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

Science.gov (United States)

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,…

Academic Satisfaction at University: The Relationship between Emotional Intelligence and Academic Engagement

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Urquijo, Itziar; Extremera, Natalio

2017-01-01

Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140…

Student Engagement and Academic Performance in the Colombian University Context.

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Pineda-Báez, Clelia

2014-11-01

Full Text Available Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students’ academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE that measures students’ level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students’ academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students.

The association between academic engagement and achievement in health sciences students

Science.gov (United States)

2013-01-01

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

Satisfaction and Academic Engagement among Undergraduate Students: A Case Study in Istanbul University

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Burcu Ozge Özaslan Caliskan

2016-01-01

Full Text Available Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.

Sexual Harassment, Self Esteem and Academic Engagement as ...

African Journals Online (AJOL)

The purpose of the present study was to investigate the extent to which sexual harassment, self-esteem, and academic engagement predict academic success of female secondary school students in Gondar city. Correlational design was employed to answer the research questions raised. Respondents were 366 female ...

Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity.

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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.

The college journey and academic engagement: how metaphor use enhances identity-based motivation.

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Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

2014-05-01

People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

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

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Mouri Dey

2016-04-01

Full Text Available 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 regarding the usage of Facebook among students of Business Administration from three private Bangladeshi private universities. The research results show that Facebook can be used for at least 21 academic tasks or goals and that these can be grouped into six major factors. Moreover, students opine that their online socializing does not reduce their study time, instead it helps them get the latest study related information, sharing courses, class schedules etc. After running a regression analysis, the authors conclude that the students’ level of engagement with the academic life through Facebook does not influence their academic results. The reason for this insignificant relation between academic results and academic engagement through SNSs may be due to the non-diversified course curriculum, the traditional way of delivering lectures and evaluating, limited study materials, non-receptiveness to technology-based learning etc. However, the authors propose to include SNSs as a study tool as it is a popular media and to conduct further research to better understand the effective way of using it in the education system.

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…

Student prosocial behavior and academic achievement

OpenAIRE

Spasenović Vera Z.

2004-01-01

The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful lear...

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…

Measuring preschool learning engagement in the laboratory.

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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.

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.

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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.

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…

Teachers' instructional behaviors as important predictors of academic motivation : Changes and links across the school

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

2016-01-01

Learning environments play an important role for students' learning and outcomes. Research indicates that many students show poor academic motivation. Teachers' behavior can function as a protective factor for sustaining students' interest and active engagement in schools. However, the knowledge

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%.

Academic goals, student homework engagement, and academic achievement in Primary Education

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Antonio eValle

2016-03-01

Full Text Available There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13. Findings show that: (a academic achievement was positively associated with the amount of homework completed, (b the amount of homework completed was related to the homework time management, (c homework time management was associated with the approach to homework; (d and the approach to homework, like the rest of the variables of the model (except for the time spent on homework, was related to the student's academic motivation (i.e., academic goals.

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

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Kim, Ha Yeon; Cappella, Elise

2016-03-01

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

Modeling and Analyzing Academic Researcher Behavior

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Phuc Huu Nguyen

2016-12-01

Full Text Available Abstract. This paper suggests a theoretical framework for analyzing the mechanism of the behavior of academic researchers whose interests are tangled and vary widely in academic factors (the intrinsic satisfaction in conducting research, the improvement in individual research ability, etc. or non-academic factors (career rewards, financial rewards, etc.. Furthermore, each researcher also has his/her different academic stances in their preferences about academic freedom and academic entrepreneurship. Understanding the behavior of academic researchers will contribute to nurture young researchers, to improve the standard of research and education as well as to boost collaboration in academia-industry. In particular, as open innovation is increasingly in need of the involvement of university researchers, to establish a successful approach to entice researchers into enterprises’ research, companies must comprehend the behavior of university researchers who have multiple complex motivations. The paper explores academic researchers' behaviors through optimizing their utility functions, i.e. the satisfaction obtained by their research outputs. This paper characterizes these outputs as the results of researchers' 3C: Competence (the ability to implement the research, Commitment (the effort to do the research, and Contribution (finding meaning in the research. Most of the previous research utilized the empirical methods to study researcher's motivation. Without adopting economic theory into the analysis, the past literature could not offer a deeper understanding of researcher's behavior. Our contribution is important both conceptually and practically because it provides the first theoretical framework to study the mechanism of researcher's behavior. Keywords: Academia-Industry, researcher behavior, ulrich model’s 3C.

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…

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

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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…

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…

Student prosocial behavior and academic achievement

Directory of Open Access Journals (Sweden)

Spasenović Vera Z.

2004-01-01

Full Text Available The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher’s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

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,…

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…

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

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GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767

Possible Link between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise

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Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

2016-01-01

Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…

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

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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

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

NARCIS (Netherlands)

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

Understanding Engagement in Dementia Through Behavior. The Ethographic and Laban-Inspired Coding System of Engagement (ELICSE and the Evidence-Based Model of Engagement-Related Behavior (EMODEB

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Giulia Perugia

2018-05-01

Full Text Available Engagement in activities is of crucial importance for people with dementia. State of the art assessment techniques rely exclusively on behavior observation to measure engagement in dementia. These techniques are either too general to grasp how engagement is naturally expressed through behavior or too complex to be traced back to an overall engagement state. We carried out a longitudinal study to develop a coding system of engagement-related behavior that could tackle these issues and to create an evidence-based model of engagement to make meaning of such a coding system. Fourteen elderlies with mild to moderate dementia took part in the study. They were involved in two activities: a game-based cognitive stimulation and a robot-based free play. The coding system was developed with a mixed approach: ethographic and Laban-inspired. First, we developed two ethograms to describe the behavior of participants in the two activities in detail. Then, we used Laban Movement Analysis (LMA to identify a common structure to the behaviors in the two ethograms and unify them in a unique coding system. The inter-rater reliability (IRR of the coding system proved to be excellent for cognitive games (kappa = 0.78 and very good for robot play (kappa = 0.74. From the scoring of the videos, we developed an evidence-based model of engagement. This was based on the most frequent patterns of body part organization (i.e., the way body parts are connected in movement observed during activities. Each pattern was given a meaning in terms of engagement by making reference to the literature. The model was tested using structural equation modeling (SEM. It achieved an excellent goodness of fit and all the hypothesized relations between variables were significant. We called the coding system that we developed the Ethographic and Laban-Inspired Coding System of Engagement (ELICSE and the model the Evidence-based Model of Engagement-related Behavior (EMODEB. To the best of our

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

Science.gov (United States)

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

Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior

DEFF Research Database (Denmark)

Zettler, Ingo

2011-01-01

Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed...... that students' self-control impacts university citizenship behavior positively and counterproductive academic behavior negatively. Two correlative field studies, at which one is predictive, using different questionnaires to assess self-control support both hypotheses....

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.

The Culture of Academic Medicine: Faculty Behaviors Impacting the Learning Environment.

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Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian

2016-12-01

The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.

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)…

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

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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…

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 a...

Predicting Academics via Behavior within an Elementary Sample: An Evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

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Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N.

2017-01-01

This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…

The role of academic institutions in leveraging engagement and action on climate change

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Hill, T. M.; Palca, J.

2016-12-01

Growing global concern over the impact of climate change places climate scientists at the forefront of communicating risks, impacts, and adaptation strategies to non-scientists. Academic institutions can play a leadership role in providing support, incentives, and structures that encourage scientific engagement on this, and other, complex societal and scientific issues. This presentation will focus on `best practices' in supporting university scientists in communicating their science and engaging in thoughtful dialogue with decision makers, managers, media, and public audiences. For example, institutions that can provide significant administrative support for science communication (press officers, training workshops) may decrease barriers between academic science and public knowledge. Additionally, financial (or similar) support in the form of teaching releases and institutional awards can be utilized to acknowledge the time and effort spent in engagement. This presentation will feature examples from universities, professional societies and other institutions where engagement on climate science is structurally encouraged and supported.

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

Directory of Open Access Journals (Sweden)

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.

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.

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Abar, Beau; Carter, Kermit L; Winsler, Adam

2009-04-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.

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.

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.

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

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…

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

Science.gov (United States)

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.

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

Science.gov (United States)

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.

Science.gov (United States)

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.

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.

Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

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Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

2018-03-01

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Defining Academic Dishonesty Behaviors According to Pre-Service Teachers

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Muhammet ÖZDEN

2015-04-01

Full Text Available The aim of this study is to determine academic dishonesty behaviors based on the opinions of pre-service elementary and social studies teachers. This study was designed using a student self-report survey questionnaire. The sample of this study consisted of 445 pre-service teachers. The research data was collected using “the academic dishonesty behaviors opinion survey” developed for this research. The research data was analyzed using descriptive statistical techniques and chi-square test. Results indicated 23 items that pre-service teachers agreed on were about academic dishonesty. Of these 10 items were about academic cheating and 13 items were about plagiarism in assignments. The top three academic dishonesty behaviors based on participants opinion were respectively having another person take the test on behalf, stealing exam materials and handing in someone else's essay with his/her name on it. Most pre-service teachers did not accept 4 items as an academic dishonest behavior. These items were using old exam questions in order to prepare an exam, using someone else's notes in order to prepare an exam, to give information to other class students after taking the exam, and taking an exam after receiving information from students who already took the exam. In this study, another important finding was about gender differences; female preservice teachers showed more concern than male pre-service teachers about academic dishonesty behaviors. There were also a few limited significant differences both in grade and class level in all academic dishonesty behaviors.

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

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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

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…

Direct behavior rating as a school-based behavior screener for elementary and middle grades.

Science.gov (United States)

Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

2013-06-01

The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

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

Science.gov (United States)

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

Science.gov (United States)

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,…

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

Science.gov (United States)

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.

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…

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

Science.gov (United States)

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2017-11-01

Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

Sexual behavior and intention to engage in sexual behavior in junior secondary school students in Hong Kong.

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Shek, D T L

2013-06-01

The present study examined the prevalence, changes, and demographic as well as psychosocial correlates of sexual behavior and intention to engage in sexual behavior in early adolescents in Hong Kong, with sexual behavior indexed by sexual intercourse. Three waves of longitudinal data on sexual intercourse, intention to engage in sexual intercourse, family functioning, and positive youth development were collected from 28 secondary schools in Hong Kong. There were significant influences of grade and gender on adolescent sexual behavior or intention to engage in sexual behavior. Significant main effects of immigration status on sexual behavior were also found. While no effect of family economic background was found, effect of family intactness existed for sexual behavior. Family functioning and positive youth development at Grade 7 were negatively associated with students' sexual behavior and intention to engage in sexual behavior at Grade 9. Grade, gender, immigration status, and family intactness were related to sexual behavior and/or intention to engage in sexual behavior in junior secondary school students. Promoting positive youth development and family functioning could serve as protective factors to reduce sexual behavior and intention to engage in sexual behavior in Chinese early adolescents in Hong Kong. Copyright © 2013 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

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.

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.

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

OpenAIRE

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,...

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

Science.gov (United States)

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…

Microbiologists’ Public Engagement Views and Behaviors †

Science.gov (United States)

Besley, John; Kahlor, Lee Ann; Koh, Hyeseung; Copple, Jacob; Yuan, Shupei

2018-01-01

In this study, we present results from an extensive survey of US-based microbiologists (adults) to explore these scientists’ perceptions and behaviors related to communicating their research. Specifically, we explored the frequency with which microbiologists engage in public communication, how they evaluate their public communication experiences, and the factors associated with their willingness to engage in face-to-face and online public communication in the future. Data from a multi-wave online survey suggest that microbiologists (N = 903) are somewhat frequent communicators who derive great value from their outreach efforts. The results further suggest that social and psychological drivers of future intentions to engage with the public are consistent with the Theory of Planned Behavior (TPB). Specifically, microbiologists with more positive attitudes toward engagement were more willing to partake in direct and online communication activities. Similarly, microbiologists who believe they possess communication skills are more willing than their less efficacious colleagues to do either type of outreach. Our results also indicate that more-senior and more-active researchers are more willing to participate in direct and online engagement. Implications for communication training are discussed. PMID:29904524

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....

Health behavior change counseling in surgery for degenerative lumbar spinal stenosis. Part II: patient activation mediates the effects of health behavior change counseling on rehabilitation engagement.

Science.gov (United States)

Skolasky, Richard L; Maggard, Anica M; Li, David; Riley, Lee H; Wegener, Stephen T

2015-07-01

To determine the effect of health behavior change counseling (HBCC) on patient activation and the influence of patient activation on rehabilitation engagement, and to identify common barriers to engagement among individuals undergoing surgery for degenerative lumbar spinal stenosis. Prospective clinical trial. Academic medical center. Consecutive lumbar spine surgery patients (N=122) defined in our companion article (Part I) were assigned to a control group (did not receive HBCC, n=59) or HBCC group (received HBCC, n=63). Brief motivational interviewing-based HBCC versus control (significance, Pgroup did not show improvement compared with the control group. Thematic analysis identified 3 common barriers to engagement: (1) low self-efficacy because of lack of knowledge and support (62%); (2) anxiety related to fear of movement (57%); and (3) concern about pain management (48%). The influence of HBCC on rehabilitation engagement was mediated by patient activation. Despite improvements in patient activation, one-third of patients reported low rehabilitation engagement. Addressing these barriers should lead to greater improvements in rehabilitation engagement. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Influencing behavioral change by customer engagement amongst youth

Directory of Open Access Journals (Sweden)

Singh S

2011-12-01

Full Text Available Sonal SinghMarketing and Management Department, Macquarie University, Sydney, New South Wales, AustraliaAbstract: It is widely accepted that many social and health problems have underlying behavioral causes. Because these problems are rooted in human behavior, solutions to deal with them also lie in human behavior. This paper examines ways of integrating customer engagement in social programs to influence and initiate behavior change effectively with a special focus on youth. This work followed a theoretical deduction by use of a literature review. Social marketing places emphasis on behavior change, and one of the key challenges for social marketers is to ensure a perceived value for customers in taking up and maintaining positive behavior. If perceptions, beliefs, attitudes, and values influence behavior, then the central focus should be on the youth. Integrating youth is a prerequisite for effective social marketing programs and ultimately behavioral change. This approach will pave the way for effective brand positioning and brand loyalty in social marketing which has been lacking and requires more attention from researchers and policymakers. This paper outlines theoretical developments in social marketing that will increase the effectiveness of social marketing programs overall. Existing social marketing literature typically focuses on social marketing interventions and behavioral change. This paper uses customer engagement within a social marketing context so that social marketing programs are perceived as brands to which youth can relate.Keywords: social marketing, customer engagement, behavioral influence, change, youth

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

Science.gov (United States)

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.

Behavior Analytic Consultation for Academic Referral Concerns

Science.gov (United States)

Dufrene, Brad A.; Zoder-Martell, Kimberly A.; Dieringe, Shannon Titus; Labrot, Zachary

2016-01-01

Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School-based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that…

Behavior Bingo: The Effects of a Culturally Relevant Group Contingency Intervention for Students with EBD

Science.gov (United States)

Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E.

2018-01-01

Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with…

Academic performance and behavioral patterns

DEFF Research Database (Denmark)

Kassarnig, Valentin; Mones, Enys; Bjerre-Nielsen, Andreas

2018-01-01

Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect...

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

Science.gov (United States)

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.

Association between Eating Behavior and Academic Performance in University Students.

Science.gov (United States)

Valladares, Macarena; Durán, Elizabeth; Matheus, Alexis; Durán-Agüero, Samuel; Obregón, Ana María; Ramírez-Tagle, Rodrigo

2016-01-01

To determine the association between academic performance and eating behavior in university students in Chile. A total of 680 college students, 409 (60%) women and 271 (40%) men, were randomly recruited and the mean age of the entire sample was 26. The Three-Factor Eating Questionnaire (TFEQ), which evaluates 3 dimensions of eating behavior-cognitive restriction (limiting own intake), uncontrolled eating (inclination to eat), and emotional eating (control of food intake in the context of negative emotions)-was used. Academic performance was measured by the grade point average (GPA) and was associated with eating behavior. Women had significantly higher scores in the "emotional eating" dimension than men (p = 0.002). The eating behavior analysis showed that female students with higher GPAs (above 5.5) had statistically significantly lower uncontrolled eating scores (p = 0.03) and higher cognitive restriction scores (p = 0.05) than women with lower academic performance (below 5.5). There were no significant associations between eating behavior and academic performance in men. A positive association between eating behavior and academic performance was observed in female university students in Chile. Further studies are needed to explore the causes of this association and determine how to improve the nutritional habits of this population.

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

Science.gov (United States)

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

Science.gov (United States)

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…

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…

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

Science.gov (United States)

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…

Customer engagement behavior : Theoretical foundations and research directions

NARCIS (Netherlands)

van Doorn, J.; Lemon, K.N.; Mittal, V.; Nass, S.; Pick, D.; Pirner, P.; Verhoef, P.C.

This article develops and discusses the concept of customer engagement behaviors (CEB), which we define as the customers' behavioral manifestation toward a brand or firm, beyond purchase, resulting from motivational drivers. CEBs include a vast array of behaviors including word-of-mouth (WOM)

School engagement trajectories in adolescence: The role of peer likeability and popularity.

Science.gov (United States)

Engels, Maaike C; Colpin, Hilde; Van Leeuwen, Karla; Bijttebier, Patricia; Den Noortgate, Wim Van; Claes, Stephan; Goossens, Luc; Verschueren, Karine

2017-10-01

This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N=1116; M age =13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that different engagement dimensions were differentially associated with peer status. Likeability was positively related to both behavioral and emotional engagement in Grade 7, but not to behavioral and emotional disaffection. In contrast, popularity was related to less behavioral engagement and more behavioral disaffection at the start of secondary education, but not to emotional engagement and disaffection. Moreover, students' aggressive behavior moderated the relation between popularity and behavioral engagement in Grade 7, denoting the risk of popularity in combination with average and high levels of aggression. Results suggest that adolescents' popularity may interfere with meeting academic demands in general and with showing engagement in particular. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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

Science.gov (United States)

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.

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).

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

Science.gov (United States)

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

2015-04-19

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 children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined. From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations. Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but

Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis.

Science.gov (United States)

Dumuid, Dorothea; Olds, Timothy; Martín-Fernández, Josep-Antoni; Lewis, Lucy K; Cassidy, Leah; Maher, Carol

2017-12-01

Poor academic performance has been linked with particular lifestyle behaviors, such as unhealthy diet, short sleep duration, high screen time, and low physical activity. However, little is known about how lifestyle behavior patterns (or combinations of behaviors) contribute to children's academic performance. We aimed to compare academic performance across clusters of children with common lifestyle behavior patterns. We clustered participants (Australian children aged 9-11 years, n = 284) into four mutually exclusive groups of distinct lifestyle behavior patterns, using the following lifestyle behaviors as cluster inputs: light, moderate, and vigorous physical activity; sedentary behavior and sleep, derived from 24-hour accelerometry; self-reported screen time and diet. Differences in academic performance (measured by a nationally administered standardized test) were detected across the clusters, with scores being lowest in the Junk Food Screenies cluster (unhealthy diet/high screen time) and highest in the Sitters cluster (high nonscreen sedentary behavior/low physical activity). These findings suggest that reduction in screen time and an improved diet may contribute positively to academic performance. While children with high nonscreen sedentary time performed better academically in this study, they also accumulated low levels of physical activity. This warrants further investigation, given the known physical and mental benefits of physical activity.

The Behavioral and Social Sciences: Contributions and Opportunities in Academic Medicine.

Science.gov (United States)

Smith, Patrick O; Grigsby, R Kevin

2017-06-01

The Association of American Medical Colleges plays a leading role in supporting the expansion and evolution of academic medicine and medical science in North America, which are undergoing high-velocity change. Behavioral and social science concepts have great practical value when applied to the leadership practices and administrative structures that guide and support the rapid evolution of academic medicine and medical sciences. The authors are two behavioral and social science professionals who serve as academic administrators in academic medical centers. They outline their career development and describe the many ways activities have been shaped by their work with the Association of American Medical Colleges. Behavioral and social science professionals are encouraged to become change agents in the ongoing transformation of academic medicine.

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

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

Science.gov (United States)

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…

Exploring Filipino Adolescents' Perceptions of the Legitimacy of Parental Authority over Academic Behaviors

Science.gov (United States)

Bernardo, Allan B. I.

2010-01-01

Filipino adolescents' perceptions regarding the legitimacy of parental control over academic behaviors was investigated. It was assumed that the adolescents would differentiate between the issues inherent in various types or domains of academic behaviors. The results revealed three domains of academic behaviors: learning processes, college major…

Investigating the Collateral Effects of Behavior Management on Early Literacy Skills

Science.gov (United States)

Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Prykanowski, Debra; Coyne, Michael; Scott, Terrance M.

2015-01-01

Effective behavior management is necessary to ensure students are engaged with instruction. Students cannot learn if they are not engaged. Although the relationship between effective behavior management and positive student behavior is well established, the relationship between behavior management and increased academic achievement, including…

Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.

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Stoutjesdijk, Regina; Scholte, Evert M; Swaab, Hanna

2016-01-01

Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data. Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found. © The Author(s) 2013.

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 ...

Predicting Academic Achievement from Classroom Behaviors

OpenAIRE

Flynt, Cynthia J.

2008-01-01

PREDICTING ACADEMIC ACHIEVEMENT FROM CLASSROOM BEHAVIORS by Cynthia J. Flynt Nancy Bodenhorn & Kusum Singh, Co-Chairs Counselor Education (ABSTRACT) This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined te...

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....

Influencing behavioral change by customer engagement amongst youth

Science.gov (United States)

Singh, Sonal

2011-01-01

It is widely accepted that many social and health problems have underlying behavioral causes. Because these problems are rooted in human behavior, solutions to deal with them also lie in human behavior. This paper examines ways of integrating customer engagement in social programs to influence and initiate behavior change effectively with a special focus on youth. This work followed a theoretical deduction by use of a literature review. Social marketing places emphasis on behavior change, and one of the key challenges for social marketers is to ensure a perceived value for customers in taking up and maintaining positive behavior. If perceptions, beliefs, attitudes, and values influence behavior, then the central focus should be on the youth. Integrating youth is a prerequisite for effective social marketing programs and ultimately behavioral change. This approach will pave the way for effective brand positioning and brand loyalty in social marketing which has been lacking and requires more attention from researchers and policymakers. This paper outlines theoretical developments in social marketing that will increase the effectiveness of social marketing programs overall. Existing social marketing literature typically focuses on social marketing interventions and behavioral change. This paper uses customer engagement within a social marketing context so that social marketing programs are perceived as brands to which youth can relate. PMID:24600281

Influencing behavioral change by customer engagement amongst youth.

Science.gov (United States)

Singh, Sonal

2011-01-01

It is widely accepted that many social and health problems have underlying behavioral causes. Because these problems are rooted in human behavior, solutions to deal with them also lie in human behavior. This paper examines ways of integrating customer engagement in social programs to influence and initiate behavior change effectively with a special focus on youth. This work followed a theoretical deduction by use of a literature review. Social marketing places emphasis on behavior change, and one of the key challenges for social marketers is to ensure a perceived value for customers in taking up and maintaining positive behavior. If perceptions, beliefs, attitudes, and values influence behavior, then the central focus should be on the youth. Integrating youth is a prerequisite for effective social marketing programs and ultimately behavioral change. This approach will pave the way for effective brand positioning and brand loyalty in social marketing which has been lacking and requires more attention from researchers and policymakers. This paper outlines theoretical developments in social marketing that will increase the effectiveness of social marketing programs overall. Existing social marketing literature typically focuses on social marketing interventions and behavioral change. This paper uses customer engagement within a social marketing context so that social marketing programs are perceived as brands to which youth can relate.

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.

Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

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Fei Li

2014-03-01

Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

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…

Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis

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Dumuid, Dorothea; Olds, Timothy; Martín-Fernández, Josep-Antoni; Lewis, Lucy K.; Cassidy, Leah; Maher, Carol

2017-01-01

Poor academic performance has been linked with particular lifestyle behaviors, such as unhealthy diet, short sleep duration, high screen time, and low physical activity. However, little is known about how lifestyle behavior patterns (or combinations of behaviors) contribute to children's academic performance. We aimed to compare academic…

Self-Control and Academic Performance: Two Field Studies on University Citizenship Behavior and Counterproductive Academic Behavior

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Zettler, Ingo

2011-01-01

Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed that students' self-control impacts university…

The relationship between adolescents' academic stress, impulsivity, anxiety, and skin picking behavior.

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Yeo, Sun Kyung; Lee, Woo Kyeong

2017-08-01

Skin picking behavior involves an individual picking or biting their skin repeatedly. Although this behavior commonly occurs at a young age, little research has addressed its harmful effects among the Korean population. Therefore, we examined the characteristics of South Korean adolescents who reported skin picking behavior. South Korean students aged 12-16 years participated (N=410, females=52.2%). They completed questionnaires that addressed skin picking behavior, academic stress, impulsivity, and anxiety. The survey was conducted in Seoul and Gyeonggi-do from February-March 2016. Among participants, 66.8% reported that they had picked their skin and 15.4% did so currently. Skin picking was positively correlated with academic stress, impulsivity, and anxiety. Students who picked their skin more often displayed more anxiety, academic stress, and impulsivity. Future studies should address skin picking adolescents' characteristics, especially regarding anxiety and academic stress. Educational programs should be implemented to help adolescents decrease their anxiety and academic stress and prevent the worsening of skin picking behavior. Copyright © 2017 Elsevier B.V. All rights reserved.

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

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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.

Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes

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Noltemeyer, Amity; Sansosti, Frank J.

2012-01-01

This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…

Influencing behavioral change by customer engagement amongst youth

OpenAIRE

Singh, Sonal

2011-01-01

Sonal SinghMarketing and Management Department, Macquarie University, Sydney, New South Wales, AustraliaAbstract: It is widely accepted that many social and health problems have underlying behavioral causes. Because these problems are rooted in human behavior, solutions to deal with them also lie in human behavior. This paper examines ways of integrating customer engagement in social programs to influence and initiate behavior change effectively with a special focus on youth. This work follow...

Extending the Direct Behavior Rating: An Examination of Schoolwide Behavior Ratings and Academic Engagement

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Bruhn, Allison; Barron, Sheila; Fernando, Josephine; Balint-Langel, Kinga

2018-01-01

Direct behavior ratings have been identified as a practical and feasible alternative to direct observation of behavior for monitoring behavioral progress. Despite the evidence of usability, there have been calls for further examination of direct behavior ratings using different behaviors and scales. To this end, we examined the ratings of…

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

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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

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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…

Academic Misconduct among Nursing Students: A Multivariate Investigation.

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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)

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.

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

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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.

Variables that predict academic procrastination behavior in prospective primary school teachers

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Asuman Seda SARACALOĞLU

2016-04-01

Full Text Available This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Muğla Sıtkı Koçman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS, Academic Self-Efficacy Scale (ASES, and Academic Motivation Scale (AMS. While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination.

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

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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…

Relationships between College Students' Credit Card Debt, Undesirable Academic Behaviors and Cognitions, and Academic Performance

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Hogan, Eileen A.; Bryant, Sarah K.; Overymyer-Day, Leslie E.

2013-01-01

The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academic performance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of…

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

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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

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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

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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.

Gateway Political Behaviors: The Frequency and Consequences of Low-Cost Political Engagement on Social Media

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Leticia Bode

2017-11-01

Full Text Available The purpose of this article is to determine to what extent engagement in easy political behaviors on social media occurs across the range of political interest, what predicts such engagement, and what effect such engagement may have on other political behaviors. It pits the idea that social media may activate the politically uninterested against the idea that social media is just another outlet for the politically interested to demonstrate their engagement. Analyzing survey data collected by the Pew Research Center, it concludes that many people, including the politically uninterested, do engage in easy political behaviors like liking and commenting on political content on social media. When they do, it can lead to greater political activity offline. However, those most likely to engage in easy political behaviors are also those who engage in harder political behaviors, offering support for both the interest and activation hypotheses.

Academic performance and behavioral patterns

DEFF Research Database (Denmark)

Kassarnig, Valentin; Mones, Enys; Bjerre-Nielsen, Andreas

2018-01-01

Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect...... and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which...... the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties...

Examining Relationships among Enabling School Structures, Academic Optimism and Organizational Citizenship Behaviors

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Messick, Penelope Pope

2012-01-01

This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for…

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

Science.gov (United States)

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…

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

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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.

Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents.

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Carlo, Gustavo; White, Rebecca M B; Streit, Cara; Knight, George P; Zeiders, Katharine H

2018-03-01

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M age  = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Advance Organizers in Secondary Special Education Resource Classrooms: Effects on Student Engagement Behaviors

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King, Lisa

2013-01-01

Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…

The Development of a Program Engagement Theory for Group Offending Behavior Programs.

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Holdsworth, Emma; Bowen, Erica; Brown, Sarah; Howat, Douglas

2017-10-01

Offender engagement in group offending behavior programs is poorly understood and under-theorized. In addition, there is no research on facilitators' engagement. This article presents the first ever theory to address this gap. A Program Engagement Theory (PET) was derived from a constructivist grounded theory analysis that accounts for both facilitators' and offenders' engagement in group offending behavior programs (GOBPs). Interviews and session observations were used to collect data from 23 program facilitators and 28 offenders (group members). The analysis revealed that group members' engagement involved shared identities and moving on as a group. In turn, this was dependent on facilitators personalising treatment frameworks and establishing a hook to help group members move on. The PET emphasizes the importance of considering change during treatment as a process rather than simply a program outcome. Solution-focused (SF) programs were more conducive to engagement and the change process than offence-focused programs.

Self-reported attitudes and behaviors of general surgery residents about ethical academic practices in test taking.

Science.gov (United States)

Grignol, Valerie P; Gans, Alyssa; Booth, Branyan A; Markert, Ronald; Termuhlen, Paula M

2010-08-01

A correlation exists between people who engage in academic dishonesty as students and unethical behaviors later as professionals. Academic dishonesty has been assessed among medical students, but not among general surgery residents. We sought to describe the attitudes of general surgery residents with regard to ethical practices in test taking. A survey with 4 scenarios describing activities related to examination taking that may or may not be considered unethical was administered. Participants were asked about participation in the activities-either personally or any knowledge of others-and whether the activities were unethical. Fifty-seven of 62 residents (92%) participated. For each scenario, >70% indicated that neither they nor anyone else they knew had participated in the activities. Behaviors deemed unethical included memorizing or using memorized questions to prepare for future tests (52%), selling questions for financial gain (90%), and purchasing previously used questions (57%). No difference in attitudes was seen among incoming interns, junior-level (postgraduate year [PGY]1-3), or senior-level (PGY4-6) residents. Overall, general surgery residents indicated that they had not participated in activities they felt to be unethical. Defining what is unethical was less clear. This represents an area for further education. Copyright 2010 Mosby, Inc. All rights reserved.

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

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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

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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…

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

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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…

Essays on Academic Achievement and Student Behavior in Public Schools

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Moussa, Wael Soheil

2013-01-01

This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

Academic Procrastination: Frequency and Cognitive-Behavioral Correlates.

Science.gov (United States)

Solomon, Laura J.; Rothblum, Esther D.

1984-01-01

Investigated the frequency of and reasons for college students' (N=342) procrastination on academic tasks. A high percentage of students reported problems with procrastination. Results indicated that procrastination is not solely a deficit in study habits or time management but involves a complex interaction of behavioral, cognitive, and affective…

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

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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…

Class Anxiety in Secondary Education: Exploring Structural Relations with Perceived Control, Engagement, Disaffection, and Performance.

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González, Antonio; Faílde Garrido, José María; Rodríguez Castro, Yolanda; Carrera Rodríguez, María Victoria

2015-09-14

The aim of this study was to assess the relationships between class-related anxiety with perceived control, teacher-reported behavioral engagement, behavioral disaffection, and academic performance. Participants were 355 compulsory secondary students (9th and 10th grades; Mean age = 15.2 years; SD = 1.8 years). Structural equation models revealed performance was predicted by perceived control, anxiety, disaffection, and engagement. Perceived control predicted anxiety, disaffection, and engagement. Anxiety predicted disaffection and engagement, and partially mediated the effects from control on disaffection (β = -.277, p anxiety and performance was mediated by engagement and disaffection (β = -.295, p Anxiety, engagement, and disaffection mediated the effects of control on performance (β = .352, p < .003; CI = .279, .440). The implications of these results are discussed in the light of current theory and educational interventions.

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).

Engaging Upstanders: Class-Wide Approach to Promoting Positive Bystander Behavior

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Wood, Laura; Smith, Jennifer; Varjas, Kris; Meyers, Joel

2016-01-01

Positive and supportive bystander behaviors have been associated with decreases in the frequency and negative impact of bullying. This article addresses the design, implementation, evaluation, and continuation of a classroom-based intervention that promotes positive bystander behaviors. The Engaging Upstanders curriculum was piloted with two…

Engaging Foster Parents in Treatment: A Randomized Trial of Supplementing Trauma-focused Cognitive Behavioral Therapy with Evidence-based Engagement Strategies

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Dorsey, Shannon; Pullmann, Michael D.; Berliner, Lucy; Koschmann, Elizabeth; McKay, Mary; Deblinger, Esther

2014-01-01

The goal of this study was to examine the impact of supplementing Trauma-focused Cognitive Behavioral Therapy (TF-CBT; Cohen, Mannarino, & Deblinger, 2006) with evidence-based engagement strategies on foster parent and foster youth engagement in treatment, given challenges engaging foster parents in treatment. A randomized controlled trial of TF-CBT standard delivery compared to TF-CBT plus evidence-based engagement strategies was conducted with 47 children and adolescents in foster care and ...

Using the Theory of Planned Behavior and Cheating Justifications to Predict Academic Misconduct

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Stone, Thomas H.; Jawahar, I. M.; Kisamore, Jennifer L.

2009-01-01

Purpose: The purpose of this paper is to show that academic misconduct appears to be on the rise; some research has linked academic misconduct to unethical workplace behaviors. Unlike previous empirically-driven research, this theory-based study seeks to examine the usefulness of a modification of Ajzen's theory of planned behavior to predict…

Student Engagement: Rhetoric and Reality

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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…

Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

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San Pedro, Maria Ofelia Clarissa Z.

2016-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

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Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-08-01

Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

El compromiso escolar (school engagement) de los adolescentes: Medida de sus dimensiones

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Tomás, José Manuel; Gutiérrez, Melchor; Sancho, Patricia; Chireac, Silvia; Romero, Isabel

2016-01-01

A topic that in the last years is getting relevance in school and students research is school engagement. This topic has been related, among other important constructs, with burnout of teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom, students-teachers relationships, and life satisfaction of the students. School engagement may be defined as the participation of the student in academic ach...

Sleep-disordered breathing, behavior, and academic performance in Taiwan schoolchildren.

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Ting, Hua; Wong, Ruey-Hong; Yang, Hao-Jan; Lee, Shu-Ping; Lee, Shin-Da; Wang, Lee

2011-01-01

The behaviors of children may be affected by sleep-disordered breathing (SDB). This study adopts a cross-sectional approach to investigate the relationship between the sleep apneas-hypopneas index during sleep and the behavioral and academic performance of schoolchildren in Taiwan. A total of 138 children (85 boys and 53 girls), ages 6-11, were recruited from two elementary schools to participate in this study. Overnight polysomnographic examinations in hospital were performed to assess sleep quality, including total sleep time, arousal index, apneas-hypopneas index, desaturation index, and lowest oxygen saturation, as well as the percentage of total sleep time spent in rapid eye movement, stage 1, stage 2, stage 3, and stage 4. The children's parents and teachers were required to complete a Chinese version of the Child Behavior Checklist and Teacher's Report Form to assess child behavior and academic achievement. Compared with children without SDB (apneas-hypopneas index ≤1), those with severe SDB (apneas-hypopneas index >15) exhibited more irregular behavioral performance in somatic complaints (odds ratio (OR) = 9.43; 95% confidence interval (CI) = 1.04-85.71) and attention (OR = 9.95; 95% CI = 1.02-97.00). However, different severities of SDB groups did not show significant associations in academic performance. Our study suggests that children with severe SDB may predispose to somatic complaints and attention problems so that sleep examination or medical intervention might be provided at an early age in these children.

Why Do Academics Use Academic Social Networking Sites?

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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…

Relationship Leadership, Employee Engagement, and Organizational Citizenship Behavior

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Dorothea Wahyu Ariani

2014-08-01

Full Text Available Our research focuses on the impact of supportive leadership and employee engagement on the organizational citizenship behavior (OCB. The research study setting with the individual unit of analysis. A survey was conducted by using questionnaires from previous research. The questionnaires were sent to 300 employees in service organizations in Yogyakarta, Indonesia, 252 completed surveys data were returned anonymously in sealed envelopes. Validity and reliability tests were used to test the questionnaires contents. The structural equation modeling (SEM was used to test the relationship among variables.   The result proved that supportive leadership and employee engagement have direct positive relationship with OCB and employee engagement mediated the relationship between supportive leadership and OCB. A thorough discussion on the relationship among the variables as well as on self-rating is presented in this paper.

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

Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

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Z Hidayat

2017-06-01

Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism. Key words: Student motivation, critical thinking, academic verification, information-seeking behavior, digital generation.

Engagement of the Rat Hindlimb Motor Cortex across Natural Locomotor Behaviors.

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DiGiovanna, Jack; Dominici, Nadia; Friedli, Lucia; Rigosa, Jacopo; Duis, Simone; Kreider, Julie; Beauparlant, Janine; van den Brand, Rubia; Schieppati, Marco; Micera, Silvestro; Courtine, Grégoire

2016-10-05

Contrary to cats and primates, cortical contribution to hindlimb locomotor movements is not critical in rats. However, the importance of the motor cortex to regain locomotion after neurological disorders in rats suggests that cortical engagement in hindlimb motor control may depend on the behavioral context. To investigate this possibility, we recorded whole-body kinematics, muscle synergies, and hindlimb motor cortex modulation in freely moving rats performing a range of natural locomotor procedures. We found that the activation of hindlimb motor cortex preceded gait initiation. During overground locomotion, the motor cortex exhibited consistent neuronal population responses that were synchronized with the spatiotemporal activation of hindlimb motoneurons. Behaviors requiring enhanced muscle activity or skilled paw placement correlated with substantial adjustment in neuronal population responses. In contrast, all rats exhibited a reduction of cortical activity during more automated behavior, such as stepping on a treadmill. Despite the facultative role of the motor cortex in the production of locomotion in rats, these results show that the encoding of hindlimb features in motor cortex dynamics is comparable in rats and cats. However, the extent of motor cortex modulations appears linked to the degree of volitional engagement and complexity of the task, reemphasizing the importance of goal-directed behaviors for motor control studies, rehabilitation, and neuroprosthetics. We mapped the neuronal population responses in the hindlimb motor cortex to hindlimb kinematics and hindlimb muscle synergies across a spectrum of natural locomotion behaviors. Robust task-specific neuronal population responses revealed that the rat motor cortex displays similar modulation as other mammals during locomotion. However, the reduced motor cortex activity during more automated behaviors suggests a relationship between the degree of engagement and task complexity. This relationship

Adolescent Motivations to Engage in Pro-Social Behaviors and Abstain From Health-Risk Behaviors: A Self-Determination Theory Approach.

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Hardy, Sam A; Dollahite, David C; Johnson, Natalie; Christensen, Justin B

2015-10-01

The present study used self-determination theory to examine adolescents' motivations to engage in charitable donating and community volunteering and to abstain from sexual intercourse and marijuana use. The sample consisted of 419 late adolescents recruited from across the country through an online survey panel. Participants completed online measures of motivations to engage in donating and volunteering, motivations to abstain from sex and marijuana, and single-item indexes of the four behaviors. Variable-centered analyses (correlation and regression) found evidence for a general motivational factor, motivational specificity by behavioral domain (positive and negative behaviors), motivational specificity by particular behavior (charitable donating, volunteering, sexual risk-taking, and marijuana use), and a stronger relative role for autonomous motivations than controlled motivations. Person-centered analyses (cluster analysis) found four motivation profiles (low motivation, medium motivation, high motivation, and mixed motivation) for all four behaviors and suggested that level of autonomous motivation was a key factor differentiating the groups on levels of behavior. The findings suggest different levels of motivational specificity and highlight the importance of autonomous motivations in predicting behaviors as compared to controlled motivations. Further, similar patterns were found for motivations to engage and to abstain. © 2014 Wiley Periodicals, Inc.

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

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Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

2013-01-01

This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

Analysis of engagement behavior in children during dyadic interactions using prosodic cues.

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Gupta, Rahul; Bone, Daniel; Lee, Sungbok; Narayanan, Shrikanth

2016-05-01

Child engagement is defined as the interaction of a child with his/her environment in a contextually appropriate manner. Engagement behavior in children is linked to socio-emotional and cognitive state assessment with enhanced engagement identified with improved skills. A vast majority of studies however rely solely, and often implicitly, on subjective perceptual measures of engagement. Access to automatic quantification could assist researchers/clinicians to objectively interpret engagement with respect to a target behavior or condition, and furthermore inform mechanisms for improving engagement in various settings. In this paper, we present an engagement prediction system based exclusively on vocal cues observed during structured interaction between a child and a psychologist involving several tasks. Specifically, we derive prosodic cues that capture engagement levels across the various tasks. Our experiments suggest that a child's engagement is reflected not only in the vocalizations, but also in the speech of the interacting psychologist. Moreover, we show that prosodic cues are informative of the engagement phenomena not only as characterized over the entire task (i.e., global cues), but also in short term patterns (i.e., local cues). We perform a classification experiment assigning the engagement of a child into three discrete levels achieving an unweighted average recall of 55.8% (chance is 33.3%). While the systems using global cues and local level cues are each statistically significant in predicting engagement, we obtain the best results after fusing these two components. We perform further analysis of the cues at local and global levels to achieve insights linking specific prosodic patterns to the engagement phenomenon. We observe that while the performance of our model varies with task setting and interacting psychologist, there exist universal prosodic patterns reflective of engagement.

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

Science.gov (United States)

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.

Effect of Cognitive-Behavioral-Theory-Based Skill Training on Academic Procrastination Behaviors of University Students

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Toker, Betül; Avci, Rasit

2015-01-01

This study examined the effectiveness of a cognitive-behavioral theory (CBT) psycho-educational group program on the academic procrastination behaviors of university students and the persistence of any training effect. This was a quasi-experimental research based on an experimental and control group pretest, posttest, and followup test model.…

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.

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

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Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

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Mattison, Richard E.; Blader, Joseph C.

2013-01-01

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

Psychological characteristics of self-harming behavior in Korean adolescents.

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Lee, Woo Kyeong

2016-10-01

Recently, self-injury is drawing the attention of researchers and clinicians. The purpose of this study was to investigate the prevalence and psychological characteristics of adolescents who engage in self-harm and to examine the risk factors for engaging in this harmful behavior among Korean mid-adolescents. Participants were 784 adolescents aged 13-15 years. They completed self-report questionnaires that assessed (1) Non-Suicidal Self-Injury: the Self-Harm Questionnaire, Toronto Alexithymia Scale; (2) depression: Children's Depression Inventory; (3) adolescent-parent relationship: Parental Bonding Instrument; (4) peer attachment: Inventory of Parent and Peer Attachment; and (5) academic stress. Overall, 12.4% (n=97) of participants reported engaging in self-destructive behavior at least once in their lives. The primary reason for engaging in self-harm was to regulate negative emotions such as anger and sadness. As expected, the self-harm group showed statistically significant higher levels of academic stress, alexithymia, depression, and poor relationships with their parents and peers. Stepwise multiple regression analysis showed that alexithymia, depression, and peer relations were significant predictors of self-harming behavior. Given that the primary reason for engaging in self-harm is to cope with negative emotions, mental health professionals in school settings should regularly evaluate self-injurious behavior and provide prevention programs for adolescents at risk. Copyright © 2016 Elsevier B.V. All rights reserved.

Acceptance of and Engagement in Risky Driving Behaviors by Teenagers

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Sarkar, Sheila; Andreas, Marie

2004-01-01

Data gathered from 1,430 teenage student drivers and 880 teenage traffic violators were used to examine the levels of exposure to risky driving behaviors and perceptions concerning the level of danger of such behaviors. For student drivers, 55% reported exposure to risky driving by being in a car with a driver engaging in such activities as drunk…

Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

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Noll, Christopher B.

2015-01-01

This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

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

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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.

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

OpenAIRE

Mehra, Devika; Kyagaba, Emmanuel; ?stergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gende...

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…

Prevalence, Motives, and Views of Academic Dishonesty in Higher Education

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Sherwin E. Balbuena

2015-05-01

Full Text Available Academic dishonesty in educational institutions is a cause for concern at present. In this paper, the prevalence and severity of various types of dishonest academic behaviors were determined based on the experiences and perceptions of college students. Self-reports on reasons for engaging in a type of cheating or plagiarism were also collected and analyzed to identify certain themes. Findings suggest that cheating on exams and homework is still prevalent, students view these dishonest behaviors as ordinary school acts, and their actions are a product of several factors – teacher’s and student’s incompetence, unfavorable environment, and lenient imposition of school policy. Certain ethical dilemmas were deduced from the results of the study, such as the varying perceptions on the morality of unfair academic manners and the relative importance of deceit over success.

Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior

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Hartman, Kelsey; Gresham, Frank

2016-01-01

Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

Science.gov (United States)

Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2014-04-01

In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

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

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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.

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

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Shukla, Kathan; Konold, Timothy; Cornell, Dewey

2016-06-01

School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. © Society for Community Research and Action 2016.

Self-rated job performance and absenteeism according to employee engagement, health behaviors, and physical health.

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Merrill, Ray M; Aldana, Steven G; Pope, James E; Anderson, David R; Coberley, Carter R; Grossmeier, Jessica J; Whitmer, R William

2013-01-01

To better understand the combined influence of employee engagement, health behavior, and physical health on job performance and absenteeism. Analyses were based on 20,114 employees who completed the Healthways Well-Being Assessment from 2008 to 2010. Employees represented three geographically dispersed companies in the United States. Employee engagement, health behavior, and physical health indices were simultaneously significantly associated with job performance and also with absenteeism. Employee engagement had a greater association with job performance than did the health behavior or physical health indices, whereas the physical health index was more strongly associated with absenteeism. Specific elements of the indices were evaluated for association with self-rated job performance and absenteeism. Efforts to improve worker productivity should take a holistic approach encompassing employee health improvement and engagement strategies.

Assessing Knowledge Sharing Among Academics: A Validation of the Knowledge Sharing Behavior Scale (KSBS).

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Ramayah, T; Yeap, Jasmine A L; Ignatius, Joshua

2014-04-01

There is a belief that academics tend to hold on tightly to their knowledge and intellectual resources. However, not much effort has been put into the creation of a valid and reliable instrument to measure knowledge sharing behavior among the academics. To apply and validate the Knowledge Sharing Behavior Scale (KSBS) as a measure of knowledge sharing behavior within the academic community. Respondents (N = 447) were academics from arts and science streams in 10 local, public universities in Malaysia. Data were collected using the 28-item KSBS that assessed four dimensions of knowledge sharing behavior namely written contributions, organizational communications, personal interactions, and communities of practice. The exploratory factor analysis showed that the items loaded on the dimension constructs that they were supposed to represent, thus proving construct validity. A within-factor analysis revealed that each set of items representing their intended dimension loaded on only one construct, therefore establishing convergent validity. All four dimensions were not perfectly correlated with each other or organizational citizenship behavior, thereby proving discriminant validity. However, all four dimensions correlated with organizational commitment, thus confirming predictive validity. Furthermore, all four factors correlated with both tacit and explicit sharing, which confirmed their concurrent validity. All measures also possessed sufficient reliability (α > .70). The KSBS is a valid and reliable instrument that can be used to formally assess the types of knowledge artifacts residing among academics and the degree of knowledge sharing in relation to those artifacts. © The Author(s) 2014.

Academic performance among adolescents with behaviorally induced insufficient sleep syndrome.

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Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju

2015-01-15

The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. © 2015 American Academy of Sleep Medicine.

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

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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…

Re-Engaging School Dropouts with Emotional and Behavioral Disorders

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Wilkins, Julia; Bost, Loujeania Williams

2015-01-01

Students with emotional and behavioral disorders have the highest dropout rates of any student group--about 40%. The outcomes for students who drop out of school are dire but are particularly bleak for students with poor academic, interpersonal, and decision-making skills. Helping students earn a high school diploma and gain the skills needed to…

Daily job demands and employee work engagement: The role of daily transformational leadership behavior.

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Breevaart, Kimberley; Bakker, Arnold B

2018-07-01

Using job demands-resources (JD-R) theory, the present study integrates the challenge stressor-hindrance stressor framework and leadership theory to investigate the relationship between daily transformational leadership behavior and employee work engagement. We hypothesized that daily transformational leadership behavior (a) sustains employee work engagement on days characterized by high challenge job demands, and (b) protects work engagement on days characterized by high hindrance job demands. Teachers filled out a short online questionnaire at the end of each workday during a 2-week period (N = 271 × 5.68 days = 1539). Results of latent moderated structural equation modeling showed that teachers' daily challenge demands (workload and cognitive demands) had a positive relationship with work engagement on the days transformational leadership was high (vs. low). In addition, teachers' daily hindrance demands (role-conflict, but not family to work conflict) had a negative relationship with work engagement on the days transformational leadership was low (vs. high). These findings show that the function of transformational leadership behavior changes from day to day, and depends on the type of job demand. We discuss the practical and theoretical implications of these findings. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

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Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

2011-02-28

Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Family Meals and Child Academic and Behavioral Outcomes

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Miller, Daniel P.; Waldfogel, Jane; Han, Wen-Jui

2012-01-01

This study investigates the link between the frequency of family breakfasts and dinners and child academic and behavioral outcomes in a panel sample of 21,400 children aged 5-15. It complements previous work by examining younger and older children separately and by using information on a large number of controls and rigorous analytic methods to…

The Cost of Materialism in a Collectivistic Culture: Predicting Risky Behavior Engagement in Chinese Adolescents

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Auerbach, Randy P.; McWhinnie, Chad M.; Goldfinger, Marc; Abela, John R. Z.; Zhu, Xiongzhao; Yao, Shuqiao

2010-01-01

The goals of the current study were to examine whether (a) negative events mediate the relationship between materialism and risky behavior engagement and (b) materialism moderates the relationship between stress and engagement in risky behaviors in Chinese youth. At Time 1, 406 adolescents (ages 14-19) from Yue Yang, China, completed measures…

Informant Effects on Behavioral and Academic Associations: A Latent Variable Longitudinal Examination

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Konold, Timothy R.; Shukla, Kathan D.

2014-01-01

Discrepancies among informants' ratings of a given child's behavior complicate the study of linkages between child behavior and academic achievement. In the current study, we examined the potential moderating effect of informant type on associations between behavior and two types of achievement in a longitudinal growth model that…

Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs

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Sazak-Pinar, Elif; Guner-Yildiz, Nevin

2013-01-01

The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who were working…

Buffering effect of parental engagement on the relationship between corporal punishment and children's emotional/behavioral problems.

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Tong, Lian; Shinohara, Ryoji; Sugisawa, Yuka; Tanaka, Emiko; Watanabe, Taeko; Koeda, Tatsuya; Anme, Tokie

2015-06-01

Previous research has established links between corporal punishment and children's developmental problems, but few studies have investigated the moderating effect of positive parenting between corporal punishment and children's developmental difficulties in detail. This study investigated the buffering effect of parental engagement on the association between corporal punishment and children's emotional/behavioral problems. The main caregivers completed the Evaluation of Environmental Stimulation Scale (EES), which is an evaluation of daily parenting behaviors, and the Strengths and Difficulties Questionnaire (SDQ), which evaluates children's developmental problems. Corporal punishment was associated with worse emotional and behavioral problems in children, whereas parental engagement in games or sports was associated with fewer emotional symptoms. Similarly, parental engagement in homework or housework significantly moderated the association between corporal punishment and children's behavioral problems. Parental engagement positively moderated the association between parental corporal punishment and children's developmental difficulties. This association varied with child gender. © 2015 Japan Pediatric Society.

Minimally Verbal School-Aged Children with Autism: Communication, Academic Engagement and Classroom Quality

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Krueger, Kathryne Kelley

2013-01-01

Minimally verbal school aged children with autism (MVSACwA) receive the bulk of their behavioral and academic support in schools yet we know little about the environments to which they are exposed. This population of children has often been excluded from studies and thus, underrepresented in current data on autism. As increasing numbers of…

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…

Motivation, Critical Thinking and Academic Verification of High School Students' Information-seeking Behavior

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Z Hidayat

2018-01-01

Full Text Available High school students have known as Gen Y or Z and their media using can be understand on their information-seeking behavior. This research’s purposes were: 1 to analyze the students’ motivation; 2 to analyze the critical thinking and academic verification; 3 to analyze the information-seeking behavior. This study used quantitative approach through survey among 1125 respondents in nine clusters, i.e. Central, East, North, West, and South of Jakarta, Tangerang, Bekasi, Depok, and Bogor. Schools sampling based on "the best schools rank" by the government, while respondents have taken by accidental in each school. Construct of questionnaire included measurement of motivation, critical thinking and academic verification, and the information-seeking behavior at all. The results showed that the motivations of the use of Internet were dominated by habit to interact and be entertained while on the academic needs are still relatively small but increasing significantly. Students’ self-efficacy, performance and achievement goals tend to be high motives, however the science learning value, and learning environment stimulation were average low motives. High school students indicated that they think critically about the various things that become content primarily in social media but less critical of the academic information subjects. Unfortunately, high school students did not conducted academic verification on the data and information but students tend to do plagiarism.

Classroom Observations of Students with and without ADHD: Differences across Types of Engagement

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Junod, Rosemary E. Vile; DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Cleary, Kristi S.

2006-01-01

The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of…

The adolescents’ school engagement: Assessment of its dimensions

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José Manuel TOMÁS

2016-06-01

Full Text Available A topic that in the last years is getting relevance in school and students research is school engagement. This topic has been related, among other important constructs, with burnout of teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom, students-teachers relationships, and life satisfaction of the students. School engagement may be defined as the participation of the student in academic achievements, and it is understood as a multidimensional construct. The most repeated typology of dimensions recognizes three specific and overlapping dimensions: cognitive, behavioral, and emotional (affective. Frequently, education professionals have reported the lack of instruments to measure some students’ characteristics and psychosocial and behavioral variables in the classroom, as it is the case of school engagement. Recently, a fourth new dimension, personal agency, has been proposed (Reeve and Tseng, 2011. Veiga (2013 has been the first to present a self-report instrument, in Portuguese, to measure these four components, the Student Engagement Scale-4 dimensions (ses-4ds. Taken all this into account, the aim of this research was to study the reliability and validity of the aforementioned scale in two versions, Spanish and Portuguese, in large samples from the Dominican Republic and Angola. Results have shown a clear factor structure (after deleting two items, and adequate criterion-related and nomological validity. Accordingly, the ses-4d scale was considered a valid instrument to be applied in studies measuring school engagement of teenagers. 

Perceived Autonomy Support and Behavioral Engagement in Physical Education: Comment on Yoo (2015).

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Hein, Vello

2016-08-01

The role of emotion as moderator of the relationships between perceived autonomy supportive behavior and autonomous motivation and between motivation and behavioral engagement in physical education are discussed. © The Author(s) 2016.

Longitudinal Relations among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents

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Carlo, Gustavo; White, Rebecca M. B.; Streit, Cara; Knight, George P.; Zeiders, Katharine H.

2018-01-01

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M[subscript age] = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades.…

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

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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).

Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

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Lane, Erin S.; Harris, Sara E.

2015-01-01

The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.

Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment

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Bradshaw, Catherine P.; Waasdorp, Tracy E.; Debnam, Katrina J.; Johnson, Sarah Lindstrom

2014-01-01

Background: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.…

An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

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Akça, Figen

2012-01-01

The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the…

Mixed methods study of engagement in behaviors to prevent type 2 diabetes among employees with pre-diabetes.

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Kullgren, Jeffrey T; Knaus, Megan; Jenkins, Kristi Rahrig; Heisler, Michele

2016-01-01

Many employers use screenings to identify and recommend modification of employees' risk factors for type 2 diabetes, yet little is known about how often employees then engage in recommended behaviors and what factors influence engagement. We examined the frequency of, facilitators of, and barriers to engagement in recommended behaviors among employees found to have pre-diabetes during a workplace screening. We surveyed 82 University of Michigan employees who were found to have pre-diabetes during a 2014 workplace screening and compared the characteristics of employees who 3 months later were and were not engaged in recommended behaviors. We interviewed 40 of these employees to identify the facilitators of and barriers to engagement in recommended behaviors. 3 months after screening, 54% of employees with pre-diabetes reported attempting to lose weight and getting recommended levels of physical activity, had asked their primary care provider about metformin for diabetes prevention, or had attended a Diabetes Prevention Program. These employees had higher median levels of motivation to prevent type 2 diabetes (9/10 vs 7/10, pmotivation and social and external supports. Key barriers were lack of motivation and resources, and competing demands. Most employees found to have pre-diabetes through a workplace screening were engaged in a recommended preventive behavior 3 months after the screening. This engagement could be enhanced by optimizing motivation and risk perception as well as leveraging social networks and external supports.

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

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Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Engaging Nurses in Research for a Randomized Clinical Trial of a Behavioral Health Intervention

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Lona Roll

2013-01-01

Full Text Available Nurse involvement in research is essential to the expansion of nursing science and improved care for patients. The research participation challenges encountered by nurses providing direct care (direct care nurses include balancing patient care demands with research, adjusting to fluctuating staff and patient volumes, working with interdisciplinary personnel, and feeling comfortable with their knowledge of the research process. The purpose of this paper is to describe efforts to engage nurses in research for the Stories and Music for Adolescent/Young Adult Resilience during Transplant (SMART study. SMART was an NIH-funded, multisite, randomized, behavioral clinical trial of a music therapy intervention for adolescents/young adults (AYA undergoing stem cell transplant for an oncology condition. The study was conducted at 8 sites by a large multidisciplinary team that included direct care nurses, advanced practice nurses, and nurse researchers, as well as board-certified music therapists, clinical research coordinators, and physicians. Efforts to include direct care nurses in the conduct of this study fostered mutual respect across disciplines in both academic and clinical settings.

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

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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

Staying on track: behavioral engagement of at-risk and non-at-risk students in post-secondary vocational education

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Elffers, L.

2013-01-01

Behavioral disengagement from school is a proximal predictor of dropout. Therefore, the enhancement of behavioral engagement is a useful point of entry for dropout prevention. In this study, we examine the behavioral engagement of at-risk and non-at-risk students in Dutch senior vocational education

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

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2010-04-01

...) provide services during the academic school day? Behavioral health professional(s) must average at least... 25 Indians 1 2010-04-01 2010-04-01 false May behavioral health professional(s) provide services during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE...

The effects of breakfast on behavior and academic performance in children and adolescents.

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Adolphus, Katie; Lawton, Clare L; Dye, Louise

2013-01-01

Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950-2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class.

Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

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van Uden, Jolien M.; Ritzen, Henk; Pieters, Julius Marie

2014-01-01

Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge

An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination.

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Glick, Debra M; Orsillo, Susan M

2015-04-01

Procrastination among college students is both prevalent and troublesome, harming both academic performance and physical health. Unfortunately, no "gold standard" intervention exists. Research suggests that psychological inflexibility may drive procrastination. Accordingly, interventions using acceptance and mindfulness methods to increase psychological flexibility may decrease procrastination. This study compared time management and acceptance-based behavioral interventions. College students' predictions of how much assigned reading they should complete were compared to what they did complete. Procrastination, anxiety, psychological flexibility, and academic values were also measured. Although a trend suggested that time management intervention participants completed more reading, no group differences in procrastination were revealed. The acceptance-based behavioral intervention was most effective for participants who highly valued academics. Clinical implications and future research are discussed. (c) 2015 APA, all rights reserved).

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

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Meng, Chan Ling; Othman, Jamilah; D'Silva, Jeffrey Lawrence; Omar, Zoharah

2014-01-01

This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic…

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

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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.

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.

PERCEIVED AUTONOMY SUPPORT AND BEHAVIORAL ENGAGEMENT IN PHYSICAL EDUCATION: A CONDITIONAL PROCESS MODEL OF POSITIVE EMOTION AND AUTONOMOUS MOTIVATION.

Science.gov (United States)

Yoo, Jin

2015-06-01

A variety of theoretical perspectives describe the crucial behavioral roles of motivation and emotion, but how these interact with perceptions of social contexts and behaviors is less well understood. This study examined whether autonomous motivation mediated the relationship between perceived autonomy support and behavioral engagement in physical education and whether this mediating process was moderated by positive emotion. A sample of 592 Korean middle-school students (304 boys, 288 girls; M age = 14.0 yr., SD = 0.8) completed questionnaires. Autonomous motivation partially mediated the positive association between perceived autonomy support and behavioral engagement. Positive emotion moderated the relationship between autonomous motivation and behavioral engagement. This indirect link was stronger as positive emotion increased. These findings suggest the importance of integrating emotion into motivational processes to understand how and when perceived autonomy support is associated with behavioral engagement in physical education.

Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

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Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

The Model of Motivational Dynamics in Sport: Resistance to Peer Influence, Behavioral Engagement and Disaffection, Dispositional Coping, and Resilience.

Science.gov (United States)

Nicholls, Adam R; Morley, David; Perry, John L

2015-01-01

The Model of Motivational Dynamics (MMD; Skinner and Pitzer, 2012) infers that peers influence behavioral engagement levels, which in turn is linked to coping and resilience. Scholars, however, are yet to test the MMD among an athletic population. The purpose of this paper was to assess an a priori model that included key constructs from the MMD, such as resistance to peer influence, behavioral engagement and disaffection, coping, and resilience among athletes. Three hundred and fifty-one athletes (male n = 173, female n = 178; M age = 16.15 years) completed a questionnaire that measured each construct. Our results provide support for the model. In particular, there were positive paths between resistance to peer influence and behavioral engagement, behavioral engagement and task-oriented coping, and task-oriented coping with resilience. There was also a positive path between resilience and resistance to peer influence, but a negative path from resistance to peer influence to behavioral disaffection. Due to the reported benefits of enhancing resistance to peer influence and behavioral engagement, researchers could devise sport specific interventions to maximize athletes' scores in these constructs.

Eco-chemical knowledge, behavior and engagement of workers employed in the mineral fertilizer industry in Novi Sad

Directory of Open Access Journals (Sweden)

Cvjetićanin Stanko

2006-01-01

Full Text Available The level of environmental pollution is influenced by the knowledge, behavior and ecological engagement of both the individual and society. The mineral fertilizer industry represents a potential source of pollution. The issue examined in this study is the level of eco-chemical knowledge, behavior and ecological engagement of the workers employed in the mineral fertilizer industry in Novi Sad. We have concluded that the workers hover low level of knowledge, behavior and engagement. The results obtained could be used for the selection of methods to enhance the eco-chemical knowledge of the employees.

Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom

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

2017-01-01

Previous studies have highlighted the impacts of environmental factors (teacher’s autonomy support) and individual factors (self-efficacy, intrinsic value, and boredom) on academic engagement. This study aimed to investigate these variables and examine the relations among them. Three structural equation models tested the multiple mediational roles of self-efficacy, intrinsic value, and boredom in the relation between teacher’s autonomy support and behavioral, emotional, and cognitive engagement, respectively, in math. A total of 637 Chinese middle school students (313 males, 324 females; mean age = 14.82) voluntarily participated in this study. Results revealed that self-efficacy, intrinsic value, and boredom played important and mediating roles between perceived teacher’s autonomy support and student engagement. Specifically, these three individual variables partly mediated the relations between perceived teacher’s autonomy support and behavioral and cognitive engagement, while fully mediating the relation between perceived teacher’s autonomy support and emotional engagement. These findings complement and extend the understanding of factors affecting students’ engagement in math. PMID:28690560

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

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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

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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…

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

Educational Cloud Services and the Mathematics Confidence, Affective Engagement, and Behavioral Engagement of Mathematics Education Students in Public University in Benue State, Nigeria

Science.gov (United States)

Iji, Clement Onwu; Abah, Joshua Abah; Anyor, Joseph Wuave

2018-01-01

This study investigated the impact of cloud services on mathematics education students' mathematics confidence, affective engagement, and behavioral engagement in public universities in Benue State, Nigeria. Ex-post facto research design was adopted for the study. The instrument for the study was the researcher-developed Cloud Services Mathematics…

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.

Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

Science.gov (United States)

Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

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

Science.gov (United States)

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.

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 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

Science.gov (United States)

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 Model of Motivational Dynamics in Sport: Resistance to Peer Influence, Behavioral Engagement and Disaffection, Dispositional Coping, and Resilience

Directory of Open Access Journals (Sweden)

Adam Robert Nicholls

2016-01-01

Full Text Available The Model of Motivational Dynamics (MMD; Skinner and Pitzer, 2012 infers that peers influence behavioral engagement levels, which in turn is linked to coping and resilience. Scholars, however, are yet to test the MMD among an athletic population. The purpose of this paper was to assess an a priori model that included key constructs from the MMD, such as resistance to peer influence, behavioral engagement and disaffection, coping, and resilience among athletes. Three hundred and fifty-one athletes (male n = 173, female n = 178; M age = 16.15 years completed a questionnaire that measured each construct. Our results provide support for the model. In particular, there were positive paths between resistance to peer influence and behavioral engagement, behavioral engagement and task-oriented coping, and task-oriented coping with resilience. There was also a positive path between resilience and resistance to peer influence, but a negative path from resistance to peer influence to behavioral disaffection. Due to the reported benefits of enhancing resistance to peer influence and behavioral engagement, researchers could devise sport specific interventions to maximize athletes’ scores in these constructs.

Engaging foster parents in treatment: a randomized trial of supplementing trauma-focused cognitive behavioral therapy with evidence-based engagement strategies.

Science.gov (United States)

Dorsey, Shannon; Pullmann, Michael D; Berliner, Lucy; Koschmann, Elizabeth; McKay, Mary; Deblinger, Esther

2014-09-01

The goal of this study was to examine the impact of supplementing Trauma-focused Cognitive Behavioral Therapy (TF-CBT; Cohen et al., 2006) with evidence-based engagement strategies on foster parent and foster youth engagement in treatment, given challenges engaging foster parents in treatment. A randomized controlled trial of TF-CBT standard delivery compared to TF-CBT plus evidence-based engagement strategies was conducted with 47 children and adolescents in foster care and one of their foster parents. Attendance, engagement, and clinical outcomes were assessed 1 month into treatment, end of treatment, and 3 months post-treatment. Youth and foster parents who received TF-CBT plus evidence-based engagement strategies were more likely to be retained in treatment through four sessions and were less likely to drop out of treatment prematurely. The engagement strategies did not appear to have an effect on the number of canceled or no-show sessions or on treatment satisfaction. Clinical outcomes did not differ by study condition, but exploratory analyses suggest that youth had significant improvements with treatment. Strategies that specifically target engagement may hold promise for increasing access to evidence-based treatments and for increasing likelihood of treatment completion. Copyright © 2014 Elsevier Ltd. All rights reserved.

Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence

OpenAIRE

Hill, Nancy E.; Castellino, Domini R.; Lansford, Jennifer E.; Nowlin, Patrick; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.

2004-01-01

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, par...

Complaint Attitudes and Behavior in Academic Libraries

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Shiao-Feng Su

2012-12-01

Full Text Available After experiencing library service failure, the user may directly or indirectly voice his/her complaint, which is the best prescription to improve library public services. The paper explores the academic librarians and users’ attitudes towards complaints. Through surveying six hundred students from twenty universities and applying descriptive and inferential statistical techniques, the study investigates student users’ complaint preference and behavior afterwards, and perception of complaint handling and outcome. The study reports and compares their attitudes and perspectives towards library complaints. It further examines the differences in attitudes and behavior intention among respondents who had prior experience in filing complaints at libraries, did not complain, and had no prior experience in service failure. An ultimate analysis was made to contrast the user’s perception towards complaint handling of the library and of for-profit organization. [Article content in Chinese

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

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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.

Role of Academic Self-Efficacy in Moderating the Relation between Task Importance and Test Anxiety

Science.gov (United States)

Nie, Youyan; Lau, Shun; Liau, Albert K.

2011-01-01

Emphasizing task importance, which is regarded as a way of motivating engaged behavior, may increase an individual's anxiety. The present research investigated whether academic self-efficacy could moderate the maladaptive relation between task importance and test anxiety. 1978 and 1670 Grade 9 Singaporean students participated in a survey related…

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...

The Role of Parental Engagement in the Intergenerational Transmission of Smoking Behavior and Identity.

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Gottfredson, Nisha C; Hussong, Andrea M; Ennett, Susan T; Rothenberg, W Andrew

2017-05-01

Prior research has found that the protective effect of parental engagement on adolescent smoking behaviors may be weaker if parents smoke. We examine parental influence on adolescent smoking using a social learning theory framework. We hypothesize that adolescents are more likely to mimic parental smoking behavior if they perceive parents as being more engaged and if the parent is the same gender of the adolescent. Hypotheses were tested using a diverse sample of 6,998 adolescents who were followed for seven waves (grades 6-12). Adolescent gender, time-stable and time-varying effects of parental engagement, adolescent perceptions of parental smoking, and interactions among the effects of these variables are tested using multilevel mediation models. We use a traditional measure of past 3-month adolescent smoking and a novel measure of smoking identity. Parental smoking was associated with a developmental increase in adolescent smoking and time-stable and time-varying parental engagement protected against adolescent smoking, whereas maternal engagement and smoking exerted independent and opposite effects with no moderation and time-stable paternal engagement moderated the effects of perceived paternal smoking on adolescent smoking outcomes. Parental smoking was more strongly associated with adolescent smoking outcomes when adolescent gender was congruent with parent gender. Even when parents smoke, parental engagement confers protection. Protective effects of engagement may be enhanced among parents who smoke through increased antismoking communication, particularly as adolescents reach the legal smoking age. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Social Network Behavior and Engagement Within a Smoking Cessation Facebook Page.

Science.gov (United States)

Cole-Lewis, Heather; Perotte, Adler; Galica, Kasia; Dreyer, Lindy; Griffith, Christopher; Schwarz, Mary; Yun, Christopher; Patrick, Heather; Coa, Kisha; Augustson, Erik

2016-08-02

Social media platforms are increasingly being used to support individuals in behavior change attempts, including smoking cessation. Examining the interactions of participants in health-related social media groups can help inform our understanding of how these groups can best be leveraged to facilitate behavior change. The aim of this study was to analyze patterns of participation, self-reported smoking cessation length, and interactions within the National Cancer Institutes' Facebook community for smoking cessation support. Our sample consisted of approximately 4243 individuals who interacted (eg, posted, commented) on the public Smokefree Women Facebook page during the time of data collection. In Phase 1, social network visualizations and centrality measures were used to evaluate network structure and engagement. In Phase 2, an inductive, thematic qualitative content analysis was conducted with a subsample of 500 individuals, and correlational analysis was used to determine how participant engagement was associated with self-reported session length. Between February 2013 and March 2014, there were 875 posts and 4088 comments from approximately 4243 participants. Social network visualizations revealed the moderator's role in keeping the community together and distributing the most active participants. Correlation analyses suggest that engagement in the network was significantly inversely associated with cessation status (Spearman correlation coefficient = -0.14, P=.03, N=243). The content analysis of 1698 posts from 500 randomly selected participants identified the most frequent interactions in the community as providing support (43%, n=721) and announcing number of days smoke free (41%, n=689). These findings highlight the importance of the moderator for network engagement and provide helpful insights into the patterns and types of interactions participants are engaging in. This study adds knowledge of how the social network of a smoking cessation community

Ubiquitous learning model using interactive internet messenger group (IIMG) to improve engagement and behavior for smart campus

Science.gov (United States)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-01-01

The recent popularity of internet messenger based smartphone technologies has motivated some university lecturers to use them for educational activities. These technologies have enormous potential to enhance the teaching and ubiquitous learning experience for smart campus development. However, the design ubiquitous learning model using interactive internet messenger group (IIMG) and empirical evidence that would favor a broad application of mobile and ubiquitous learning in smart campus settings to improve engagement and behavior is still limited. In addition, the expectation that mobile learning could improve engagement and behavior on smart campus cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present ubiquitous learning model design and showing learners’ experiences in improved engagement and behavior using IIMG for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous learning and realize the impressions of learners and lecturers about engagement and behavior aspect, and its contribution to learning.

Sensitivity to Change and Concurrent Validity of Direct Behavior Ratings for Academic Anxiety

Science.gov (United States)

von der Embse, Nathaniel P.; Scott, Emma-Catherine; Kilgus, Stephen P.

2015-01-01

Multitiered frameworks of service delivery have traditionally underserved students with mental health needs. Whereas research has supported the assessment and intervention of social and academic behavior across tiers, evidence is limited with regard to mental health concerns including internalizing behaviors (e.g., anxiety and depression). In…

A Study of the Effect of Self-control on Academic Procrastination Behavior in College Students

OpenAIRE

藤田, 正

2012-01-01

The purpose of this study was to examine the relationship between self-regulated factors and academic procrastination behavior in college students. The factors examined were Locus of control(LOC) on belief level and Reformative and Redressive Self-control and external self-control on behavioral levels. 298 college students were asked to respond to 3 scales, which were LOC scale, RRS scale, and academic procrastination scale. Main results was as follows: 1. There were significant negative rela...

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

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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.

Does homework behavior mediate the relation between personality and academic performance?

NARCIS (Netherlands)

Lubbers, Miranda J.; Van der Werf, Margaretha P. C.; Kuyper, Hans; Hendriks, A. A. Jolijn

Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning

Engagement of the Rat Hindlimb Motor Cortex across Natural Locomotor Behaviors

NARCIS (Netherlands)

DiGiovanna, J.; Dominici, N.; Friedli, L.; Rigosa, J.; Duis, S.; Kreider, J.; Beauparlant, J.; van den Brand, R.; Schieppati, M.; Micera, S.; Courtine, G.

2016-01-01

Contrary to cats and primates, cortical contribution to hindlimb locomotor movements is not critical in rats. However, the importance of the motor cortex to regain locomotion after neurological disorders in rats suggests that cortical engagement in hindlimb motor control may depend on the behavioral

Using tablet assisted Social Stories™ to improve classroom behavior for adolescents with intellectual disabilities.

Science.gov (United States)

Kim, Mi-Seon; Blair, Kwang-Sun Cho; Lim, Kyoung-Won

2014-09-01

The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up. Copyright © 2014 Elsevier Ltd. All rights reserved.

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…

Policy to Foster Civility and Support a Healthy Academic Work Environment.

Science.gov (United States)

Clark, Cynthia M; Ritter, Katy

2018-06-01

Incivility in academic workplaces can have detrimental effects on individuals, teams, departments, and the campus community at large. Alternately, healthy academic workplaces generate heightened levels of employee satisfaction, engagement, and morale. This article describes the development and implementation of a comprehensive, legally defensible policy related to workplace civility and the establishment of a healthy academic work environment. A detailed policy exemplar is included to provide a structure for fostering a healthy academic work environment, a fair, consistent, confidential procedure for defining and addressing workplace incivility, a mechanism for reporting and subsequent investigation of uncivil acts if indicated, and ways to foster civility and respectful workplace behavior. The authors detail a step-by-step procedure and an incremental approach to address workplace incivility and reward policy adherence. [J Nurs Educ. 2018;57(6):325-331.]. Copyright 2018, SLACK Incorporated.

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

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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.

Behavior problems and children’s academic achievement: A test of growth-curve models with gender and racial differences

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Kremer, Kristen P.; Flower, Andrea; Huang, Jin; Vaughn, Michael G.

2016-01-01

The aim of this study was to examine the longitudinal association between externalizing and internalizing behavior and children’s academic achievement, particularly in terms of whether these variables varied as a function of gender and race. Data pertaining to externalizing and internalizing behavior, academic achievement, gender, and race from three waves of the Child Development Supplement of the Panel Study of Income Dynamics (N = 2028) were used. Results indicate that behavior problems had a negative relationship with academic performance and some of these associations endured over time. Externalizing behavior impacted reading scores more negatively for females compared to males at baseline, but the impact of externalizing behavior on long-term reading outcomes did not vary by gender. Externalizing behavior impacted reading scores more negatively for Black children than White children at multiple points in time. Differences between males, females, Black, and White children concerning behavior and achievement are explained. Implications, limitations, and ideas for future research are also presented. PMID:28529397

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

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Mehmet FIRAT

2016-02-01

Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

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Mehra, Devika; Kyagaba, Emmanuel; Östergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

Association between self-reported academic performance and risky sexual behavior among Ugandan university students- a cross sectional study.

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Ostergren, Per-Olof; Agardh, Anette

2014-04-16

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

Point, Click, and Cheat: Frequency and Type of Academic Dishonesty in the Virtual Classroom

Science.gov (United States)

Stuber-McEwen, Donna; Wiseley, Phillip; Hoggatt, Susan

2009-01-01

Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the…

Examining Structural Relationships between Work Engagement, Organizational Procedural Justice, Knowledge Sharing, and Innovative Work Behavior for Sustainable Organizations

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Woocheol Kim

2017-02-01

Full Text Available Despite the importance of the human/social dimension of organizational sustainability, this area of scholastic endeavor has received relatively little attention when compared to the economic and environmental dimensions of sustainability. On the basis of social exchange theory, this study posited the important role that employee work engagement is a key component for improving human performance for organizational sustainability. In order to do so, it suggests the important role that employee work engagement has on the relationships among various factors in the organization, including organizational procedural justice, knowledge sharing, and innovative work behaviors. A total of 400 complete responses from full-time employees in Korean organizations were used for the purpose of data analysis with structural equation modeling (SEM. The results demonstrated that organizational procedural justice is positively related with employee work engagement, knowledge sharing, and innovative work behavior. In addition, work engagement enhances employee knowledge sharing and innovative work behavior, and knowledge sharing enhances innovative work behavior. With regard to the mechanisms of these relationships, work engagement and knowledge sharing acted as significant mediators. Based on the findings, we suggested relevant research implications and recommendations for future research on sustainable organizations.

Brief Strategic Family Therapy: Engaging Drug Using/Problem Behavior Adolescents and their Families into Treatment

Science.gov (United States)

Szapocznik, José; Zarate, Monica; Duff, Johnathan; Muir, Joan

2013-01-01

Despite the efficacy of family-based interventions for improving outcomes for adolescent behavior problems such as substance use, engaging and retaining whole families in treatment is one of the greatest challenges therapists confront. This article illustrates how the Brief Strategic Family Therapy® (BSFT®) model, a family-based, empirically validated intervention designed to treat children and adolescents’ problem behaviors, can be used to increase engagement, improve retention, and bring about positive outcomes for families. Research evidence for efficacy and effectiveness is also presented. PMID:23731415

Relationships between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems.

Science.gov (United States)

Barriga, Alvaro Q.; Doran, Jeffrey W.; Newell, Stephanie B.; Morrison, Elizabeth M.; Barbetti, Victor; Robbins, Brent Dean

2002-01-01

This study examined relationships among eight teacher-reported problem behavior syndromes and standardized measures of academic achievement among 58 adolescents in an alternative school. Analysis suggested association between attention problems and academic achievement was primarily due to inattention component of the syndrome rather than the…

European Studies and Public Engagement: A Conceptual Toolbox

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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

Study engagement and burnout profiles among Finnish higher education students

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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.

Effects of Customer Engagement Behavior

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Katarzyna Żyminkowska

2017-04-01

Full Text Available Aim/purpose - Research addressing the customer engagement behavior (CEB has rapidly developed in the marketing discipline, contributing to the knowledge on network organization. However, insights into the specific outcomes of CEB remain largely nebulous. Few comprehensive conceptual frameworks of CEB effects exists in the literature to-date. The empirical verification of CEB outcomes, particularly at the firm level, is still missing. Design/methodology/approach - In this article we first provide an overview of the CEB conceptualizations and its effects. Next we develop the CEB firm-level performance outcomes framework. Finally we explore CEB process, forms and outcomes in Stanley Black & Decker, applying qualitative methodological approach (case research incl. participant observation. Findings - We propose the logically arranged CEB effects in the conceptual model integrated with marketing metrics which are related to the recent advances in customer equity and customer asset management. Research implications/limitations - In empirical research we focused on the CEB effects related to one type of customer behaviors, i.e. Stanley Black& Decker customers' involvement in the product development and innovation which is a limitation in obtain-ing the comprehensive empirical picture of all CEB forms and its outcomes. Further empirical research (incl. quantitative one is necessary to verify our conceptual model. Originality/value/contribution - Our model of firm-level performance effects of CEB extends existing proposals and contributes to the knowledge on effective CEB management process in network organizations.

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...

Learning Organization and Innovative Behavior: The Mediating Effect of Work Engagement

Science.gov (United States)

Park, Yu Kyoung; Song, Ji Hoon; Yoon, Seung Won; Kim, Jungwoo

2014-01-01

Purpose: The purpose of this study is to investigate the mediating effect of work engagement on the relationship between learning organization and innovative behavior. Design/methodology/approach: This study used surveys as a data collection tool and implemented structural equation modeling for empirically testing the proposed research model.…

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.

Moving beyond the trait conceptualization of self-esteem: the prospective effect of impulsiveness, coping, and risky behavior engagement.

Science.gov (United States)

Auerbach, Randy P; Gardiner, Casey K

2012-10-01

Past research has largely focused on examining self-esteem as an independent as opposed to a dependent variable. At the same time, research suggests that during adolescence, self-esteem is subject to yearly, monthly, as well as daily change, and consequently, it is important to identify underlying vulnerability factors and behaviors, which shape self-esteem lability. In the current multi-wave, longitudinal study, 142 adolescents between the ages of 12-18 completed monthly assessments across 4 months. At the initial assessment, adolescents provided self-report data pertaining to impulsiveness, maladaptive coping, risky behavior engagement, and self-esteem. At each of the follow-up assessments, adolescents provided information about risky behavior engagement and self-esteem. Results of time-lagged, idiographic multilevel mediation analyzes indicated that risky behavior engagement mediated the relationship between impulsiveness/maladaptive coping and subsequent low self-esteem. Critically, when included in the same model, impulsiveness was significant above and beyond maladaptive coping. Additionally, the reverse model with self-esteem as the predictor and risky behavior included as the dependent variable was not significant suggesting that our effect was unidirectional. As a whole, these findings suggest that impulsive youth may engage in behaviors, which ultimately precipitate negative self-evaluations and transient declines in self-esteem. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

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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…

The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

Science.gov (United States)

Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

2017-07-01

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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....

Associations among Text Messaging, Academic Performance, and Sexual Behaviors of Adolescents

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Perry, Raymond C. W.; Braun, Rebecca A.; Cantu, Michelle; Dudovitz, Rebecca N.; Sheoran, Bhupendra; Chung, Paul J.

2014-01-01

Background: Text messaging is an increasingly common mode of communication, especially among adolescents, and frequency of texting may be a measure of one's sociability. This study examined how text messaging ("texting") frequency and academic performance are associated with adolescent sexual behaviors. Methods: A cross-sectional survey…

Academic Optimism, Organizational Citizenship Behaviors, and Student Achievement at Charter Schools

Science.gov (United States)

Guvercin, Mustafa

2013-01-01

The purpose of this study was to examine the relationship among academic optimism, Organizational Citizenship Behaviors (OCBs), and student achievement in college preparatory charter schools. A purposeful sample of elementary school teachers from college preparatory charter schools (N = 226) in southeast Texas was solicited to complete the…

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…

Health-Related Behaviors and Academic Achievement Among High School Students - United States, 2015.

Science.gov (United States)

Rasberry, Catherine N; Tiu, Georgianne F; Kann, Laura; McManus, Tim; Michael, Shannon L; Merlo, Caitlin L; Lee, Sarah M; Bohm, Michele K; Annor, Francis; Ethier, Kathleen A

2017-09-08

Studies have shown links between educational outcomes such as letter grades, test scores, or other measures of academic achievement, and health-related behaviors (1-4). However, as reported in a 2013 systematic review, many of these studies have used samples that are not nationally representative, and quite a few studies are now at least 2 decades old (1). To update the relevant data, CDC analyzed results from the 2015 national Youth Risk Behavior Survey (YRBS), a biennial, cross-sectional, school-based survey measuring health-related behaviors among U.S. students in grades 9-12. Analyses assessed relationships between academic achievement (i.e., self-reported letter grades in school) and 30 health-related behaviors (categorized as dietary behaviors, physical activity, sedentary behaviors, substance use, sexual risk behaviors, violence-related behaviors, and suicide-related behaviors) that contribute to leading causes of morbidity and mortality among adolescents in the United States (5). Logistic regression models controlling for sex, race/ethnicity, and grade in school found that students who earned mostly A's, mostly B's, or mostly C's had statistically significantly higher prevalence estimates for most protective health-related behaviors and significantly lower prevalence estimates for most health-related risk behaviors than did students with mostly D's/F's. These findings highlight the link between health-related behaviors and education outcomes, suggesting that education and public health professionals can find their respective education and health improvement goals to be mutually beneficial. Education and public health professionals might benefit from collaborating to achieve both improved education and health outcomes for youths.

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

Science.gov (United States)

Westgate, Erin C.; Wormington, Stephanie V.; Oleson, Kathryn C.; Lindgren, Kristen P.

2017-01-01

Productive procrastination replaces one adaptive behavior with another adaptive—albeit less important—behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles—non-procrastinators, academic productive procrastinators, non-academic productive procrastinators, non-academic procrastinators, and classic procrastinators. Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts. PMID:28804158

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes.

Science.gov (United States)

Westgate, Erin C; Wormington, Stephanie V; Oleson, Kathryn C; Lindgren, Kristen P

2017-03-01

Productive procrastination replaces one adaptive behavior with another adaptive-albeit less important-behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles- non-procrastinators , academic productive procrastinators , non-academic productive procrastinators, non-academic procrastinators , and classic procrastinators . Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts.

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)

Does Homework Behavior Mediate the Relation between Personality and Academic Performance?

Science.gov (United States)

Lubbers, Miranda J.; Van Der Werf, Margaretha P. C.; Kuyper, Hans; Hendriks, A. A. Jolijn

2010-01-01

Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and…

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...

Motivation categories in college students’ learning engagement behaviors and outcomes in Taiwan: An application of cluster analysis

OpenAIRE

Tzu-Ling Hsieh

2016-01-01

This study explores how different motivation categories influence college students’ learning engagement behaviors and outcomes under the context of eastern culture. 178 junior college students were surveyed at a four-year research university in Taiwan. The study addressed two research questions: 1. Are there subgroups of students with significantly different motivation profiles? 2. If so, do these subgroups of students differ significantly in terms of their engagement behaviors and learning o...

A thesis on fire : Studies of work engagement, Type A behavior and burnout

OpenAIRE

Eriksson Hallberg, Ulrika

2005-01-01

The overall address of the present thesis is the relationship between being ‘on fire’ and burning out. More specifically, the thesis focused largely on two representations of involvement in work (work engagement and Type A behavior) and their respective relationships to burnout. Another pervasive theme was construct validity in assessing burnout and work engagement. These themes were addressed in four empirical studies, conducted in a sample of health-care workers (Study I) and a sample of in...

Mexican-Origin Youth's Risk Behavior from Adolescence to Young Adulthood: The Role of Familism Values

Science.gov (United States)

Wheeler, Lorey A.; Zeiders, Katharine H.; Updegraff, Kimberly A.; Umaña-Taylor, Adriana J.; Rodríguez de Jesús, Sue A.; Perez-Brena, Norma J.

2017-01-01

Engagement in risk behavior has implications for individuals' academic achievement, health, and well-being, yet there is a paucity of developmental research on the role of culturally relevant strengths in individual and family differences in risk behavior involvement among ethnic minority youth. In this study, we used a longitudinal…

Academic and Behavioral Outcomes in School-Age South African Children Following Severe Traumatic Brain Injury

Directory of Open Access Journals (Sweden)

Aimee K. Dollman

2017-12-01

Full Text Available Background: Children who have sustained severe traumatic brain injuries (TBIs demonstrate a range of post-injury neurocognitive and behavioral sequelae, which may have adverse effects on their academic and behavioral outcomes and interfere with school re-entry, educational progress, and quality of life. These post-TBI sequelae are exacerbated within the context of a resource-poor country like South Africa (SA where the education system is in a somewhat precarious state especially for those from disadvantaged backgrounds.Objectives: To describe behavioral and academic outcomes of a group of school-aged SA children following severe TBI.Methods: The sample included 27 school-age children who were admitted to the Red Cross War Memorial Children's Hospital (RXH, SA, between 2006 and 2011 for closed severe TBI and who received intracranial monitoring. We collected behavioral data using the Child Behavior Checklist (CBCL and the Behavior Rating Inventory of Executive Function (BRIEF and academic information sourced from the BRIEF, CBCL, medical folders, and caregivers. Analyses include descriptive statistics and bivariate correlation matrices.Results: The descriptive results show that (1 more than half of the participants experienced clinically-significant behavioral problems across the CBCL scales, (2 the working memory BRIEF subscale appeared to be the most problematic subdomain, (3 two thirds of the sample were receiving some form of, or were in the process of being placed in, special needs education, (4 there was a three-fold increase in the use of special education services from pre- to post-injury, and (5 more than half (n = 16 of the sample repeated at least one grade after returning to school post-injury. Correlation analyses results suggest that children with increased externalizing behavioral problems and executive dysfunction are more likely to repeat a grade post-injury; and that children with executive dysfunction post-TBI are more likely

The Association of Physical Activity and Academic Behavior: A Systematic Review

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Sullivan, Rachel A.; Kuzel, AnnMarie H.; Vaandering, Michael E.; Chen, Weiyun

2017-01-01

Background: In this systematic review, we assessed the existing research describing the effects of physical activity (PA) on academic behavior, with a special focus on the effectiveness of the treatments applied, study designs, outcome measures, and results. Methods: We obtained data from various journal search engines and 218 journal articles…

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

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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…

Family supportive supervisor behaviors and organizational culture: Effects on work engagement and performance.

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Rofcanin, Yasin; Las Heras, Mireia; Bakker, Arnold B

2017-04-01

Informed by social information processing (SIP) theory, in this study, we assessed the associations among family supportive supervisor behaviors (FSSBs) as perceived by subordinates, subordinate work engagement, and supervisor-rated work performance. Moreover, we explored the role of family supportive organizational culture as a contextual variable influencing our proposed associations. Our findings using matched supervisor-subordinate data collected from a financial credit company in Mexico (654 subordinates; 134 supervisors) showed that FSSBs influenced work performance through subordinate work engagement. Moreover, the positive association between subordinates' perceptions of FSSBs and work engagement was moderated by family supportive organizational culture. Our results contribute to emerging theories on flexible work arrangements, particularly on family supportive work policies. Moreover, our findings carry practical implications for improving employee work engagement and work performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

If all your friends jumped off a bridge: the effect of others' actions on engagement in and recommendation of risky behaviors.

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Helfinstein, Sarah M; Mumford, Jeanette A; Poldrack, Russell A

2015-02-01

There is a large gap between the types of risky behavior we recommend to others and those we engage in ourselves. In this study, we hypothesized that a source of this gap is greater reliance on information about others' behavior when deciding whether to take a risk oneself than when deciding whether to recommend it to others. To test this hypothesis, we asked participants either to report their willingness to engage in a series of risky behaviors themselves; their willingness to recommend those behaviors to a loved one; or, how good of an idea it would be for either them or a loved one to engage in the behaviors. We then asked them to evaluate those behaviors on criteria related to the expected utility of the risk (benefits, costs, and likelihood of costs), and on engagement in the activity by people they knew. We found that, after accounting for effects of perceived benefit, cost, and likelihood of cost, perceptions of others' behavior had a dramatically larger impact on participants' willingness to engage in a risk than on their willingness to recommend the risk or their prescriptive evaluation of the risk. These findings indicate that the influence of others' choices on risk-taking behavior is large, direct, cannot be explained by an economic utility model of risky decision-making, and goes against one's own better judgment.

Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

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Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

2006-01-01

This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

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.

Health behavior of elderly people engaged in agriculture in conjunction with information communication technology.

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Fujii, Chieko; Okahisa, Reiko; Matsushita, Yasuko; Tada, Toshiko

2012-01-01

The aim of this study is to clarify the health behavior of elderly people engaged in agriculture and information communication technology (ICT). The participants were 61 people engaged in agriculture in conjunction with ICT systems (group A), and 49 people not engaged in this (group B) from among the people aged 65 years or over in village C, both living located in a mountain areas. Data were collected from August 2009 to June 2011 in two stages: interviews to members of group A through home visits, and a group survey of groups A and B through questionnaires. The results of the study were as follows: 1) members of group A lived with feelings of attachment to the land to which they were accustomed and showed gratitude to their ancestors; 2) in group A, the desire of participants to continue their life was sufficient motivation to look after their own health and maintain independence; and 3) they provided a new challenge and a sense of achievement. The results suggest that the health behavior in group A was behavior adopted voluntarily in order to maintain an independent lifestyle supported by working, and it is likely to be linked to the preservation of health.

USE OF VIDEOGAMES AND COMPUTER GAMES: INFLUENCES ON ATTENTION, MEMORY, ACADEMIC ACHIEVEMENT AND PROBLEMS BEHAVIOR

Directory of Open Access Journals (Sweden)

Harold Germán Rodríguez Celis

2011-12-01

Full Text Available This study was designed to identify the relationship between video and computergames use on attention, memory, academic performance and problemsbehavior in school children in Bogotá. Memory and attention were assessedusing a set of different scales of ENI Battery (Matute, Rosselli, Ardila, & Ostrosky-Solís, 2007. For Academic performance, school newsletters were used.Behavioral problems were assessed through the CBCL / 6 -18 questionnaire(Child Behavior Checklist of (Achenbach & Edelbrock, 1983. 123 children and99 parents were enrolled in 2 factorial design experimental studies. The resultsdid not support the hypothesis of a significant change in memory tests, orintra-subject selective visual and hearing attention. However, these variablesshowed significant differences among children exposed to habitual videogamesconsumption. No differences were found between the level of regular videogames consumption in school children and academic performance variables orbehavioral problems.

Cheating and Feeling Honest: Committing and Punishing Analog versus Digital Academic Dishonesty Behaviors in Higher Education

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Adi Friedman

2016-12-01

Full Text Available This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997 framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006 and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008 were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

Personality, Academic Self-Efficacy, Academic Locus of Control and Academic Procrastination Among University Students

OpenAIRE

Yazıcı, Hikmet; Albayrak, Elif; Reisoğlu, Serpil

2016-01-01

There are several variables to determine academic procrastination behavior among university students. The main aim of the present study was to investigate the relationships among big five personality, academic self-efficacy, academic locus of control and academic procrastination. Research group consisted of 885 university students (Female=496, Male=389) in 2012/2013 academic year in Karadeniz Technical University. Results from study indicated that responsibility and amenability subscales of b...

Screening for Behavioral Risk: Identification of High Risk Cut Scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

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Kilgus, Stephen P.; Taylor, Crystal N.; von der Embse, Nathaniel P.

2018-01-01

The purpose of this study was to support the identification of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) cut scores that could be used to detect high-risk students. Teachers rated students across two time points (Time 1 n = 1,242 students; Time 2 n = 704) using the SAEBRS and the Behavioral and Emotional Screening System…

Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen.

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Griggs, Stephanie; Crawford, Sybil L

2017-09-01

The purpose of the current online cross-sectional study was to examine the relationship between hope, core self-evaluations (CSE), emotional well-being, health-risk behaviors, and academic performance in students enrolled in their first year of college. Freshmen (N = 495) attending a large public university in the Northeastern United States completed an online survey between February 1 and 13, 2017. Linear regression, path analysis, and structural equation modeling procedures were performed. CSE mediated the relationship between hope and emotional well-being and academic performance. Contrary to the hypotheses, higher hope predicted more sexual risk-taking behaviors and alcohol use. CSE is an important component of Hope Theory, which is useful for predicting emotional well-being and academic performance, but not as useful for predicting drug use, alcohol use, and sexual risk taking. Hope and CSE interventions are needed to improve academic performance and emotional well-being in university freshmen. [Journal of Psychosocial Nursing and Mental Health Services, 55(9), 33-42.]. Copyright 2017, SLACK Incorporated.

The Relationship between Bible Literacy and Academic Achievement and School Behavior

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Jeynes, William H.

2009-01-01

This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

Academic Freedom: Its Nature, Extent and Value

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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.

Job crafting and extra-role behavior : the role of work engagement and flourishing

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Demerouti, E.; Bakker, A.B.; Gevers, J.M.P.

2015-01-01

This study investigates whether crafting of job demands and resources relates positively to extra-role behavior (i.e. contextual performance and creativity) through work engagement and flourishing. We collected data from 294 employees and their supervisors regarding employees' contextual performance

Peer relationships and academic achievement

Directory of Open Access Journals (Sweden)

Krnjajić Stevan B.

2002-01-01

Full Text Available After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a social competence, (b social acceptance/rejection, (c child's friendships and (d prosocial behavior on academic achievement.

The Relationship between Bible Literacy and Behavioral and Academic Outcomes in Urban Areas: A Meta-Analysis

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Jeynes, William

2010-01-01

A meta-analysis is undertaken, including 11 studies, to determine whether there is a relationship between Bible knowledge on one hand and academic and behavioral outcomes on the other among those living in urban areas. The results indicate that increased Bible knowledge is associated with higher levels of student academic achievement and positive…

Pretty as a Princess: Longitudinal Effects of Engagement With Disney Princesses on Gender Stereotypes, Body Esteem, and Prosocial Behavior in Children.

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Coyne, Sarah M; Linder, Jennifer Ruh; Rasmussen, Eric E; Nelson, David A; Birkbeck, Victoria

2016-11-01

This study examined level of engagement with Disney Princess media/products as it relates to gender-stereotypical behavior, body esteem (i.e. body image), and prosocial behavior during early childhood. Participants consisted of 198 children (M age  = 58 months), who were tested at two time points (approximately 1 year apart). Data consisted of parent and teacher reports, and child observations in a toy preference task. Longitudinal results revealed that Disney Princess engagement was associated with more female gender-stereotypical behavior 1 year later, even after controlling for initial levels of gender-stereotypical behavior. Parental mediation strengthened associations between princess engagement and adherence to female gender-stereotypical behavior for both girls and boys, and for body esteem and prosocial behavior for boys only. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Does Academic Work Make Australian Academics Happy?

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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…

Measuring school climate in high schools: a focus on safety, engagement, and the environment.

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Bradshaw, Catherine P; Waasdorp, Tracy E; Debnam, Katrina J; Johnson, Sarah Lindstrom

2014-09-01

School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority), a series of exploratory and confirmatory factor analyses examined the fit of the Maryland Safe and Supportive Schools Climate Survey with the USDOE model. The results indicated adequate model fit with the theorized 3-factor model of school climate, which included 13 subdomains: safety (perceived safety, bullying and aggression, and drug use); engagement (connection to teachers, student connectedness, academic engagement, school connectedness, equity, and parent engagement); environment (rules and consequences, physical comfort, and support, disorder). We also found consistent measurement invariance with regard to student sex, grade level, and ethnicity. School-level interclass correlation coefficients ranged from 0.04 to .10 for the scales. Findings supported the USDOE 3-factor model of school climate and suggest measurement invariance and high internal consistency of the 3 scales and 13 subdomains. These results suggest the 56-item measure may be a potentially efficient, yet comprehensive measure of school climate. © 2014, American School Health Association.

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

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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…

An Analysis of the Relationship of Perceived Principal Instructional Leadership Behaviors and Student Academic Achievement

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Schindler, Kerry Andrew

2012-01-01

The primary purpose of the present study was to determine if a relationship existed between perceived instructional leadership behaviors of high school principals and student academic achievement. A total of 124 principals and 410 teachers representing 75 high school campuses completed the School Leadership Behaviors Survey (SLBS), an instrument…

College instruction is not so stress free after all: A qualitative and quantitative study of academic entitlement, uncivil behaviors, and instructor strain and burnout.

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Jiang, Lixin; Tripp, Thomas M; Hong, Phan Y

2017-12-01

The vast majority of today's college students are millennials, who have traits of confidence, tolerance, but also of entitlement and narcissism (Twenge, 2006). Therefore, college instructors face a unique challenge: dealing with the requests from academically entitled students, who have unreasonable expectations of receiving academic success, regardless of performance (Chowning & Campbell, 2009). We conducted two studies to examine whether student academic entitlement would increase instructors' strain and burnout via uncivil behaviors. A qualitative inquiry asked 136 instructors with college-teaching experience to describe types of behaviors entitled students display, their responses to entitled students, and the influence of these interactions on instructors' well-being. Next, a quantitative study with data from 857 college students nested in 34 instructors tested a multilevel mediation model where students' academic entitlement was related to instructor-reported uncivil behaviors, which in turn related to instructors' strain and burnout. Both studies largely support our hypothesis that uncivil behaviors fully mediate the relationship between students' academic entitlement and instructors' strain and burnout. We recommend employing behavioral modification strategies to decrease uncivil behaviors (e.g., class rules regarding uncivil behaviors might be specified in the course syllabus and consistently enforced) because academic entitlement attitudes are largely stable beliefs and thus may be less amenable to modification. Copyright © 2017 John Wiley & Sons, Ltd.

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

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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

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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…

Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory

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Wang, Ze; Bergin, Christi; Bergin, David A.

2014-01-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was…

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...

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

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Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty

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Korn, Liat; Davidovitch, Nitza

2016-01-01

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of “academic offenders”. Which types are more prone to commit academic offenses? To what degree are they “normative” and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces. PMID:27569198

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty.

Science.gov (United States)

Korn, Liat; Davidovitch, Nitza

2016-08-29

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat    ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.

Effects of messages emphasizing environmental determinants of obesity on intentions to engage in diet and exercise behaviors.

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Niederdeppe, Jeff; Roh, Sungjong; Shapiro, Michael A; Kim, Hye Kyung

2013-12-12

Reducing rates of obesity will require interventions that influence both individual decisions and environmental factors through changes in public policy. Previous work indicates that messages emphasizing environmental determinants increases support for public policies, but some suspect this strategy may undermine motivation to engage in diet and exercise. Study 1 involved 485 adults recruited from a shopping mall in New York. Study 2 involved 718 adult members of a Web-based national panel of US adults. Respondents in both studies were randomly assigned to read a story that emphasized environmental determinants of health or a control condition. The stories varied in the extent to which they described the story character as taking personal responsibility for weight management. Logistic regression and ordered logit models were used to test for differences in intentions to engage in diet and exercise behaviors based on which story the participant read. Analyses were also performed separately by participants' weight status. In both studies, messages that acknowledged personal responsibility while emphasizing environmental causes of obesity increased intentions to engage in healthy behavior for at least 1 weight status group. Emphasizing factors outside of personal control appears to enhance rather than undermine motivations to engage in healthy diet and exercise behavior.

The contribution of work engagement to self-perceived health, work ability, and sickness absence beyond health behaviors and work-related factors.

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Rongen, Anne; Robroek, Suzan J W; Schaufeli, Wilmar; Burdorf, Alex

2014-08-01

To investigate whether work engagement influences self-perceived health, work ability, and sickness absence beyond health behaviors and work-related characteristics. Employees of two organizations participated in a 6-month longitudinal study (n = 733). Using questionnaires, information was collected on health behaviors, work-related characteristics, and work engagement at baseline, and self-perceived health, work ability, and sickness absence at 6-month follow-up. Associations between baseline and follow-up variables were studied using multivariate and multinomial logistic regression analyses and changes in R2 were calculated. Low work engagement was related with low work ability (odds ratio: 3.68; 95% confidence interval: 2.15 to 6.30) and long-term sickness absence (odds ratio: 1.84; 95% confidence interval: 1.04 to 3.27). Work engagement increased the explained variance in work ability and sickness absence with 4.1% and 0.5%, respectively. Work engagement contributes to work ability beyond known health behaviors and work-related characteristics.

Relationship quality and student engagement

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Culver, Jennifer

The purpose of this study was to examine the qualities of support, relatedness, and negative interaction within parent-child and teacher-student relationships and their association with cognitive, psychological, and behavioral engagement. Additionally, this study explored the contributions of cognitive and psychological engagement on behavioral engagement. The role of gender, grade, and ethnicity on relationship quality and engagement was also considered. Participants (n=311) were students in grades three through five from a suburban school district in southeastern Michigan. Perceptions of teacher-student relationship quality varied by grade level. In general, younger students reported greater teacher support and relatedness in comparison to older students. Conversely, older students perceived greater conflict within the teacher-student relationship. Student engagement also varied by grade level, with younger students reporting greater engagement than older students. Ethnicity also contributed to variance in student engagement, with African American students reporting significantly more engagement than Caucasian or Multiracial students. Teacher-student relationship quality was a significant predictor of student engagement, even after controlling for student characteristics and parent-child relationship variables. Results of path analysis revealed that cognitive and psychological engagement contributed significantly to behavioral engagement.

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.

Engagement and Knowledge Building in an Afterschool STEM Club: Analyzing Youth and Facilitator Posting Behavior on a Social Networking Site

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Won, Samantha G. L.; Evans, Michael A.; Huang, Lixiao

2017-01-01

Social networking sites (SNSs) are popular technologies used frequently among youth for recreational purposes. Increasing attention has been paid to the use of SNSs in educational settings as a way to engage youth interest and encourage academically productive discussion. Potential affordances of using SNSs for education include knowledge…

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...

Trajectories of Discrimination across Adolescence: Associations with Academic, Psychological, and Behavioral Outcomes

Science.gov (United States)

Hughes, Diane; Del Toro, Juan; Harding, Jessica F.; Way, Niobe; Rarick, Jason R. D.

2016-01-01

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample…

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....

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents

Directory of Open Access Journals (Sweden)

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.

The associations of adolescents' dating violence victimization, well-being and engagement in risk behaviors.

Science.gov (United States)

Van Ouytsel, Joris; Ponnet, Koen; Walrave, Michel

2017-02-01

This brief report describes dating violence victimization among adolescents in Flanders, Belgium, and focuses on how dating violence is related to adolescents' well-being and engagement in risk behaviors, such as substance use, sexual behaviors, and engagement in vandalism or fighting. A survey was conducted in Flanders, Belgium among 1187 adolescents (61.3% female, n = 728). A total of 466 respondents between 16 and 22 years old (M = 17.82 years, SD = 0.92) were in a relationship (71.0% female, n = 331), and, therefore, formed the subsample of the present study. The results show that adolescents, who consume alcohol at a younger age, have ever used marihuana, or were involved in vandalism have a higher probability to become victim of dating violence than adolescents who are not involved in these behaviors. Dating violence victimization was also linked with symptoms of depression and a lower self-esteem. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Relationship between Organizational Justice Perception and Engagement in Deviant Workplace Behavior

Directory of Open Access Journals (Sweden)

Muhammad Irfan Syaebani

2011-04-01

Full Text Available Deviant workplace behavior is not something unusual and is prevalent in organizational dynamics. It is found in all types of organizations and in all levels of positions. This deviance is costly not only in financial, but also in social and psychological terms. This research aims to reveal whether there is any association between organizational justice perception and engagement in deviant workplace behavior since so many scholars argue that organizational injustice can serve as one of the causes to workplace deviance. Three forms of organizational justice are used in this research; they are: distributive, procedural, and interactional justice. Additionally, two dimensions are used to classify deviant workplace behavior, which are severity and target. Putting these two dimensions into low-high continuum, it helps to develop a typology of deviant workplace behavior into four classifications: production, political, property, and personal aggression. Result findings show us that organizational justice perception play important role in the occurrence of deviant workplace behavior. However, it is not the sole predictor since only one deviant workplace behavior (out of twelve which correlates significantly with one form of organizational justice.

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

Science.gov (United States)

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.

Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?

Science.gov (United States)

Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.

2014-01-01

Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…

Protection motivation theory in predicting intention to engage in protective behaviors against schistosomiasis among middle school students in rural China.

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Xiao, Han; Li, Shiyue; Chen, Xinguang; Yu, Bin; Gao, Mengting; Yan, Hong; Okafor, Chukwuemeka N

2014-10-01

Among millions of people who suffer from schistosomiasis in China, adolescents are at increased risk to be infected. However, there is a lack of theory-guided behavioral prevention intervention programs to protect these adolescents. This study attempted to apply the Protection Motivation Theory (PMT) in predicting intentions to engage in protective behaviors against schistosomiasis infection. The participants were selected using the stratified cluster sampling method. Survey data were collected using anonymous self-reported questionnaire. The advanced structural equation modeling (SEM) method was utilized to assess the complex relationship among schistosomiasis knowledge, previous risk exposure and protective measures in predicting intentions to engage in protective behavior through the PMT constructs. Approximately 70% of participants reported they were always aware of schistosomiasis before exposure to water with endemic schistosomiasis, 6% of the participants reported frequency of weekly or monthly prior exposure to snail-conditioned water. 74% of participants reported having always engaged in protective behaviors in the past three months. Approximately 7% were unlikely or very unlikely to avoid contact with snail-conditioned water, and to use protective behaviors before exposure. Results from SEM analysis indicated that both schistosomiasis knowledge and prior exposure to schistosomiasis were indirectly related to behavior intentions through intrinsic rewards and self-efficacy; prior protective behaviors were indirectly related to behavior intentions through severity, intrinsic rewards and self-efficacy, while awareness had an indirect relationship with behavior intentions through self-efficacy. Among the seven PMT constructs, severity, intrinsic rewards and self-efficacy were significantly associated with behavior intentions. The PMT can be used to predict the intention to engage in protective behaviors against schistosomiasis. Schistosomiasis intervention

Protection Motivation Theory in Predicting Intention to Engage in Protective Behaviors against Schistosomiasis among Middle School Students in Rural China

Science.gov (United States)

Chen, Xinguang; Yu, Bin; Gao, Mengting; Yan, Hong; Okafor, Chukwuemeka N.

2014-01-01

Background Among millions of people who suffer from schistosomiasis in China, adolescents are at increased risk to be infected. However, there is a lack of theory-guided behavioral prevention intervention programs to protect these adolescents. This study attempted to apply the Protection Motivation Theory (PMT) in predicting intentions to engage in protective behaviors against schistosomiasis infection. Methods The participants were selected using the stratified cluster sampling method. Survey data were collected using anonymous self-reported questionnaire. The advanced structural equation modeling (SEM) method was utilized to assess the complex relationship among schistosomiasis knowledge, previous risk exposure and protective measures in predicting intentions to engage in protective behavior through the PMT constructs. Principal Findings Approximately 70% of participants reported they were always aware of schistosomiasis before exposure to water with endemic schistosomiasis, 6% of the participants reported frequency of weekly or monthly prior exposure to snail-conditioned water. 74% of participants reported having always engaged in protective behaviors in the past three months. Approximately 7% were unlikely or very unlikely to avoid contact with snail-conditioned water, and to use protective behaviors before exposure. Results from SEM analysis indicated that both schistosomiasis knowledge and prior exposure to schistosomiasis were indirectly related to behavior intentions through intrinsic rewards and self-efficacy; prior protective behaviors were indirectly related to behavior intentions through severity, intrinsic rewards and self-efficacy, while awareness had an indirect relationship with behavior intentions through self-efficacy. Among the seven PMT constructs, severity, intrinsic rewards and self-efficacy were significantly associated with behavior intentions. Conclusions The PMT can be used to predict the intention to engage in protective behaviors against

Protection motivation theory in predicting intention to engage in protective behaviors against schistosomiasis among middle school students in rural China.

Directory of Open Access Journals (Sweden)

Han Xiao

2014-10-01

Full Text Available Among millions of people who suffer from schistosomiasis in China, adolescents are at increased risk to be infected. However, there is a lack of theory-guided behavioral prevention intervention programs to protect these adolescents. This study attempted to apply the Protection Motivation Theory (PMT in predicting intentions to engage in protective behaviors against schistosomiasis infection.The participants were selected using the stratified cluster sampling method. Survey data were collected using anonymous self-reported questionnaire. The advanced structural equation modeling (SEM method was utilized to assess the complex relationship among schistosomiasis knowledge, previous risk exposure and protective measures in predicting intentions to engage in protective behavior through the PMT constructs.Approximately 70% of participants reported they were always aware of schistosomiasis before exposure to water with endemic schistosomiasis, 6% of the participants reported frequency of weekly or monthly prior exposure to snail-conditioned water. 74% of participants reported having always engaged in protective behaviors in the past three months. Approximately 7% were unlikely or very unlikely to avoid contact with snail-conditioned water, and to use protective behaviors before exposure. Results from SEM analysis indicated that both schistosomiasis knowledge and prior exposure to schistosomiasis were indirectly related to behavior intentions through intrinsic rewards and self-efficacy; prior protective behaviors were indirectly related to behavior intentions through severity, intrinsic rewards and self-efficacy, while awareness had an indirect relationship with behavior intentions through self-efficacy. Among the seven PMT constructs, severity, intrinsic rewards and self-efficacy were significantly associated with behavior intentions.The PMT can be used to predict the intention to engage in protective behaviors against schistosomiasis. Schistosomiasis

Relationship between Organizational Justice Perception and Engagement in Deviant Workplace Behavior

Directory of Open Access Journals (Sweden)

Muhammad Irfan Syaebani

2013-07-01

Full Text Available Deviant workplace behavior is not something unusual and is prevalent in organizational dynamics. It is found in all types of organizations and in all levels of positions. This deviance is costly not only in financial, but also in social and psychological terms. This research aims to reveal whether there is any association between organizational justice perception and engagement in deviant workplace behavior since so many scholars argue that organizational injustice can serve as one of the causes to workplace deviance. Three forms of organizational justice are used in this research; they are: distributive, procedural, and interactional justice. Additionally, two dimensions are used to classify deviant workplace behavior, which are severity and target. Putting these two dimensions into low-high continuum, it helps to develop a typology of deviant workplace behavior into four classifications: production, political, property, and personal aggression. Result findings show us that organizational justice perception play important role in the occurrence of deviant workplace behavior. However, it is not the sole predictor since only one deviant workplace behavior (out of twelve which correlates significantly with one form of organizational justice.Keywords: Deviant workplace behavior, organizational justice, distributive justice, procedural justice, interactional justice, production deviance, political deviance, property deviance, personal aggression

Disinhibited social engagement in postinstitutionalized children: differentiating normal from atypical behavior.

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Lawler, Jamie M; Hostinar, Camelia E; Mliner, Shanna B; Gunnar, Megan R

2014-05-01

The most commonly reported socially aberrant behavior in postinstitutionalized (PI) children is disinhibited social engagement (DSE; also known as indiscriminate friendliness). There is no gold standard for measurement of this phenomenon nor agreement on how to differentiate it from normative behavior. We adopted a developmental psychopathology approach (Cicchetti, 1984) to study this phenomenon by comparing it to normative social development and by studying its patterns over time in 50 newly adopted PI children (16-36 months at adoption) compared with 41 children adopted early from foster care overseas and 47 nonadopted (NA) controls. Using coded behavioral observations of the child's interaction with an unfamiliar adult, atypical behaviors were differentiated from normative behaviors. Principal components analysis identified two dimensions of social disinhibition. The nonphysical social dimension (e.g., initiations, proximity) showed wide variation in NA children and is therefore considered a typical form of sociability. Displays of physical contact and intimacy were rare in NA children, suggesting that they represent an atypical pattern of behavior. Both adopted groups demonstrated more physical DSE behavior than NA children. There were no group differences on the nonphysical factor, and it increased over time in all groups. Implications for understanding the etiology of DSE and future directions are discussed.

Role of Procrastination and Motivational Self-Regulation in Predicting Students\\' Behavioral Engagement

Directory of Open Access Journals (Sweden)

Abbasi M

2015-12-01

Full Text Available Aims: As an important intervening factor to enhance educational and motivational performance of the students, understating the effective factors on behavioral enthusiasm plays a very important role. The aim of this study was to explain the role of motivational self-regulation and procrastination in predicting the students’ behavioral enthusiasm.  Instrument & Methods: In the correlational descriptive cross-sectional study, 311 students of Arak University of Medical Sciences were selected via Available Sampling using Cochran’s Formula in 2014-15 academic year. Data was collected, using Students’ Educational Procrastination Scale, Motivational Self-regulating Scale, and Behavioral Enthusiasm Scale. Data was analyzed in SPSS 19 software using Pearson Correlation Coefficient, and Multiple Regression Analysis. Findings: The highest and the lowest correlations were between procrastination and behavioral enthusiasm and between environmental control and behavioral enthusiasm, respectively (p<0.05. There was a positive and significant correlation between self-regulation and behavioral enthusiasm. In addition, there was a negative and significant correlation between procrastination and behavioral enthusiasm (p<0.001. Totally, procrastination (β=-0.233 and motivational self-regulation (β=0.238 explained 10% of the students’ behavioral enthusiasm variance (p<0.001; R²=0.102. Conclusion: Any reduction in procrastination and any enhancement in motivational self-regulation can enhance the students’ behavioral enthusiasm. 

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.

Engagement of the Rat Hindlimb Motor Cortex across Natural Locomotor Behaviors

OpenAIRE

DiGiovanna, J.; Dominici, N.; Friedli, L.; Rigosa, J.; Duis, S.; Kreider, J.; Beauparlant, J.; van den Brand, R.; Schieppati, M.; Micera, S.; Courtine, G.

2016-01-01

Contrary to cats and primates, cortical contribution to hindlimb locomotor movements is not critical in rats. However, the importance of the motor cortex to regain locomotion after neurological disorders in rats suggests that cortical engagement in hindlimb motor control may depend on the behavioral context. To investigate this possibility, we recorded whole-body kinematics, muscle synergies, and hindlimb motor cortex modulation in freely moving rats performing a range of natural locomotor pr...

The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership.

Science.gov (United States)

Ang, Rebecca P; Huan, Vivien S; Chan, Wei Teng; Cheong, Siew Ann; Leaw, Jia Ning

2015-06-01

Given the robust positive association between gangs and crime, a better understanding of factors related to reported youth gang membership is critical and especially since youth in gangs are a universal concern. The present study investigated the role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership using a large sample of 1027 Singapore adolescents. Results from logistic regression showed that delinquency, proactive aggression, and behavioral school engagement were statistically significant risk factors for reported youth gang membership, and that psychopathy was not related to reported gang membership. Implications for prevention and intervention work with respect to youth gang membership were discussed. In particular, strengthening students' engagement with school and meaningful school-related activities and developing supportive teacher-student relationships are particularly important in working with young people with respect to prevention work. Additionally, the present study's theoretical and empirical contributions were also discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Employee Engagement and Organizational Behavior Management

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Ludwig, Timothy D.; Frazier, Christopher B.

2012-01-01

Engagement is a "buzz" word that has gained popularity in Industrial/Organizational Psychology. Based on a "Positive Psychology" approach, engagement is perceived as a valuable state for employees, because surveys on the construct have found it correlates with some organizational tactics (e.g., human resource policies, procedural justice) and…

Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations

Directory of Open Access Journals (Sweden)

Xihe Zhu

2017-01-01

Full Text Available The objectives of this study were (a to report grade level prevalence in physical activity and sedentary behaviors and (b to examine academic burden associations with these behaviors. School-aged children (n = 48,118 reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%. Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR = 5.38, 95% CI = 4.74–6.11, but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84, controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p<0.01. Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.

Social interaction anxiety and personality traits predicting engagement in health risk sexual behaviors.

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Rahm-Knigge, Ryan L; Prince, Mark A; Conner, Bradley T

2018-06-01

Individuals with social interaction anxiety, a facet of social anxiety disorder, withdraw from or avoid social encounters and generally avoid risks. However, a subset engages in health risk sexual behavior (HRSB). Because sensation seeking, emotion dysregulation, and impulsivity predict engagement in HRSB among adolescents and young adults, the present study hypothesized that latent classes of social interaction anxiety and these personality traits would differentially predict likelihood of engagement in HRSB. Finite mixture modeling was used to discern four classes: two low social interaction anxiety classes distinguished by facets of emotion dysregulation, positive urgency, and negative urgency (Low SIAS High Urgency and Low SIAS Low Urgency) and two high social interaction anxiety classes distinguished by positive urgency, negative urgency, risk seeking, and facets of emotion dysregulation (High SIAS High Urgency and High SIAS Low Urgency). HRSB were entered into the model as auxiliary distal outcomes. Of importance to this study were findings that the High SIAS High Urgency class was more likely to engage in most identified HRSB than the High SIAS Low Urgency class. This study extends previous findings on the heterogeneity of social interaction anxiety by identifying the effects of social interaction anxiety and personality on engagement in HRSB. Copyright © 2018 Elsevier Ltd. All rights reserved.

Implementing Self-Management within a Group Counseling Context: Effects on Academic Enabling Behaviors

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Briesch DuBois, Jacquelyn M.; Briesch, Amy M.; Hoffman, Jessica A.; Struzziero, Joan; Toback, Robin

2017-01-01

Self-management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade-off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self-management within…

Product behavior and appearance effects on experienced engagement during experimental and goal-directed tasks

NARCIS (Netherlands)

Rozendaal, M.C.; Keyson, D.V.; Ridder, de H.

2007-01-01

This study examines how digital products can be designed towards increased levels of experienced engagement. An experiment was conducted in which 24 participants were asked to interact with a videogame that varied in behavior and appearance aspects during experiential and goal-directed tasks.

The Cost of Being Cool: How Adolescent Pseudomature Behavior Maps onto Adult Adjustment.

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Gordon Simons, Leslie; Sutton, Tara E; Shannon, Sarah; Berg, Mark T; Gibbons, Frederick X

2018-05-01

During adolescence, one's status among peers is a major concern. Such status is often largely a function of popularity and establishing oneself as "cool." While there are conventional avenues to achieving status among adolescents, engaging in adult-like, or pseudomature, behaviors such as substance use or sexual activity is a frequent occurrence. Although past research has examined the consequences of adolescent delinquency, what remains unclear is the long-term fate of adolescents who are both popular and antisocial. Using data from a sample of African American males (N = 339) we employ latent class analysis to examine the adult consequences of achieving popularity during adolescence by engaging in pseudomature behavior. Our results identified four classes of adolescents: the conventionals, the pseudomatures, the delinquents, and the detached. The conventionals were low on popularity, pseudomature behavior, and affiliation with deviant peers but high on academic commitment. The pseudomatures were high on popularity, adult-like behavior, and academic commitment but low on affiliation with delinquent peers. The delinquents were low on popularity and school achievement but high on pseudomature behavior and affiliations with delinquent peers. Finally, the detached were low on school commitment, popularity and pseudomature behavior but they report high involvement with a delinquent peer group. By early adulthood, the costs of adolescent adult-like behavior were evident. Early popularity and academic commitment did not portend later social competence or college completion for the pseudomatures. Instead, they frequently experienced an early transition to parenthood, a likely consequence of precocious sexual activity. These findings suggest that interventions should not focus only on the most delinquent adolescents but also need to attend to the pseudomature students who are brimming with promise but are flirting with behaviors that may subvert realization of this

Critical Race Theory, Democratization, and the Public Good: Deploying Postmodern Understandings of Racial Identity in the Social Justice Classroom to Contest Academic Capitalism

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Ross, Sabrina N.

2009-01-01

This essay discusses an academic capitalist knowledge regime (i.e. the increasing engagement of public institutions of higher education in market-based ventures) and the alterations to teacher and student behavior and the learning environment that result. Social justice-oriented university courses are positioned as sites where democratization and…

How Does Gender Relate to Social Skills? Exploring Differences in Social Skills Mindsets, Academics, and Behaviors among High-School Freshmen Students

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Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung

2018-01-01

Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

Adventures from Justin's Life: Engaging Your Physics Students

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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.

Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children with Autism

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Ledford, Jennifer R.; Lane, Justin D.; Shepley, Collin; Kroll, Sarah M.

2016-01-01

Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored…

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...

Future Time Orientation Predicts Academic Engagement among First-Year University Students

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Horstmanshof, Louise; Zimitat, Craig

2007-01-01

Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…

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...

Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

Science.gov (United States)

Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

2018-01-01

Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

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.

Performance-Based Incentives and the Behavior of Accounting Academics: Responding to Changes

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Moya, Soledad; Prior, Diego; Rodríguez-Pérez, Gonzalo

2015-01-01

When laws change the rules of the game, it is important to observe the effects on the players' behavior. Some effects can be anticipated while others are difficult to enunciate before the law comes into force. In this paper we have analyzed articles authored by Spanish accounting academics between 1996 and 2005 to assess the impact of a change in…

Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

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San Pedro, Maria Ofelia Z.

2015-01-01

This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

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.

Epilepsy in the School Aged Child: Cognitive-Behavioral Characteristics and Effects on Academic Performance.

Science.gov (United States)

Black, Kathryn C.; Hynd, George W.

1995-01-01

Children with epilepsy frequently display cognitive sequelae that are overlooked or misunderstood by educational personnel, yet may adversely impact academic performance. Reviews common cognitive-behavioral characteristics of children with epilepsy, typical effects of anticonvulsant medications, and various periictal phenomena and their relative…

Doing for others: Youth's contributing behaviors and psychological engagement in youth-adult partnerships.

Science.gov (United States)

Ramey, Heather L; Lawford, Heather L; Rose-Krasnor, Linda

2017-02-01

Youth contributions to others (e.g., volunteering) have been connected to indicators of successful development, including self-esteem, optimism, social support, and identity development. Youth-adult partnerships, which involve youth and adults working together towards a shared goal in activity settings, such as youth-serving agencies or recreation organizations, provide a unique opportunity for examining youth contributions. We examined associations between measures of youth's participation in youth-adult partnerships (psychological engagement and degree of partnering) in activity settings and youth contributing behaviors, in two Canadian samples: (a) community-involved youth (N = 153, mean age = 17.1 years, 65% female) and (b) undergraduates (N = 128, mean age = 20.1 years, 92.2% female). We found that degree of partnering and psychological engagement were related to each other yet independently predicted contributing behaviors. Our findings suggest that youth-adult partnerships might be one potentially rich context for the promotion of youth's contributions to others. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Acceptance and Commitment Therapy and Cognitive-Behavioral Therapy as Treatments for Academic Procrastination: A Randomized Controlled Group Session

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Wang, Shuo; Zhou, Ya; Yu, Shi; Ran, Li-Wen; Liu, Xiang-Ping; Chen, Yu-Fei

2017-01-01

Objective: This study tested the efficacy of Acceptance and Commitment Therapy (ACT), compared with Cognitive-Behavioral Therapy (CBT), in alleviating academic procrastination. Method: A total of 60 (53.3% male) undergraduates suffering from academic procrastination were randomly assigned to two treatment groups (ACT and CBT) and a control group.…

Embedding the Scholarship of Engagement at a Regional University

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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…

The relationship between work engagement and psychological distress of hospital nurses and the perceived communication behaviors of their nurse managers: A cross-sectional survey.

Science.gov (United States)

Kunie, Keiko; Kawakami, Norito; Shimazu, Akihito; Yonekura, Yuki; Miyamoto, Yuki

2017-06-01

Communication between nurse managers and nurses is important for mental health of hospital nurses. The aim of the present study was to investigate the relationship between managers' communication behaviors toward nurses, and work engagement and psychological distress among hospital nurses using a multilevel model. The present study was a cross-sectional questionnaire survey. The participants were nurses working at three hospitals in Japan. A total of 906 nurses from 38 units participated in the present study. The units with small staff sizes and participants with missing entries in the questionnaire were excluded. The data for 789 nurses from 36 questionnaire survey units were analyzed. A survey using a self-administered questionnaire was conducted. The questionnaire asked staff nurses about communication behaviors of their immediate manager and their own levels of work engagement, psychological distress, and other covariates. Three types of manager communication behaviors (i.e., direction-giving, empathetic, and meaning-making language) were assessed using the Motivating Language scale; and the scores of the respondents were averaged for each unit to calculate unit-level scores. Work engagement and psychological distress were measured using the Utrecht Work Engagement Scale and the K6 scale, respectively. The association of communication behaviors by unit-level managers with work engagement and psychological distress among nurses was analyzed using two-level hierarchical linear modeling. The unit-level scores for all three of the manager communication behaviors were significantly and positively associated with work engagement among nurses (pwork environment. The individual levels of all three of the manager communication behaviors were also significantly and positively associated with work engagement (p0.05). Motivating language by unit-level managers might be positively associated with work engagement among hospital nurses, which is mediated through the better

Academic Behavior and Performance among African American Youth: Associations with Resources for Resilience

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Chesmore, Ashley A.; Winston, Willie, III; Brady, Sonya S.

2016-01-01

A social support and coping framework informed the present research on children's academic behavior and performance. Forty-six African American children aged 8-12 years were recruited from the 2011/2012 enrollment list of a partnering school. Data on children's resources for resilience (e.g., coping skills, perceived support from caregivers) were…

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

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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…

An Investigation of the Academic Information Finding and Re-finding Behavior on the Web

Directory of Open Access Journals (Sweden)

Hsiao-Tieh Pu

2014-12-01

Full Text Available Academic researchers often need and re-use relevant information found after a period of time. This preliminary study used various methods, including experiments, interviews, search log analysis, sequential analysis, and observation to investigate characteristics of academic information finding and re-finding behavior. Overall, the participants in this study entered short queries either in finding or re-finding phases. Comparatively speaking, the participants entered greater number of queries, modified more queries, browsed more web pages, and stayed longer on web pages in the finding phase. On the other hand, in the re-finding phase, they utilized personal information management tools to re-find instead of finding again using search engine, such as checking browsing history; moreover, they tend to input less number of queries and stayed shorter on web pages. In short, the participants interacted more with the retrieval system during the finding phase, while they increased the use of personal information management tools in the re-finding phase. As to the contextual clues used in re-finding phase, the participants used less clues from the target itself, instead, they used indirect clues more often, especially location-related information. Based on the results of sequential analysis, the transition states in the re-finding phase was found to be more complex than those in the finding phase. Web information finding and re-finding behavior is an important and novel area of research. The preliminary results would benefit research on Web information re-finding behavior, and provide useful suggestions for developing personal academic information management systems. [Article content in Chinese

On How Editors of Academic Journals at Institutions of Higher Learning Should Resist Academic Corruption

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Jing, Xiao

2007-01-01

Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and…

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

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Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

Directory of Open Access Journals (Sweden)

Armanda Pereira

2016-11-01

Full Text Available Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process, high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy has received little direct attention from researchers.These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with Cerebral Palsy. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level

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…

The ABCs of Student Engagement

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Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward

2014-01-01

Student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement. What the authors call the ABC's of engagement they outline as: Affective engagement, Behavioral engagement, and Cognitive engagement. They also present "Three Things Every Teacher Needs to Know about…

Associations between bullying and engaging in aggressive and suicidal behaviors among sexual minority youth: the moderating role of connectedness.

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Duong, Jeffrey; Bradshaw, Catherine

2014-10-01

Research on the extent to which cyberbullying affects sexual minority youth is limited. This study examined associations between experiencing cyber and school bullying and engaging in aggressive and suicidal behaviors among sexual minority youth. We also explored whether feeling connected to an adult at school moderated these associations. Data came from 951 self-identified lesbian, gay, and bisexual (LGB) youth, who completed the New York City Youth Risk Behavior Survey during fall 2009. We used multiple logistic regression to examine the hypothesized associations and test for effect modification. Cyber and school bullying were associated with engaging in aggressive and suicidal behaviors among LGB youth. Youth experiencing both cyber and school bullying had the greatest odds of engaging in aggressive and suicidal behaviors. However, feeling connected to an adult at school moderated these associations such that bullied youth who felt connected were not more likely to report aggressive and suicidal behaviors. The findings highlight the challenges faced by bullied LGB youth. Practitioners should work with school administrators to establish supportive environments for sexual minority youth. Helping victimized LGB youth develop meaningful connections with adults at school can minimize the negative impacts of cyber and school bullying. © 2014, American School Health Association.

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…

Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

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Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

2012-01-01

Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

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

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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…

From Academic to Post-Academic Science

Directory of Open Access Journals (Sweden)

Mohammad Amin Ghaneirad

2014-03-01

Full Text Available This paper studies the cultural change in science from academic science to post-academic science by the use of documentary studying and analytical reasoning. The aim of this study is determining the direction of cultural change in science and comparing it with cultural change in society.The knowledge production which surrounds academy has little relationship with the values of society and epistemological norms regulate scientists' behavior from within the scientific system. But in post-academic science the relationship between science and society operates in the same line with market and government and science produce within the social context and scientists' behavior controlled by the norms out of the scientific system. So the culture of science has changed because science applied to meet the requirements of market and industry. The result is that contrary to cultural change in society that goes from materialism to post-materialism, cultural change in science moves from post-materialism to materialism.

The Challenges of OER to Academic Practice

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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…

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.

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

OpenAIRE

Mehmet FIRAT

2016-01-01

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

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…

Social Networking Technology Use and Engagement in HIV-Related Risk and Protective Behaviors Among Homeless Youth.

Science.gov (United States)

Barman-Adhikari, Anamika; Rice, Eric; Bender, Kimberly; Lengnick-Hall, Rebecca; Yoshioka-Maxwell, Amanda; Rhoades, Harmony

2016-07-01

Preliminary studies with homeless youth have found surprisingly pervasive social media use and suggest that youth's online interactions may be associated with their HIV-related risk and protective behaviors. As homeless youth are transient and difficult to engage in place-based services, social media may represent a novel venue for intervention. A critical 1st step in intervention development is gaining greater understanding of how homeless youth use social media, especially as it relates to who they connect to and around what topics. Given the salience of social networking sites in the lives of these otherwise difficult-to-reach adolescents, and their potential to disseminate prevention interventions, this study assessed associations between online social networking technology use and HIV risk behaviors among homeless youth in Los Angeles, California. Homeless youth ages 13 through 24 (N = 1,046) were recruited through 3 drop-in centers and surveyed about their social media use and self-reported HIV-related risk behaviors. Results suggest that social media use is widely prevalent among this population, and the content of these online interactions is associated with whether youth engage in risk or protective behaviors. Implications for interventions and further research are discussed.

Social Networking Technology Use and Engagement in HIV Related Risk and Protective Behaviors among Homeless Youth

Science.gov (United States)

Barman-Adhikari, Anamika; Rice, Eric; Bender, Kimberly; Lengnick-Hall, Rebecca; Yoshioka-Maxwell, Amanda; Rhoades, Harmony

2016-01-01

Preliminary studies with homeless youth find surprisingly pervasive social media use and suggest youths’ online interactions may be associated with their HIV-related risk and protective behaviors. As homeless youth are transient and difficult to engage in place-based services, social media may represent a novel venue for intervention. A critical first step in intervention development is gaining greater understanding of how homeless youth use social media especially as it relates to whom they connect to and around what topics. Given the salience of Social Networking Sites in the lives of these otherwise difficult to reach adolescents, and their potential to disseminate prevention interventions, this study assessed associations between online social networking technology use and HIV risk behaviors among homeless youth in Los Angeles, California. Homeless youth ages 13 through 24 (N=1046) were recruited through three drop-in centers and surveyed about their social media use and self-reported HIV-related risk behaviors. Results suggest that social media use is widely prevalent among this population, and the content of these online interactions is associated with whether or not they engage in risk or protective behaviors. Implications for interventions and further research are discussed. PMID:27337044

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…

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

Directory of Open Access Journals (Sweden)

Lennart Visser

2018-05-01

Full Text Available Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22 with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6 was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students' Views on Factors Influencing Their Learning.

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

Science.gov (United States)

Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic