudes, social norms, and anticipated regret toward PCE use. No significant differences were observed with respect to academic burnout and work engagement. The findings show that university students may engage in PCE use independent of their student experiences. Rather, a chemically assisted performance enhancement mindset seems to differentiate users from non-users of PCE substances.

Understanding Dishonest Academic Behaviour Amongst Business Students--The Business Leaders of the Future

Science.gov (United States)

Bagraim, Jeffrey; Goodman, Suki; Pulker, Stephanie

2014-01-01

This study applies the Theory of Planned Behaviour (TPB) to increase understanding about dishonest academic behaviour amongst undergraduate business students. A total of 579 respondents from three universities in South Africa completed an online survey about their beliefs regarding academic dishonesty, their intentions to engage in dishonest…

Academic Mobility, Transnational Identity Capital, and Stratification under Conditions of Academic Capitalism

Science.gov (United States)

Kim, Terri

2017-01-01

Academic mobility has existed since ancient times. Recently, however, academic mobility--the crossing of international borders by academics who then work "overseas"--has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge…

Academic workload management towards learning, components of academic work

OpenAIRE

Ocvirk, Aleksandra; Trunk Širca, Nada

2013-01-01

This paper deals with attributing time value to academic workload from the point of view of an HEI, management of teaching and an individual. We have conducted a qualitative study aimed at analysing documents on academic workload in terms of its definition, and at analysing the attribution of time value to components of academic work in relation to the proportion of workload devoted to teaching in the sense of ensuring quality and effectiveness of learning, and in relation to financial implic...

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

Science.gov (United States)

Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

Directory of Open Access Journals (Sweden)

Ping Li

2017-09-01

Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

Pharmaceutical speakers' bureaus, academic freedom, and the management of promotional speaking at academic medical centers.

Science.gov (United States)

Boumil, Marcia M; Cutrell, Emily S; Lowney, Kathleen E; Berman, Harris A

2012-01-01

Pharmaceutical companies routinely engage physicians, particularly those with prestigious academic credentials, to deliver "educational" talks to groups of physicians in the community to help market the company's brand-name drugs. Although presented as educational, and even though they provide educational content, these events are intended to influence decisions about drug selection in ways that are not based on the suitability and effectiveness of the product, but on the prestige and persuasiveness of the speaker. A number of state legislatures and most academic medical centers have attempted to restrict physician participation in pharmaceutical marketing activities, though most restrictions are not absolute and have proven difficult to enforce. This article reviews the literature on why Speakers' Bureaus have become a lightning rod for academic/industry conflicts of interest and examines the arguments of those who defend physician participation. It considers whether the restrictions on Speakers' Bureaus are consistent with principles of academic freedom and concludes with the legal and institutional efforts to manage industry speaking. © 2012 American Society of Law, Medicine & Ethics, Inc.

Academic Misconduct among Nursing Students: A Multivariate Investigation.

Science.gov (United States)

Daniel, Larry G.; And Others

1994-01-01

Using Maslow's Need-Goal Motivation Model, data from 190 nursing students showed moderately high correlation between perceptions of peers' maturity, commitment, and neutralizing attitude and perceptions of peers' engagement in academic misconduct. Neutralization (rationalizing behavior) was the strongest predictor. (SK)

Staying Engaged: Knowledge and Research Needs in Student Engagement

Science.gov (United States)

Wang, Ming-Te; Degol, Jessica

2016-01-01

In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement. PMID:27087833

The Academic Ethics Of Students In Principles Of Economics

OpenAIRE

Bob Brown; Allen Wilkins

2011-01-01

Questionnaires on academic ethics were completed by 115 students enrolled in principles of economics at a state university. Ninety-seven percent admitted to having engaged in at least 1 of 16 academic practices while a university student considered unethical in the literature. Levels of participation in specific practices ranged from 20% to 88% and were unrelated to student characteristics. Students participated more in practices they rated less unethical. Primary reasons for participation we...

Relationships among fitness, obesity, screen time and academic achievement in Japanese adolescents.

Science.gov (United States)

Morita, Noriteru; Nakajima, Toshihiro; Okita, Koichi; Ishihara, Toru; Sagawa, Masato; Yamatsu, Koji

2016-09-01

Students who study intensively in one of Japan's 'cram schools' and/or spend excess time on electronic devices such as video games are in a sedentary state much of the time, and this may affect their physical fitness. We investigated whether there are relationships among obesity, physical fitness and academic achievement in Japanese students after controlling for socioeconomic and behavioral confounding factors. The data of 315 students (152 females [48%], 163 males [52%]; 12-13yrs old) were analyzed. Academic achievement was assessed by the total grade points on eight school subjects (GP8). Students with a body mass index at or above the 85th percentile of each gender were classified as the overweight/obese group. Physical fitness was evaluated by the total score on eight fitness tests. Socioeconomic and behavioral confounders including the mother's educational background, household income, cram school utilization and time spent on video games/mobile phones were used as covariates. The GP8 of the overweight/obese students was significantly lower than that of the normal weight students (27.2 vs. 29.0 points, respectively). After adjusting for the confounders, the physical fitness score was found to be a significant factor for determinants of GP8 in boys (β=0.324), but not in girls. The obesity status was a factor for GP8 in the girls (β=-0.160) but not in the boys. These results suggest that physical fitness in boys and obesity status in girls could be important factors not only for health status but also for academic achievement, independent of socioeconomic and behavioral backgrounds. Copyright © 2016 Elsevier Inc. All rights reserved.

Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment

Science.gov (United States)

Chae, Soo Eun; Shin, Jae-Han

2016-01-01

This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the…

Education Funding and Student Outcomes: A Conceptual Framework for Measurement of the Alignment of State Education Finance and Academic Accountability Policies

Science.gov (United States)

Knoeppel, Robert C.; Della Sala, Matthew R.

2015-01-01

The conceptualization and measurement of education finance equity and adequacy has engaged researchers for more than three decades. At the same time, calls for increased academic accountability and higher student achievement in K-12 public education have reached new levels at both the national and state levels. Aligning these represents an…

Social Responsibility and Commitment in Management Institutes: Mediation by Engagement

Directory of Open Access Journals (Sweden)

Manish Gupta

2016-09-01

Full Text Available Due to its major influence on individual’s performance, engagement is increasingly becoming popular among practitioners. While its influence on performance has been well established, research on the influence of variables related to organizations on engagement is still in its nascent stage. Therefore, this study examines the mediating role of employee engagement in the corporate social responsibility (CSR – organizational commitment relationship. Multiple regression results using responses from 150 academics working in Indian management institutes predominantly owned by business groups partially support the relationships hypothesized. The findings may encourage Indian management institutes owned by business groups to consider CSR in teaching and research as serious investment areas in order to have a more engaged and committed workforce.

Time to Engage? Texting to Support and Enhance First Year Undergraduate Learning

Directory of Open Access Journals (Sweden)

Geraldine Jones

2009-04-01

Full Text Available In this paper we discuss a case study investigating how the academic and personal development of first year students on an undergraduate sports education degree can be supported and enhanced with mobile SMS communication. SMS-based technologies were introduced in response to students’ particular needs (in transition to Higher Education and characteristics (‘digital natives’. Despite being unaccustomed to using their mobile phones for academic study, students willingly participated in SMS communication with their tutor via a texting management service. Drawing on evidence from two student surveys, focus groups and a tutor’s journal, we illustrate the potential that mobile SMS communication has to link and establish continuity between face to face teaching sessions and online learning activities in the Virtual Learning Environment (VLE. Many students perceived the SMS communication to have had a positive impact on their management of study time. We link our findings with the existing literature and argue that mobile text based communication has the potential to support the development of time management skills, an important component of self regulatory learning, a skill which has been shown to be key in making a successful transition.

The social ties that bind: social anxiety and academic achievement across the university years.

Science.gov (United States)

Brook, Christina A; Willoughby, Teena

2015-05-01

Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

Characteristics, satisfaction, and engagement of part-time faculty at U.S. medical schools.

Science.gov (United States)

Pollart, Susan M; Dandar, Valerie; Brubaker, Linda; Chaudron, Linda; Morrison, Leslie A; Fox, Shannon; Mylona, Elza; Bunton, Sarah A

2015-03-01

To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace. Faculty from 14  Liaison Committee on Medical Education-accredited U.S. medical schools participated in the 2011-2012 Faculty Forward Engagement Survey. The authors calculated descriptive statistics of part-time faculty respondents and used ANOVA and t test analyses to assess significant differences between and among demographic groups. The survey yielded an overall response rate of 62% (9,600/15,490). Of the part-time faculty respondents, most had appointments in clinical departments (634/674; 94%) and were female (415/674; 62%). Just over 80% (384/474) reported a full-time equivalent of 0.5 or higher. The majority of part-time faculty respondents reported satisfaction with their department and medical school as a place to work (372/496 [75%] and 325/492 [66%]); approximately half agreed that their institution had clear expectations for part-time faculty (210/456; 46%) and provided the resources they needed (232/457; 51%). Significant differences existed between part- and full-time faculty respondents regarding perceptions of growth opportunities and compensation and benefits, with part-time faculty respondents feeling less satisfied in these areas. As institutions work to improve the satisfaction of full-time faculty, they should do the same for part-time faculty. Understanding why faculty choose part-time work is important in encouraging the recruitment and retention of the most talented faculty. The findings of this study indicate multiple opportunities to improve the satisfaction and engagement of part-time faculty.

Exploring the Relationship between Student Engagement, Twitter, and a Learning Management System: A Study of Undergraduate Marketing Students

Science.gov (United States)

Williams, David; Whiting, Anita

2016-01-01

Because student engagement is believed to be a predictor of academic achievement, there is significant interest in discovering methods that will improve and increase student engagement at all levels of education. This study investigated the relationship between digital and social media usage and student engagement. In particular, this study sought…

Academic anxiety, academic procrastination, and parental involvement in students and their parents.

Science.gov (United States)

Milgram, N; Toubiana, Y

1999-09-01

The study investigated the relationship between academic anxiety and procrastination in children and parents, and parents' direct involvement in their children's schoolwork. Children reported their current anxiety and procrastination and parents reported their anxiety and procrastination when they were children (a measure of indirect influence on their children's schoolwork habits), and on their current involvement in their children's schoolwork (a measure of direct influence). Self-report measures were administered to 354 Israeli adolescents (ages 13, 14, and 16) and their parents. Students were less anxious about homework than the other academic assignments. Older adolescents were less anxious about their schoolwork overall and procrastinated more than younger on homework. Parents of late adolescents were less involved in their children's schoolwork than parents of younger adolescents. Parents participated equally in school-related interactions that demanded high investment of time and effort, but mothers engaged more than fathers in low investment activities. These direct and indirect parental influences on their children's procrastination were of low magnitude overall, but appeared relatively stronger for mothers. The more students were anxious about preparing for examinations and writing papers, the more they procrastinated on these assignments, confirming the appraisal-anxiety avoidance (AAA) model. The inverse relationship of anxiety and procrastination with regard to homework led to our making a post hoc distinction between task-centred and consequence-centred anxiety.

(No) Harm in Asking: Class, Acquired Cultural Capital, and Academic Engagement at an Elite University

Science.gov (United States)

Jack, Anthony Abraham

2016-01-01

How do undergraduates engage authority figures in college? Existing explanations predict class-based engagement strategies. Using in-depth interviews with 89 undergraduates at an elite university, I show how undergraduates with disparate precollege experiences differ in their orientations toward and strategies for engaging authority figures in…

Part-time careers in academic internal medicine: A report from the association of specialty professors part-time careers task force on behalf of the alliance for academic internal medicine

OpenAIRE

Linzer, M; Warde, C; Alexander, RW; DeMarco, DM; Haupt, A; Hicks, L; Kutner, J; Mangione, CM; Mechaber, H; Rentz, M; Riley, J; Schuster, B; Solomon, GD; Volberding, P; Ibrahim, T

2009-01-01

To establish guidelines for more effectively incorporating part-time faculty into departments of internal medicine, a task force was convened in early 2007 by the Association of Specialty Professors. The task force used informal surveys, current literature, and consensus building among members of the Alliance for Academic Internal Medicine to produce a consensus statement and a series of recommendations. The task force agreed that part-time faculty could enrich a department of medicine, enhan...

Loss of Magnet® Designation and Changes in RN Work Engagement: A Report on How 1 Hospital's Culture Changed Over Time.

Science.gov (United States)

Wonder, Amy Hagedorn; York, Jacki; Jackson, Kathryn L; Sluys, Teresa D

2017-10-01

The aim of this study was to examine the loss of Magnet® designation and how RNs' work engagement changed at 1 community hospital. The importance of RN work engagement to promote quality and safety is widely recognized in healthcare. Ongoing consistent research is critical to determine what organizational structures are needed to support RN work engagement. This was a comparative, descriptive, correlational study of RN cohorts at 2 time points: time 1 (T1), in 2011 during Magnet designation (n = 119), and time 2 (T2), in 2016, approximately 2 years after the loss of Magnet designation (n = 140). The cohort of RNs at T2 reported significantly lower work engagement in the time period after the loss of Magnet designation when compared with the RN cohort at T1 during Magnet designation (P ≤ .0002). These results provide insights for clinical leaders striving to support a culture of RN work engagement and quality care.

Triumph or Tragedy: Comparing Student Engagement Levels of Members of Greek-Letter Organizations and Other Students.

Science.gov (United States)

Hayek, John C.; Carini, Robert M.; O'Day, Patrick T.; Kuh, George D.

2002-01-01

This study compared the levels of student engagement between fraternity and sorority members and other undergraduate students. After controls, Greek members appeared to be equally and sometimes more engaged in academically challenging tasks, active learning, student-faculty interaction, community service, diversity, satisfaction, and on learning…

Identifying the influence of gender on motivation and engagement levels in student physiotherapists.

Science.gov (United States)

Edgar, Susan

2015-04-01

There is an increasing focus in higher education on the role of learner characteristics and their influence on academic performance. Educators are interested in how students engage with learning activities as they progress through the curriculum. A previous study highlighted gender effects in academic performance in student physiotherapists, despite comparable entry scores. The aim of this study was to determine variation in student motivation and engagement, across the four year levels of the physiotherapy program at The University of Notre Dame Australia while considering gender and age. A cross-sectional design was adopted surveying 233 students utilising the Motivation and Engagement Scale - University/College (MES-UC), to review motivational thoughts and behaviours influencing learning. RESULTS identified gender effects with males having on average significantly lower scores for planning, task management and persistence; and higher scores for disengagement from their studies. Females displayed higher average scores for anxiety particularly in their first year and final clinical year. RESULTS were consistent with gender effects noted in academic performance throughout the program for previous student cohorts. The application of the MES-UC early in course would highlight to educators the areas where intervention can be targeted. Early individualized intervention is recommended to address learner characteristics influencing performance.

Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

Science.gov (United States)

Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R

2013-12-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.

Nudging Academic Science into the Public Sphere

Science.gov (United States)

Jordan, Rebecca

2007-01-01

Researchers can be reluctant to work with fellow academics outside their disciplines or to engage the public in their research. Some will even hesitate to work with departmental colleagues or their own students if they perceive a disciplinary gap. Many of today's pressing social concerns, however, demand interdisciplinary solutions and benefit…

Contingent and Marginalised? Academic Development and Part-Time Teachers

Science.gov (United States)

Anderson, Valerie

2007-01-01

Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of…

The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

Directory of Open Access Journals (Sweden)

Kevin R. Clark

2015-01-01

Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

Age is no barrier: predictors of academic success in older learners

Science.gov (United States)

Imlach, Abbie-Rose; Ward, David D.; Stuart, Kimberley E.; Summers, Mathew J.; Valenzuela, Michael J.; King, Anna E.; Saunders, Nichole L.; Summers, Jeffrey; Srikanth, Velandai K.; Robinson, Andrew; Vickers, James C.

2017-11-01

Although predictors of academic success have been identified in young adults, such predictors are unlikely to translate directly to an older student population, where such information is scarce. The current study aimed to examine cognitive, psychosocial, lifetime, and genetic predictors of university-level academic performance in older adults (50-79 years old). Participants were mostly female (71%) and had a greater than high school education level (M = 14.06 years, SD = 2.76), on average. Two multiple linear regression analyses were conducted. The first examined all potential predictors of grade point average (GPA) in the subset of participants who had volunteered samples for genetic analysis (N = 181). Significant predictors of GPA were then re-examined in a second multiple linear regression using the full sample (N = 329). Our data show that the cognitive domains of episodic memory and language processing, in conjunction with midlife engagement in cognitively stimulating activities, have a role in predicting academic performance as measured by GPA in the first year of study. In contrast, it was determined that age, IQ, gender, working memory, psychosocial factors, and common brain gene polymorphisms linked to brain function, plasticity and degeneration (APOE, BDNF, COMT, KIBRA, SERT) did not influence academic performance. These findings demonstrate that ageing does not impede academic achievement, and that discrete cognitive skills as well as lifetime engagement in cognitively stimulating activities can promote academic success in older adults.

The Lights are on but Nobody's Home: the Future of Academic Libraries?

Directory of Open Access Journals (Sweden)

Louise McGillis

2016-07-01

Full Text Available This viewpoint article looks at the challenges facing academic libraries and argues that collaboration and engagement are vital to their survival. Cet article d’opinion examine des défis auxquels des bibliothèques académiques font face, et soutient que la collaboration et l’engagement sont indispensables pour leur survie.

Engagement strategies that foster community self-determination in participatory research: Insider ownership through outsider championship.

Science.gov (United States)

Salsberg, Jon; Macridis, Soultana; Garcia Bengoechea, Enrique; Macaulay, Ann C; Moore, Spencer

2017-06-01

In order to maximize the benefits of community-based participatory research, effective ownership over the research process must be at least equally in the hands of the community. A previous social network analysis documented that the participatory research process shifted ownership from academic to community partners, but did not show what actions and strategies fostered this shift. This study follows the trajectory of a community-academic partnership and asks, from the perspective of the project stakeholders, which actions and strategies over the lifespan of the research led to the observed shift in ownership and decision-making from the original external academics to the community stakeholders? Qualitative description using inductive thematic analysis. One academic and five community stakeholders identified as central in a previous social network analysis, participated in retrospective, semi-structured interviews. Actions deemed to have fostered the observed shift in ownership included: existence of a strong champion; stimulating 'outside' ideas; emergence of core people; alignment of project goals with stakeholders' professional roles; involving the right people; personal qualities of the champion; trust-building; and active use of participatory engagement strategies. Although communities must take ownership over the research process to assure sustained action and change, a strong, trusted and accepted outside champion who actively enacts participatory engagement strategies can facilitate the participatory process and provide community stakeholders the time and support they need to achieve meaningful and sustained leadership roles. These findings have implications for how partnership research is designed and implemented, both in community and in clinical organisational settings. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Relation of Student Engagement and Other Admission Metrics to Master of Accounting Student Performance

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Buckless, Frank; Krawczyk, Kathy

2016-01-01

This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested…

The Impact of Community for Part-Time Doctoral Students: How Relationships in the Academic Department Affect Student Persistence

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Sarah Zahl

2015-08-01

Full Text Available This study examines the ways that part-time Ph.D. students develop community within the academic department and how a sense of community is related to persistence. This study included 12 participants (ten students and two program chairs in two academic departments at one urban research institution. This qualitative study followed a descriptive case study design and provided three levels of data: the institution is the bounded system; the academic departments are the cases; and the participants are embedded cases. Positive relationships with peers and faculty served as a source of encouragement and supported persistence, particularly during challenging semesters and later phases of the doctoral program. However, it was often difficult for the participants to develop and/or maintain relationships, due to limited proximity, limited access to faculty, and changing cohorts. Participants did not consider full-time doctoral students to be part of their community, due to perceived differences between part-time and full-time students. The participants also perceived that faculty catered to full-time students and preferred to conduct research with them rather than part-time students.

Engaging youth of color in applied science education and public health promotion

Science.gov (United States)

Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

2016-03-01

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to 'think' like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.

Building professionalism and employability skills: embedding employer engagement within first-year computing modules

Science.gov (United States)

Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm

2015-07-01

This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.

Academic Self-Handicapping: Relationships with Learning Specific and General Self-Perceptions and Academic Performance over Time

Science.gov (United States)

Gadbois, Shannon A.; Sturgeon, Ryan D.

2011-01-01

Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…

An exploration of undergraduate students' self-reported academic ...

African Journals Online (AJOL)

The findings show that 96.4% of respondents admitted in engaging on assignment-related dishonesty while 82.1% and 82% on research-related and exam-related ones, respectively. Scores on performance avoidance and mastery orientation, Cumulative Grade Point Average (CGPA), awareness of academic rules and ...

Academic Training: Academic Training Lectures-Questionnaire

CERN Multimedia

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch SUGGEST AND WIN! Its time to plan the 2004-2005 lecture series. From today until March 19 you have the chance to give your contribution to planning for next year's Academic Training Lecture Series. At the web site: http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents

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Hanyi Yan

2017-06-01

Full Text Available Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students (n = 2625 in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI, eating behaviors, average nightly hours of sleep, physical activity (PA, academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life.

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents.

Science.gov (United States)

Yan, Hanyi; Zhang, Rui; Oniffrey, Theresa M; Chen, Guoxun; Wang, Yueqiao; Wu, Yingru; Zhang, Xinge; Wang, Quan; Ma, Lu; Li, Rui; Moore, Justin B

2017-06-04

Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students ( n = 2625) in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI), eating behaviors, average nightly hours of sleep, physical activity (PA), academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life.

Perceptions of EFL Students toward Academic Reading

Science.gov (United States)

Akarsu, Oktay; Harputlu, Leyla

2014-01-01

In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used…

The measurement of employee engagement in government institutions

Directory of Open Access Journals (Sweden)

Martins, N.

2016-07-01

Full Text Available Employee engagement has consistently been rated as one of the top issues on chief executive officers’ lists of priorities and is a main focus of attention of both academics and human resources practitioners. A number of studies focus on employee engagement in the private sector, however there are relatively fewer studies that focus on employee engagement in government institutions. The aim of this study was twofold: Firstly, the validity and reliability of the employee engagement instrument for government institutions were determined. Secondly, it was determined if any significant differences could be detected between the employee engagement levels of the various biographical groups that participated in the survey. A quantitative research study was conducted using a database of a research company. The database in question is made up of 285 000 business people from various industries and sizes of business and who occupy different roles, reflecting the profile of the South African working population. A total of 4 099 employees, of which 427 represented government institutions, completed the employee engagement questionnaire. The results confirmed the validity and reliability of the questionnaire for government institutions, but with a slightly different structure. Some biographical groupings indicated that they experience employee engagement in a significantly different way. The results indicate that the younger employees together with top and senior management experience the highest levels of engagement in government institutions. The significance of these results is that not all biographical groups’ engagement levels can be managed equally

Political Beliefs and the Academic Responsibilities of Undergraduate Teaching

Science.gov (United States)

Frueh, Jamie; Blaney, David L.; Dunn, Kevin; Goff, Patricia; Leonard, Eric K.; Sharoni, Simona

2008-01-01

This forum reconstructs a roundtable discussion about the academic responsibilities of International Relations professors with respect to their undergraduate students. Specifically, participants discuss the proper pedagogical role of professors' personal political beliefs and the best ways to encourage undergraduate students to engage political…

Relationship between internet addiction and academic locus of ...

African Journals Online (AJOL)

The study identified the various internet activities engaged in by students in a Nigerian University and examined the relationship between internet addiction and their academic locus of control. The sample was made of 250 students selected from a University in Nigeria. An instrument tagged “Questionnaire on Students' ...

El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones

OpenAIRE