Sample records for student goals exploration
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Directory of Open Access Journals (Sweden)
Albulene Grajcevci
2017-12-01
Full Text Available This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the mastery of goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performance goals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation.
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Curricular Goals and Personal Goals in Master's Thesis Projects: Dutch Student-Supervisor Dyads
de Kleijn, Renske A. M.; Meijer, Paulien C.; Brekelmans, Mieke; Pilot, Albert
2013-01-01
To be effective, feedback should be goal-related. In order to better understand goal-related feedback in Master's thesis projects, the present study explores the goals of supervisors and students in supervision dyads and similarities and differences within and between these dyads. Twelve supervisors and students were interviewed, and their goals…
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Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model
Directory of Open Access Journals (Sweden)
Avelino G. Ignacio Jr.
2017-02-01
Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.
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Comparative study of goal contents and goal characteristics between medical and business students.
Park, Soowon; Kim, Ji Eun; Lee, Jun-Young; Shin, Jongho
2016-03-01
Medical and business are one of the most popular majors among students, and both fields require intensive training to reach certain level of expertise. During the development of professionalism, goal can become a crucial role in psychological impetus. The purpose of this study is to compare goal contents, goal characteristics, and effect of goal characteristics on student's major satisfaction between medical and business. A total of 193 undergraduate students (97 medical students, 96 business students) answered survey questions including goal contents, goal characteristics (goal autonomy, goal attainability, social value of goal) and satisfaction on their majors. Qualitative analysis of goal contents and quantitative analysis of goal characteristics, and their effects on student major satisfaction were performed. Goal content analysis showed percentage of social concern goal was higher in medical students (25.8%) than business students (6.3%), whereas percentage of wealth goal was higher business students (24.0%) than medical students (3.1%). Among goal characteristics, goal attainability and social value of goal were higher in medical students than business students. In both groups, social value of goal was significantly predict major satisfaction. Goal contents and goal characteristics are different between medical and business students. Curriculum and educational interventions that concerning students' goal and developing programs to enhance students' social value of goal is necessary.
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Nichols, William Dee; Jones, Jeanneine P.; Hancock, Dawson R.
2003-01-01
Explores how students' perceived learning relates to emotions, motivation, and goal orientation. Finds that students significantly reported more negative emotions than positive emotions, thus indicating that the emotions of the learner were more negative, the motivation was more extrinsic and the goal orientation of the learners could be…
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Integrated learning through student goal development.
Price, Deborah; Tschannen, Dana; Caylor, Shandra
2013-09-01
New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.
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Goal Orientations of General Chemistry Students via the Achievement Goal Framework
Lewis, Scott E.
2018-01-01
The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success…
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Tying knots: an activity theory analysis of student learning goals in clinical education.
Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara
2017-07-01
Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the
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Luyckx, Koen; Duriez, Bart; Green, Lindsey M; Negru-Subtirica, Oana
2017-08-01
Identity research has mainly focused on the degree to which adolescents and emerging adults engage in exploration and commitment to identity goals and strivings. Somewhat lacking from this research tradition is an explicit focus on the content of the identity goals that individuals deem important and pursue. The present manuscript describes two longitudinal studies sampling college students in which we examine how exploration and commitment processes relate to intrinsic and extrinsic goal pursuits as defined in Self-Determination Theory. Study 1 was a two-wave longitudinal study spanning 6 months (N = 370; 77.4% women; mean age 18.24 years); Study 2 was a three-wave longitudinal study spanning 6 months (N = 458 students; 84.9% women; mean age 18.25 years). Using cross-lagged path analyses, hypotheses were supported to various degrees of convergence between studies, pointing to the extent of which results were replicated across our two independent longitudinal samples. Whereas an intrinsic goal orientation positively predicted commitment making (Study 1) and identification with commitment over time (Studies 1 and 2), an extrinsic goal orientation positively predicted ruminative exploration over time, which led to decreases in intrinsic orientation over time (Study 2). Further, an intrinsic goal orientation negatively predicted ruminative exploration over time (Study 1). The findings in for pro-active exploration processes were inconsistent across both studies, being prospectively related to both intrinsic (Study 2) and extrinsic goal orientations (Study 1). Implications and suggestions for future research are discussed.
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Ferrari, Joseph R.; McCarthy, Brendan J.; Milner, Lauren A.
2009-01-01
The present study explores the relationship between students' perception of their institution's mission identity, personal goal orientation tendencies, and the extent to which they engage in mission-driven activities. Goal orientation research categorizes student motivations in three ways: mastery orientation (MO), performance-approach (PAp)…
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Yilmaz Soylu, Meryem; Zeleny, Mary G.; Zhao, Ruomeng; Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.
2017-01-01
The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing. PMID:28878707
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Phan, Huy Phuong
2009-01-01
Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…
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Undergraduate students' goals for chemistry laboratory coursework
DeKorver, Brittland K.
Chemistry laboratory coursework has the potential to offer many benefits to students, yet few of these learning goals are realized in practice. Therefore, this study seeks to characterize undergraduate students' learning goals for their chemistry laboratory coursework. Data were collected by recording video of students completing laboratory experiments and conducting interviews with the students about their experiences that were analyzed utilizing the frameworks of Human Constructivism and Self-Regulated Learning. A cross-sectional sampling of students allowed comparisons to be made among students with varying levels of chemistry experience and interest in chemistry. The student goals identified by this study were compared to previously described laboratory learning goals of the faculty who instruct these courses in an effort to identify potential avenues to improve laboratory learning.
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Skaalvik, Einar M.; Federici, Roger A.
2016-01-01
The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students' goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students' goal orientations.…
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Directory of Open Access Journals (Sweden)
Meryem Yilmaz Soylu
2017-08-01
Full Text Available The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS, and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing.
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Reaching Into the Unknown: Actions, Goal Hierarchies, and Explorative Agency
Directory of Open Access Journals (Sweden)
Davood G. Gozli
2018-03-01
Full Text Available Action is widely characterized as possessing a teleological dimension. The dominant way of describing goal-directed action and agency is in terms of exploitation, i.e., pursuing pre-specified goals using existing strategies. Recent theoretical developments emphasize the place of exploration, i.e., discovering new goals or acquiring new strategies. The exploitation-exploration distinction poses questions with regard to goals and agency: Should exploration, as some authors have suggested, be regarded as acting without a goal? We argue that recognizing the hierarchical nature of goals is crucial in distinguishing the two kinds of activity, because this recognition prevents the claim that exploration is goal-free, while allowing for a homogeneous account of both exploitative and explorative actions. An action typically causes relatively low-level/proximal (i.e., sensorimotor, immediate and relatively high-level/distal (i.e., in the environment, at a wider timescale outcomes. In exploitation, one relies on existing associations between low- and high-level states, whereas in exploration one does not have the ability or intention to control high-level/distal states. We argue that explorative action entails the capacity to exercise control within the low-level/proximal states, which enables the pursuit of indeterminate goals at the higher levels of a goal hierarchy, and the possibility of acquiring new goals and reorganization of goal hierarchies. We consider how the dominant models of agency might accommodate this capacity for explorative action.
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An Investigation of the Goals for an Environmental Science Course: Teacher and Student Perspectives
Blatt, Erica N.
2015-01-01
This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students' environmental awareness and…
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Achievement goals, social goals, and motivational regulations in physical education settings.
Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier
2011-02-01
This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.
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General Chemistry Students' Goals for Chemistry Laboratory Coursework
DeKorver, Brittland K.; Towns, Marcy H.
2015-01-01
Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…
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Sigvartsen, Julie; Gabrielsen, Leiv Einar; Abildsnes, Eirik; Stea, Tonje H; Omfjord, Christina Sandvand; Rohde, Gudrun
2016-08-03
Two models were developed to increase high school students' participation in physical education (PE): "motion enjoyment" and "sport enjoyment". The first model focuses on increasing knowledge about the health benefits of a physically active lifestyle and thereby promoting a positive attitude towards physical activity, whereas the second model focuses on techniques and practices for enhancing athletic performance. The aims of the present study are to investigate and understand the similarities and differences between students selecting "motion enjoyment" vs. "sport enjoyment" and to examine the extent to which life goals and reported physical activity are associated with health-related quality of life (HRQOL). A total of 156 high school students (mean age, 16 years [standard deviation = 0.8], 123 girls and 33 boys) were included in this cross-sectional study. HRQOL and life goals were measured using KIDSCREEN-10 and the Adolescent Life Goal Profile Scale, respectively. Physical activity was measured using a self-reporting questionnaire intended to describe the students' leisure-time activity. Independent sample t-tests, chi-square, one-way analyses of variance and multiple regression analysis were applied. Self-reported physical activity level and HRQOL were higher among students in the "sport enjoyment" program, while the perceived importance of life goals was the same regardless of the preferred PE model. Multiple regression analyses revealed that the perceived importance of relations-oriented life goals (B = -5.61; 95 % confidence interval CI = -10.53 to -0.70; p = .026), perceived importance of generativity-oriented life goals (B = 4.14.; 95 % CI = 0.85 to 7.422; p = .014), perceived attainability of relations-oriented life goals (B = 7.28; 95 % CI = 2.49 to 12.07; p = .003), age (B = -7.29; 95 % CI = -11.38 to -3.20; p = .001) and gender, with boys as the reference group (B = -12.10; 95 % CI
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Social Cognitive Predictors of the Career Goals of Korean American Students
Kelly, Kevin R.; Gunsalus, Ae-Jung Chang; Gunsalus, Robert
2009-01-01
Limited empirical study of the career development of Asian Americans in general and Korean Americans in particular has been conducted. The authors present the results of a theory-based exploration of the career goals of Korean American university students in which ethnic identity, self-efficacy, outcome expectations, and career interests were used…
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Klang, Nina; Rowland, Charity; Fried-Oken, Melanie; Steiner, Sandra; Granlund, Mats; Adolfsson, Margareta
2016-01-01
The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.
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Bieg, Sonja; Reindl, Marion; Dresel, Markus
2017-01-01
The present work broadens previous research on students' mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized…
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Promotion of students' mastery goal orientations : does TARGET work?
Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane
2014-01-01
Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation.
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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…
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Agbuga, Bulent; Xiang, Ping; McBride, Ron E
2015-04-21
This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p social responsibility (r = .38, p responsibility behaviors, and b = .41, t(216) = 5.23, p social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.
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Farrell, Laura; Bourgeois-Law, Gisele; Ajjawi, Rola; Regehr, Glenn
2017-03-01
Supervision in the outpatient context is increasingly in the form of single day interactions between students and preceptors. This creates difficulties for effective feedback, which often depends on a strong relationship of trust between preceptor and student. Building on feedback theories focusing on the relational and dialogic aspects of feedback, this study explored the use of goal-oriented feedback in brief encounters with learners. This study used autoethnography to explore one preceptor's feedback interactions over an eight-month period both in the ambulatory setting and on the wards. Data included written narrative reflections on feedback interactions with twenty-three learners informed by discussions with colleagues and repeated reading of feedback literature. Thematic and narrative analyses of data were performed iteratively. Data analysis emphasized four recurrent themes. (1) Goal discussions were most effective when initiated early and integrated throughout the learning experience. (2) Both learner and preceptor goals were multiple and varied, and feedback needed to reflect this complexity. (3) Negotiation or co-construction of goals was important when considering the focus of feedback discussions in order to create safer, more effective interactions. (4) Goal oriented interactions offer potential benefits to the learner and preceptor. Goal oriented feedback promotes dialogue as it requires both preceptor and learner to acknowledge and negotiate learning goals throughout their interaction. In doing so, feedback becomes an explicit component of the preceptor-learner relationship. This enhances feedback interactions even in relatively brief encounters, and may begin an early educational alliance that can be elaborated with longer interactions.
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Directory of Open Access Journals (Sweden)
Madjar Nir
2012-01-01
Full Text Available Abstract Background Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations, for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation. Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT, is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. Methods 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS, psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S and Low Frustration Tolerance (LFT. Results All study variables were found reliable (Cronbach's α ranged from .66 to .90 and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S (β = .16, p Conclusions The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.
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Madjar, Nir; Bachner, Yaacov G; Kushnir, Talma
2012-01-12
Psychosocial competence and frustration tolerance are important characteristics of skilled medical professionals. In the present study we explored the usefulness of applying a comprehensive motivational theory (Goal orientations), for this purpose. According to goal orientation theory, learning motivation is defined as the general goals students pursue during learning (either mastery goals - gaining new knowledge; or performance goals - gaining a positive evaluation of competence or avoiding negative evaluation). Perceived psychosocial abilities are a desirable outcome, and low frustration tolerance (LFT), is a negative feature of student behavior. The hypothesis was that the mastery goal would be positively associated with psychosocial abilities while performance goals would be positively associated with LFT. 143 first-year medical students completed at the end of an annual doctor-patient communication course a structured questionnaire that included measures of learning goal orientations (assessed by Pattern of Adaptive Learning Scale - PALS), psychosocial abilities (assessed by Psychological Medicine Inventory- student version -PMI-S) and Low Frustration Tolerance (LFT). All study variables were found reliable (Cronbach's α ranged from .66 to .90) and normally distributed. Hierarchical multiple regression analysis revealed significant associations supporting the hypotheses. The mastery goal orientation was positively associated with perceived psychosocial abilities (PMI-S) (β = .16, p frustration tolerance (β = -.22, p frustration tolerance (β = .36, p < .001). The results suggest that the goal orientations theory may be a useful theoretical framework for understanding and facilitating learning motivation among medical students. Limitations and suggestions for practice within medical education context are discussed.
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To master or perform? Exploring relations between achievement goals and conceptual change learning.
Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M
2013-09-01
Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.
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DEFF Research Database (Denmark)
Jonasson, Charlotte
2012-01-01
In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement should not only be related to the individual but also should be anchored in the social context. This ethnographic field study of students...... and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well...
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Bernardo, Allan B. I.; Ismail, Rosnah
2010-01-01
The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…
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Resilience influence, goals and social context in the academic achievement of high school students
Directory of Open Access Journals (Sweden)
José Concepción Gaxiola Romero
2012-05-01
Full Text Available The academic achievement in high school students of Mexico, according to national and international evaluations has been insufficient. In spite of this situation, is possible to find excellent students, even in the context of sharing negative contextual and physical conditions. There are few investigations that describe the variables associated to resilient students. The alumni that are beyond the risks are called resilient (Rutter, 2007. The aim of this research was to explore and identify the internal variables: goals and resilience, and the external variables: risky neighborhood and risky friends that predicted the scholar achievement of high school students. To measure those variables, was used a compilation of scales validated in the region. The data were analyzed using structural equation modeling, and show that resilience predicted indirectly the scholar achievement trough the academic goals. The results could be used in programs to improve the academic achievement of this group of students.
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The correlation between achievement goals, learning strategies, and motivation in medical students.
Kim, Sun; Hur, Yera; Park, Joo Hyun
2014-03-01
The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.
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Hijzen, Daphne Minette
2006-01-01
The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to
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Stability and Change in Social Goals as Related to Goal Structures and Engagement in School
Madjar, Nir
2017-01-01
The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and…
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Markov Processes: Exploring the Use of Dynamic Visualizations to Enhance Student Understanding
Pfannkuch, Maxine; Budgett, Stephanie
2016-01-01
Finding ways to enhance introductory students' understanding of probability ideas and theory is a goal of many first-year probability courses. In this article, we explore the potential of a prototype tool for Markov processes using dynamic visualizations to develop in students a deeper understanding of the equilibrium and hitting times…
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Classroom climate and students' goal preferences: A cross-cultural comparison
Vedder, P.H.; Kouwenhoven, C.; Burk, W.J.
2009-01-01
Goal preferences indicate intentions to achieve or avoid particular states. We examined whether Curacaoan and Dutch students differ in goal preferences related to school and whether goal preferences are associated with students' evaluation of the classroom climate. Measurement invariance of the
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Directory of Open Access Journals (Sweden)
Julie Sigvartsen
2016-08-01
Full Text Available Abstract Background Two models were developed to increase high school students’ participation in physical education (PE: “motion enjoyment” and “sport enjoyment”. The first model focuses on increasing knowledge about the health benefits of a physically active lifestyle and thereby promoting a positive attitude towards physical activity, whereas the second model focuses on techniques and practices for enhancing athletic performance. The aims of the present study are to investigate and understand the similarities and differences between students selecting “motion enjoyment” vs. “sport enjoyment” and to examine the extent to which life goals and reported physical activity are associated with health-related quality of life (HRQOL. Method A total of 156 high school students (mean age, 16 years [standard deviation = 0.8], 123 girls and 33 boys were included in this cross-sectional study. HRQOL and life goals were measured using KIDSCREEN-10 and the Adolescent Life Goal Profile Scale, respectively. Physical activity was measured using a self-reporting questionnaire intended to describe the students’ leisure-time activity. Independent sample t-tests, chi-square, one-way analyses of variance and multiple regression analysis were applied. Results Self-reported physical activity level and HRQOL were higher among students in the “sport enjoyment” program, while the perceived importance of life goals was the same regardless of the preferred PE model. Multiple regression analyses revealed that the perceived importance of relations-oriented life goals (B = −5.61; 95 % confidence interval CI = −10.53 to −0.70; p = .026, perceived importance of generativity-oriented life goals (B = 4.14.; 95 % CI = 0.85 to 7.422; p = .014, perceived attainability of relations-oriented life goals (B = 7.28; 95 % CI = 2.49 to 12.07; p = .003, age (B = −7.29; 95 % CI = −11.38 to −3.20; p
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Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
2014-01-01
Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438
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Can goal-free problems facilitating students' flexible thinking?
Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah
2017-08-01
Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.
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Social Cognitive Career Theory and Middle School Student Career Exploration
Sickinger, Pamela H.
2013-01-01
Within the framework of social cognitive career theory, social cognitive career variables, demographic variables, and the contextual variable, parent support, were examined to determine their predictive value for eighth-grade students' career exploration behavior. Results suggest that the social cognitive career variable, intentions/goals,…
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Goal-Setting Theory: Motivating Students Through the Use of Dharma Dolls
L'Shawn, Howard
2012-01-01
The question of what motivates students has been explored by many researchers and teachers over the years( Marandos and Randall, 2012; Irie, 2003; Lee, 2012). Goal-setting theory is one concept that many English language educators have applied to their classroom practices and have found effective (Rivers, 2012; Chang, 2012; Zhao et al., 2012; Koda-Dallow and Hobbs, 2005).This paper will report the results of action research done in Spring 2012 during the months of May to August. The study rev...
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Motivating Readers: Helping Students Set and Attain Personal Reading Goals
Cabral-Márquez, Consuelo
2015-01-01
The motivational, cognitive, and performance benefits associated with setting goals are presented in light of goal-setting theory. These theoretical principles provide a framework that teachers can use to guide students in setting and pursuing personal reading goals that are proximal, specific, and compatible with students' reading abilities…
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Self-Guided Field Explorations: Integrating Earth Science into Students' Lives
Kirkby, K. C.; Kirkby, S.
2013-12-01
Self-guided field explorations are a simple way to transform an earth science class into a more pedagogically effective experience. Previous experience demonstrated that self-guided student explorations of museum and aquarium exhibits were both extremely popular and remarkably effective. That success led our program to test an expansion of the concept to include self-guided student explorations in outdoor field settings. Preliminary assessment indicates these self-guided field explorations are nearly as popular with students as the museum and aquarium explorations and are as pedagogically effective. Student gains on post-instruction assessment match or exceed those seen in instructor-assisted, hands-on, small group laboratory activities and completely eclipse gains achieved by traditional lecture instruction. As importantly, self-guided field explorations provide a way to integrate field experiences into large enrollment courses where the sheer scale of class trips makes them logistically impossible. This expands course breadth, integrating new topics that could not be as effectively covered by the original class structure. Our introductory program assessed two models of self-guided field explorations. A walking/cycling exploration of the Saint Anthony Falls area, a mile from campus, focuses on the intersections of geological processes with human history. Students explore the geology behind the waterfalls' evolution as well as its subsequent social and economic impacts on human history. A second exploration focuses on the campus area geology, including its building stones as well as its landscape evolution. In both explorations, the goal was to integrate geology with the students' broader understanding of the world they live in. Although the explorations' creation requires a significant commitment, once developed, self-guided explorations are surprisingly low maintenance. These explorations provide a model of a simple, highly effective pedagogical tool that is
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Buckle, Jennifer L
2013-10-01
This study provides an in-depth investigation of the motivations, goals, and impact on 23 university students enrolled in a Psychology of Death and Dying course. Through a grounded theory analysis of precourse perspective and postcourse reflection assignments, several key themes emerged. Participants were motivated to enroll in the course by their self-identified lack of knowledge on the topic and its professional and personal relevance. They identified three main course goals: cognitive comfort, preparation to support others, and personal growth. At the end of the course, participants noted heightened awareness of personal mortality and increased comfort with death-related topics, as well as reduced fear, surprise at the depth of the thanatology field, and enriched context for their experiences with death and dying. The implications of the results for death educators, researchers, and students are discussed.
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Assessing Goal Intent and Achievement of University Learning Community Students
Pfeffer-Lachs, Carole F.
2013-01-01
The purpose of this study was to assess the goal intent and achievement of university students, during the Fall 2011 semester, at Blue Wave University, a high research activity public institution in the southeast United States. This study merged theories of motivation to measure goal setting and goal attainment to examine if students who chose to…
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Classroom climate and students' goal preferences: a cross-cultural comparison.
Vedder, Paul; Kouwenhoven, Coen; Burk, William J
2009-04-01
Goal preferences indicate intentions to achieve or avoid particular states. We examined whether Curacaoan and Dutch students differ in goal preferences related to school and whether goal preferences are associated with students' evaluation of the classroom climate. Measurement invariance of the instruments was also tested between samples. Participants attended vocational high schools in Curacao (N = 276) or in the Netherlands (N = 283). Both the classroom climate and goal preferences differed between the samples. In the Netherlands the preference for individuality, belongingness, and recognition was stronger, whereas in Curacao mastery, satisfaction, self-determination, and material gain were more frequently endorsed. The two variables were modestly correlated. Schools do have a globalizing effect on students' school experiences and hardly adapt to goal preferences. The latter seem to be affected by non-school related cultural factors.
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Miller, Angie L.; Speirs Neumeister, Kristie L.
2017-01-01
The current study explores relationships among gender, perceived parenting style, the personality traits of conscientiousness and neuroticism, perfectionism, and achievement goal orientation in a high ability and high achieving young adult population. Using data from Honors College students at a Midwestern university, a path model suggests that…
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Clinical skills-related learning goals of senior medical students after performance feedback.
Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E
2011-09-01
Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific
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Goal Setting to Increase Student Academic Performance
Dotson, Ronnie
2016-01-01
Over the past two years, the teachers and students in Carter County, Kentucky have been utilizing goal setting. As a result, the district has shown tremendous growth on not only state assessments, but also on local assessments. Additionally, the number of students meeting benchmarks for college and career readiness has increased significantly. The…
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Hughes, Jan N; Wu, Wei; West, Stephen G
2011-02-01
We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.
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Varsamis, Panagiotis; Agaliotis, Ioannis
2011-01-01
The present study explored physical self-concept, goal orientation in sport, and self-regulation in regard to a motor task, in 75 secondary students with physical, intellectual, and multiple disabilities, who were educated in the same special education units. It was found that students with intellectual disabilities generally presented a positive profile in all three psychosocial constructs, whereas students with physical disabilities presented low scores in most measures. Students with multiple disabilities did not differ essentially from students with intellectual disability in regard to physical self-concept and goal orientation; however, they compared unfavorably to them regarding self-regulation. The delineation of a distinct and defendable profile of self-concept, goal orientation, and self-regulation for each disability group allows the formulation of proposals for the implementation of appropriate instructional programs for students belonging to the above mentioned categories. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Personal Goals and Academic Achievement among Theology Students
Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti
2010-01-01
Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…
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Academic Goals and Self-Handicapping Strategies in University Students.
Ferradás, María del Mar; Freire, Carlos; Valle, Antonio; Núñez, José Carlos
2016-05-23
In highly competitive settings like university, the fear of failure leads some students to protect their self-worth using self-handicapping strategies. The present investigation examines to what extent academic goals are related to those tactics in university students. Specifically, MANCOVA was applied to estimate statistical differences linked to behavioral and claimed self-handicapping strategies according to the level (high/medium/low) of four types of academic goal (achievement approach, achievement avoidance, mastery approach, and work avoidance). Degree, year in school, and gender were entered as covariates. 940 students (86.5% women) from University of A Coruña (M = 20.44; SD = 1.73) participated. Results show that: (a) both behavioral and claimed self-handicapping are promoted by ego-oriented goals (achievement avoidance, F(2, 937) = 23.56, p self-handicapping (F(2, 937) = 9.09, p self-handicapping; and (c) mastery approach goals are significantly, negatively related to both types of self-handicapping (F(2, 937) = 20.09, p < .001, η p 2 = .041). Psychological and educational implications of the findings are discussed.
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Temperament, Personality and Achievement Goals among Chinese Adolescent Students
Chen, Chen; Zhang, Li-Fang
2011-01-01
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…
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Dare to Dream: Personal Values, Life Goals, and International Students in New Zealand.
Zhang, Kaili C; Zhang, Abraham
2017-10-01
It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed.
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Student goal orientation in learning inquiry skills with modifiable software advisors
Shimoda, Todd Adrian
A computer support environment (SCI-WISE) for learning and doing inquiry was designed. The system incorporates software advisors that give task completion advice (eg., forming hypotheses), general purpose advice (e.g., brainstorming), or system modification advice. Advisors' knowledge includes concepts, strategies, examples, referrals to other advisors, and criteria for evaluating good products and skills. Students using SCI-WISE can select the advisors' advice type (specific, general, or hints), and when advisors give advice (anytime, alert, or ask). Students can also modify the advisors' knowledge. The system is designed partly on a theoretical framework that assumes giving students higher levels of agency will facilitate higher-level goal orientation (such as knowledge-building) and produce higher levels of competence. In two studies of sixth graders, science students took a pretest of an open-ended inquiry question and a questionnaire that measured their goal orientations. The students worked in pairs on an inquiry project about memory, using one of two versions of SCI-WISE, one modifiable and one not modifiable. After finishing the project, the students took a posttest similar to the pretest, and evaluated the system. The main hypotheses predicted that knowledge-oriented students using the modifiable version would rate the system higher, use it more effectively, and do better on the inquiry posttest than task-oriented students. The results supported many of the hypotheses generated from the theoretical framework. Knowledge-oriented students tended to rate SCI-WISE higher, use more general purpose and system development advisors, and select more general advice and hints than task-oriented students. On the posttest inquiry test, students with higher goal orientations scored higher on average, particularly when paired with another knowledge oriented student. The studies also showed that goal orientation was not correlated with grade point average. Finally, the
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Alcohol myopia and goal commitment
Sevincer, A. Timur; Oettingen, Gabriele
2014-01-01
According to alcohol myopia theory, acute alcohol consumption leads people to disproportionally focus on the salient rather than the peripheral aspects of a situation. We summarize various studies exploring how myopic processes resulting from acute alcohol intake affect goal commitment. After consuming alcohol student participants felt strongly committed to an important personal goal even though they had low expectations of successfully attaining the goal. However, once intoxicated participan...
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The Ionospheric Connection Explorer Mission: Mission Goals and Design
Immel, T. J.; England, S. L.; Mende, S. B.; Heelis, R. A.; Englert, C. R.; Edelstein, J.; Frey, H. U.; Korpela, E. J.; Taylor, E. R.; Craig, W. W.; Harris, S. E.; Bester, M.; Bust, G. S.; Crowley, G.; Forbes, J. M.; Gérard, J.-C.; Harlander, J. M.; Huba, J. D.; Hubert, B.; Kamalabadi, F.; Makela, J. J.; Maute, A. I.; Meier, R. R.; Raftery, C.; Rochus, P.; Siegmund, O. H. W.; Stephan, A. W.; Swenson, G. R.; Frey, S.; Hysell, D. L.; Saito, A.; Rider, K. A.; Sirk, M. M.
2018-02-01
The Ionospheric Connection Explorer, or ICON, is a new NASA Explorer mission that will explore the boundary between Earth and space to understand the physical connection between our world and our space environment. This connection is made in the ionosphere, which has long been known to exhibit variability associated with the sun and solar wind. However, it has been recognized in the 21st century that equally significant changes in ionospheric conditions are apparently associated with energy and momentum propagating upward from our own atmosphere. ICON's goal is to weigh the competing impacts of these two drivers as they influence our space environment. Here we describe the specific science objectives that address this goal, as well as the means by which they will be achieved. The instruments selected, the overall performance requirements of the science payload and the operational requirements are also described. ICON's development began in 2013 and the mission is on track for launch in 2018. ICON is developed and managed by the Space Sciences Laboratory at the University of California, Berkeley, with key contributions from several partner institutions.
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Exploring relativity: a workbook for undergraduate students (undergraduate lecture notes in physics)
Lorimer, Dunan
2013-01-01
Einstein’s special and general theories of relativity are explored graphically and quantitatively using elementary algebra through a series of fifteen interactive lectures designed for undergraduate physics majors. Topics covered include: space-time diagrams, special relativity, the equivalence principle, general relativity, and black holes. The goal of this book is to provide the student with a sound, conceptual understanding of both the special and the general theories of relativity, so the student will gain insight into how astrophysicists are using these theories to study black holes in the universe. At the end of each chapter, there is a set of exercises to further facilitate the student’s understanding of the material. The ultimate goal of the book is for students to continue to use it as a preferred reference during and after their undergraduate career.
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Student Veteran perceptions of facilitators and barriers to achieving academic goals.
Norman, Sonya B; Rosen, Jay; Himmerich, Sara; Myers, Ursula S; Davis, Brittany; Browne, Kendall C; Piland, Neill
2015-01-01
According to recent estimates, over 1 million Operation Iraqi Freedom/Operation Enduring Freedom (OIF/OEF) Veterans are utilizing the post-9/11 GI Bill to pursue higher education. Data collected by the Department of Defense suggests that greater than 17% of returning Veterans may suffer from mental and physical health disorders, which can negatively affect school performance. The current study explored student Veterans' perceived facilitators and barriers to achieving academic goals. Thirty-one student Veterans completed self-report measures and interviews. Results suggested that Veterans that were reporting problems or symptoms in one mental or physical health domain were likely to be reporting symptoms or problems in others as well. The interview data were coded, and three overarching themes related to barriers and facilitators emerged: person features (e.g., discipline and determination, symptoms and stressors), institutional structure (i.e., what schools and the Department of Veterans Affairs do that was perceived to help or hinder student Veteran success), and policy concerns (i.e., how the structure of the GI Bill affects student Veteran school experience). Results from this research indicate the need for larger studies and program development efforts aimed at enhancing academic outcomes for Veterans.
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The Role of Goal Importance in Predicting University Students' High Academic Performance
Kyle, Vanessa A.; White, Katherine M.; Hyde, Melissa K.; Occhipinti, Stefano
2014-01-01
We examined goal importance, focusing on high, but not exclusive priority goals, in the theory of planned behaviour (TPB) to predict students' academic performance. At the beginning of semester, students in a psychology subject (N = 197) completed TPB and goal importance items for achieving a high grade. Regression analyses revealed partial…
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Being a young midwifery student: A qualitative exploration.
Fenwick, J; Cullen, D; Gamble, J; Sidebotham, M
2016-08-01
undergraduate midwifery programmes offer opportunities for school leavers and young people (aged less than 21 years) to enter the profession. There is limited research exploring this age groups experience of their Bachelor of Midwifery programme. In order to retain these students we need to ensure that their experiences of undertaking a Bachelor of Midwifery program are positive and barriers and challenges are minimised. this study explored young midwifery students' experience of their Bachelor of Midwifery program. a descriptive exploratory qualitative approach was used to explore the experiences of eleven students aged 20 years or less on enrolment. Data was collected using face-to-face or telephone-recorded interviews. Thematic analysis was used to analysis the data set. three major themes described the young students' experiences. The first labelled 'The challenges of being young' presented a number of age related challenges including transport issues with on-call commitments as some students had not gained a driver's license. Students experienced some degree of prejudice relating to their age from their older student peers and some clinical staff during placements. 'Finding your way' was the second theme and described the strategies students used to build confidence and competence both in the university and clinical environment. The young students reported a strong commitment to the profession. They demonstrated high levels of connection with women and found the continuity of care experiences invaluable to their learning. The final theme 'Making the transition from teenager to midwife' demonstrated some unique insights into how studying to become a midwife impacted upon their personal and professional growth. the young students in this study encountered some unique issues related to their age. However as they progressed through the program they developed confidence in themselves and visualised themselves as having a long midwifery career. They were strongly
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Martin, Andrew J
2015-06-01
There has been increasing interest in growth approaches to students' academic development, including value-added models, modelling of academic trajectories, growth motivation orientations, growth mindsets, and growth goals. This study sought to investigate the relationships between implicit theories about intelligence (incremental and entity theories) and growth (personal best, PB) goals - with particular interest in the ordering of factors across time. The study focused on longitudinal data of 969 Australian high school students. The classic cross-lagged panel design (using structural equation modelling) was employed to shed light on the ordering of Time 1 growth goals, incremental theories, and entity theories relative to Time 2 (1 year later) growth goals, incremental theories, and entity theories. Findings showed that Time 1 growth goals predicted Time 2 incremental theories (positively) and entity theories (negatively); Time 1 entity and incremental theories negatively predicted Time 2 incremental and entity theories respectively; but, Time 1 incremental theories and entity theories did not predict growth goals at Time 2. This suggests that entity and incremental theories are negatively reciprocally related across time, but growth goals seem to be directionally salient over incremental and entity theories. Implications for promoting growth goals and growth mindsets are discussed. © 2014 The British Psychological Society.
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College Students' Perspectives, Goals, and Strategies in Sport Education
Sinelnikov, Oleg A.; Hastie, Peter A.
2012-01-01
We examined the perspective, goals, and strategies of students enrolled in collegiate physical education courses. Our aim was to determine the extent to which a model developed by Allen (1986) describing student-social systems in high schools would approximate those in a collegiate setting. Forty-six students from two elective volleyball classes…
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Dr. M. Koopman; prof dr Douwe Beijaard; Dr P.J. Teune
2008-01-01
This study explores the psychometric properties of three instruments: a semi-structured interview, a questionnaire and a sorting task. The central question is which instrument is most suitable to investigate the goal orientations of students in competence-based Pre-Vocational Secondary Education.
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Congruence between Students' and Teachers' Goals: Implications for Social and Academic Motivation
Spera, Christopher; Wentzel, Kathryn R.
2003-01-01
This study examined student-teacher goal congruence and its relation to social and academic motivation. Based on a sample of 97 ninth-graders, high levels of goal congruence for each of the four goals measured (prosocial, responsibility, learning, performance) was positively related to student interest in class and perceived social support from…
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Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research
Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.
2013-01-01
Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…
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Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application
Limsuthiwanpoom, Tassaneenart; Kanthawongs, Penjira; Kanthawongs, Penjuree; Suwandee, Sasithorn
2016-01-01
This study explores the impact of motivational goals for using social networking sites (SNS) usage and computer self-efficacy towards e-learning effectiveness of the 155 students from different schools at a private university, in Pathum Thani province, Thailand during April to May of academic year 2015/2016. Social dimension and human interaction…
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Grigolon, A.B.; Kemperman, A.D.A.M.; Timmermans, H.J.P.
2012-01-01
The goal of this paper was to explore the vacation histories of a sample of young adults, mostly students, as part of a larger study on vacation planning of this segment of the population. The student segment represents an interesting and highly relevant subject of study. Over a relative short
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Science Motivation of University Students: Achievement Goals as a Predictor
Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz
2017-01-01
The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…
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Vedder-Weiss, Dana; Fortus, David
2018-02-01
Employing achievement goal theory (Ames Journal of Educational psychology, 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. The Elementary School Journal, 102(1), 35-58, 2001) and using data from 95 teachers, we developed a self-report survey assessing science teachers' usage of practices that emphasize mastery goals. We then used this survey and hierarchical linear modeling (HLM) analyses to study the relations between 35 science teachers' mastery goals in each of the TARGETS dimensions, the decline in their grade-level 5-8 students' ( N = 1.356) classroom and continuing motivation for science learning, and their schools' mastery goal structure. The findings suggest that adolescents' declining motivation for science learning results in part from a decreasing emphasis on mastery goals by schools and science teachers. Practices that relate to the nature of tasks and to student autonomy emerged as most strongly associated with adolescents' motivation and its decline with age.
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Understanding students' motivation in project work: a 2 x 2 achievement goal approach.
Liu, Woon Chia; Wang, C K John; Tan, Oon Seng; Ee, Jessie; Koh, Caroline
2009-03-01
The project work (PW) initiative was launched in 2000 by the Ministry of Education, Singapore, to encourage application of knowledge across disciplines, and to develop thinking, communication, collaboration, and metacognitive skills. Although PW has been introduced for a few years, few studies have examined the motivation of students in PW, especially with the use of the recently proposed 2 x 2 achievement goal framework. To use a cluster analytic approach to identify students' achievement goal profiles at an intra-individual level, and to examine their links to various psychological characteristics and perceived outcomes in PW. Participants were 491 Secondary 2 students (mean age = 13.78, SD = 0.77) from two government coeducational schools. Cluster analysis was performed to identify distinct subgroups of students with similar achievement goal profiles. One-way MANOVAs, followed by post hoc Tukey HSD tests for pairwise comparisons were used to determine whether there was any significant difference amongst clusters in terms of the psychological characteristics and perceived outcomes in PW. Four distinct clusters of students were identified. The cluster with high achievement goals and the cluster with moderately high goals had the most positive psychological characteristics and perceived outcomes. In contrast, the cluster with very low scores for all four achievement goals had the most maladaptive profile. The study provides support for the 2 x 2 achievement goal framework, and demonstrates that multiple goals can operate simultaneously. However, it highlights the need for cross-cultural studies to look into the approach-avoidance dimension in the 2 x 2 achievement goal framework.
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Quest for a good life: spiritual values, life goals, and college students.
Zhang, Kaili Chen; Yu, Esther Dawen
2014-03-01
Values and life goals are associated with one's general well-being and quality of life. However, there is insufficient documentation about issues that are linked with the notions of spiritual values and life goals among college students in Asia. This study addressed this lack of research by focusing on the spiritual values and life goals among students in Singapore. Four hundred and ninety structured surveys and 64 follow-up interviews were taken in two government-sponsored universities in Singapore. Statistics showed that spiritual values were positively correlated with intrinsic goals, which had been shown to strongly relate to subjective well-being (SWB). Developing spiritual values may promote subjective well-being by enabling college students to find meaning and purpose in life. Copyright © 2012 Blackwell Publishing Asia Pty Ltd.
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A Study of Goal Frames Shaping Pro-Environmental Behaviour in University Students
Chakraborty, Arpita; Singh, Manvendra Pratap; Roy, Mousumi
2017-01-01
Purpose: The purpose of this paper is to examine the role of university in shaping pro-environmental behaviour in students. Design/methodology/approach: The paper used goal-framing theory to investigate the relationship between goals and pro-environmental behaviour by comparing the responses of entry- and exit-level students. Structural equation…
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Students' Achievement Goals, Learning-Related Emotions and Academic Achievement
Directory of Open Access Journals (Sweden)
Marko eLüftenegger
2016-05-01
Full Text Available In the present research, the recently proposed 3x2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3x2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3x2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.
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Exploring Dance Careers. A Student Guidebook.
Cornell, Richard; Hansen, Mary Lewis
One of six student guidebooks in a series of 11 arts and humanities career exploration guides for grade 7-12 teachers, counselors, and students, this student book on exploration of dance careers presents information on specific occupations in both performance careers and dance education. An introductory section describes the four different dance…
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Belli, Emre
2015-01-01
The aim of this study is to explore the task and ego oriented goals of the students majoring at the Faculty of Sports Sciences at Ataturk University. For data collection, "The Task and Ego Orientation in Sport Questionnaire", which was developed by Duda (1) and adapted into Turkish by Toros and Yetim (2), was used in the current study to…
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Lazarides, Rebecca; Rubach, Charlott
2017-02-01
This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.
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Madjar, Nir; Nave, Adi; Hen, Shiran
2013-01-01
This study investigated associations between student-perceived teacher behaviours and students' personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation.…
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Andriessen, Iris; Phalet, Karen; Lens, Willy
2006-12-01
Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination Theory, has not yet been validated among minority students. To replicate across cultures the known motivational benefits of perceived instrumentality and internal regulation by distant future goals; to clarify when and how the future motivates minority students' educational performance. Participants in this study were 279 minority students (100 of Turkish and 179 of Moroccan origin) and 229 native Dutch students in Dutch secondary schools. Participants rated the importance of future goals, their perceptions of instrumentality, their task motivation and learning strategies. Dependent measures and their functional relations with future goal setting were simultaneously validated across minority and non-minority students, using structural equation modelling in multiple groups. As expected, Positive Perceived Instrumentality for the future increases task motivation and (indirectly) adaptive learning of both minority and non-minority students. But especially internally regulating future goals are strongly related to more task motivation and indirectly to more adaptive learning strategies. Our findings throw new light on the role of future goal setting in minority school careers: distant future goals enhance minority and non-minority students' motivation and learning, if students perceive positive instrumentality and if their schoolwork is internally regulated by future goals.
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Perfectionism in gifted students: moderating effects of goal orientation and contingent self-worth.
Wang, Kenneth T; Fu, Chu-Chun; Rice, Kenneth G
2012-06-01
We examined the moderating effects of mastery goals and academic contingency of self-worth (CSW-A) on how perfectionistic discrepancy associates with academic efficacy and satisfaction with life among gifted students in middle and high school. Participants in this study were 144 gifted students from 6th to 12th grade in a suburban Midwest U.S. school district. A significant three-way interaction effect was found among discrepancy, mastery goals, and CSW-A on academic self-efficacy. The findings suggest that having high mastery goals served as a protective factor against the negative impact of discrepancy on academic efficacy for gifted students, but only for those with low CSW-A. For gifted students with elevated CSW-A, discrepancy was not negatively associated with academic self-efficacy, regardless of their level of mastery goals. The implications for these findings are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
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Benlahcene, Abderrahim; Lashari, Sana Anwar; Lashari, Tahira Anwar
2017-08-01
An aspect that has been exhaustively researched in the motivation of the higher education discipline is the engineering students’ process of goal-orientation, epistemological beliefs towards intrinsic motivation. However, the focus of those researchers as commonly the influence of goal orientations and epistemological beliefs on intrinsic motivation; they have not combined the two factors and examined relationships among goal orientation, epistemological beliefs, and intrinsic motivation. Therefore, although there is a plethora of research on the matter in related disciplines, the researchers commonly do not have consensus on a term that could be used to discuss how engineering students are motivation. This paper identifies literature whose characteristics have focused on the concept of motivation. Attempts were made to retrieve related lietarure empirically examined motivation, extrinsic motivation, Goal orientation, Epistemological beliefs, and intrinsic motivation to gain insight information. It is believed that the present study may help educators in organizing content, preparing curriculum, and evaluate student tasks, so that students can begin to develop more mature and effective epistemological beliefs and design their proper goals for their learning process.
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Comparing Three Models of Achievement Goals: Goal Orientations, Goal Standards, and Goal Complexes
Senko, Corwin; Tropiano, Katie L.
2016-01-01
Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good-bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together. Perhaps both frameworks are correct: Their contrasting views…
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Neurology clerkship goals and their effect on learning and satisfaction.
Strowd, Roy E; Salas, Rachel Marie E; Cruz, Tiana E; Gamaldo, Charlene E
2016-02-16
To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology. A 4-year prospective study of consecutive second- to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale). Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n = 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 ± 0.8 vs. 2.8 ± 1.0, p neurology (71% vs. 35%, p = 0.001), and higher observed tendency toward SDL (4.5 ± 0.5 vs. 4.1 ± 0.8, p neurology clerkship. Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. © 2015 American Academy of Neurology.
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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.
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Academic goals and learning quality in higher education students.
Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca
2009-05-01
In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.
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Alrakaf, Saleh; Anderson, Claire; Coulman, Sion A; John, Dai N; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
2015-04-25
To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.
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Miki, Kaori; Yamauchi, Hirotsugu
2005-08-01
We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.
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Substance Abuse and Clinical Counseling Students' Characteristics and Career Goals
Goodwin, Lloyd R., Jr.; Sias, Shari M.
2007-01-01
Students from a master's program in Substance Abuse and Clinical Counseling (SACC) at a midsize southeastern university were surveyed to determine personal characteristics and career goals. Sixty-two of the 68 students currently enrolled in the program volunteered to anonymously complete the questionnaire. The typical profile of the SACC student…
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Disengaging from Unattainable Career Goals and Reengaging in More Achievable Ones
Creed, Peter A.; Hood, Michelle
2014-01-01
Participants were 181 university students who completed measures of career development (self-efficacy, perceived barriers, distress, planning, and exploration) and goal adjustment capacity (disengagement and reengagement). We expected (a) that when contemplating unachievable goals, those with a higher capacity to adjust their goals (i.e., to…
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Sosik, John J.; Chun, Jae Uk; Koul, Ravinder
2017-01-01
This paper examined the direct and interaction effects of students' learning and performance-avoidance goal orientations on their psychological wellbeing and a moderating role of students' gender in these relationships. Using 564 self-reports of freshman college students in a Thai university, we found students' psychological wellbeing to be…
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Student Achievement Goal Setting: Using Data to Improve Teaching and Learning
Stronge, James H.; Grant, Leslie W.
2009-01-01
The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement. The book is divided into three parts: (1) How Student Achievement Data Can Be…
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To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning
Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.
2013-01-01
Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…
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Sungur, Semra; Senler, Burcu
2010-01-01
The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…
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Mars exploration program analysis group goal one: determine if life ever arose on Mars.
Hoehler, Tori M; Westall, Frances
2010-11-01
The Mars Exploration Program Analysis Group (MEPAG) maintains a standing document that articulates scientific community goals, objectives, and priorities for mission-enabled Mars science. Each of the goals articulated within the document is periodically revisited and updated. The astrobiology-related Goal One, "Determine if life ever arose on Mars," has recently undergone such revision. The finalized revision, which appears in the version of the MEPAG Goals Document posted on September 24, 2010, is presented here.
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College Students' Social Goals and Psychological Adjustment: Mediation via Emotion Regulation
Shim, Sungok Serena; Wang, Cen; Makara, Kara A.; Xu, Xiao-Guang; Xie, Li-Na; Zhong, Ming
2017-01-01
University life can be stressful and students may struggle to adjust socially. We examined students' social achievement goals--their orientations towards their relationships with their peers--as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social…
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Regner, Isabelle; Loose, Florence; Dumas, Florence
2009-01-01
The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…
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Growth goals, maturity, and well-being.
Bauer, Jack J; McAdams, Dan P
2004-01-01
In 2 studies (125 college students and 51 adults), 2 forms of growth goals (exploratory and intrinsic) were compared with 2 forms of personality development (social-cognitive maturity and social-emotional well-being). Participants whose narratives of major life goals emphasized conceptual exploration were especially likely to have high levels of maturity (measured as ego development; J. Loevinger, 1976), whereas those whose goals emphasized intrinsic interests (K. M. Sheldon & T. Kasser, 1995) were especially likely to have high levels of well-being. Participants who had coherent hierarchies of growth goals on the levels of major life goals and everyday goals were especially likely to have high levels of personality development. Finally, growth goals accounted for some relationships between age and personality development. Growth goals are discussed in terms of intentional self-development and specific developmental paths. (c) 2003 APA
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Silcox, James B.; Herren, Ray V.
1993-01-01
Describes a study to develop a demographic profile of the 703 students enrolled in automotive mechanics courses at technical institutes in Georgia and to identify differences in the educational goals of different groups of automotive mechanics students (e.g., day/evening students, and different age, racial, and employment status groups). (MAB)
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Martin, Andrew J.
2015-01-01
Background: There has been increasing interest in growth approaches to students' academic development, including value-added models, modelling of academic trajectories, growth motivation orientations, growth mindsets, and growth goals. Aims: This study sought to investigate the relationships between implicit theories about intelligence…
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The Predictiveness of Achievement Goals
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Huy P. Phan
2013-11-01
Full Text Available Using the Revised Achievement Goal Questionnaire (AGQ-R (Elliot & Murayama, 2008, we explored first-year university students’ achievement goal orientations on the premise of the 2 × 2 model. Similar to recent studies (Elliot & Murayama, 2008; Elliot & Thrash, 2010, we conceptualized a model that included both antecedent (i.e., enactive learning experience and consequence (i.e., intrinsic motivation and academic achievement of achievement goals. Two hundred seventy-seven university students (151 women, 126 men participated in the study. Structural equation modeling procedures yielded evidence that showed the predictive effects of enactive learning experience and mastery goals on intrinsic motivation. Academic achievement was influenced intrinsic motivation, performance-approach goals, and enactive learning experience. Enactive learning experience also served as an antecedent of the four achievement goal types. On the whole, evidence obtained supports the AGQ-R and contributes, theoretically, to 2 × 2 model.
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Predicting Undergraduate Leadership Student Goal Orientation Using Personality Traits
Lamm, Kevan W.; Sheikh, Emana; Carter, Hannah S.; Lamm, Alexa J.
2017-01-01
Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not…
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Anderson, Paul; Griego, Orlando V.; Stevens, Roxanne Helm
2010-01-01
Students at a private university in southern California took part in a study focusing on high level motivation and goal commitment. Using path analysis, this study mapped out two-paths. The first path to motivation and, therefore, goal commitment was through self-efficacy. The second path to goal commitment required a more supportive course.…
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Vedder-Weiss, Dana; Fortus, David
2018-01-01
Employing achievement goal theory (Ames "Journal of Educational psychology," 84(3), 261-271, 1992), we explored science teachers' instruction and its relation to students' motivation for science learning and school culture. Based on the TARGETS framework (Patrick et al. "The Elementary School Journal," 102(1), 35-58, 2001) and…
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Schmitt, Mary Beth; Justice, Laura M; Logan, Jessica A R; Schatschneider, Christopher; Bartlett, Christopher W
2014-01-01
Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools. Copyright © 2014 Elsevier Inc. All rights reserved.
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Successful Student Goal Completion: A Community College Case Study
Cady, Sara C.
2013-01-01
Research studies have shown that one half of all students who begin college fail to realize their goals. This case study of one community college provided a comprehensive examination of best practices developed over several years through strategic enrollment planning. Additionally, this dissertation examined the decision-making processes that…
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Exploring Cultural Diversity with Business Students
Koponen, Jonna; Julkunen, Saara
2017-01-01
Courses: Business Communication, Intercultural Communication. Objectives: Students will demonstrate understanding of some of the effects of culture on business communication. Students will explore cultural diversity in customer-seller relationships.
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Healy, Laura C; Ntoumanis, Nikos; Duda, Joan L
2016-12-01
This investigation extended the goal striving literature by examining motives for two goals being pursued simultaneously. Grounded in self-determination theory, we examined how student-athletes' motives for their sporting and academic goals were associated with inter-goal facilitation and interference. Cross-sectional survey. UK university student-athletes (n=204) identified their most important sporting and academic goals. They then rated their extrinsic, introjected, identified and intrinsic motives for these goals and completed questionnaires assessing inter-goal facilitation and interference. Using a person-centered approach via latent profile analysis, we identified three distinct profiles of goal motives. Auxiliary analyses showed that the profile with high identified motives for both goals reported greater inter-goal facilitation. Extending the previous literature, the findings demonstrate the benefits of autonomous motives when simultaneously pursing goals in sport and academia. Copyright © 2016. Published by Elsevier Ltd.
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Schwinger, Malte; Stiensmeier-Pelster, Joachim
2011-12-01
Students' perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two-dimensional assessment of performance-approach and performance-avoidance classroom goals (PAVCG). This paper considered the relationship between students' perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students' personal goal endorsement. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Students responded to items assessing their perception of mastery, performance-approach, and performance-avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance-approach, and performance-avoidance goals. All items referred to German as a specific school subject. RESULTS.A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students' personal goal adoption. The findings emphasized the need to distinguish performance-approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students' personal achievement strivings. ©2010 The British Psychological Society.
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Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
2017-11-01
A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.
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Learned Helplessness and Learning Goals: Role played in School Refusal. A Study on Italian Students.
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Luana Sorrenti
2016-08-01
Full Text Available Literature on school refusal has shown a link between school refusal and poor school performance. However, there has been little investigation into the individual underlying factors, and specifically factors directly related to the learning process, such as the learning goals of students and their expectations of success and/or failure. The main purpose of the present study is to investigate the influence of Learned Helplessness (LH and learning goals on school refusal. We hypothesized that LH and learning goals exert a unique role in predicting school refusal above and beyond the roles of academic achievement, age, and gender. The sample consisted of 201 Italian students with an average age of 11.93, with both low (57.2 % of students and high (42.8 % academic achievement. School refusal, LH, and learning goals were measured by means of questionnaires. The results confirm the hypothesis of this study; in fact, we found that learning goals and, above all, LH play a more predictive role of school refusal than academic achievement. These results extend previous studies on school refusal and, for the first time, they provide additional knowledge about this problem, analyzing the relationship between school refusal, learning goals, and LH, still neglected in the literature. Implications on the psychological well-being of students are discussed.
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Alcohol myopia and goal commitment
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A. Timur Sevincer
2014-03-01
Full Text Available According to alcohol-myopia theory, acute alcohol consumption leads people to disproportionally focus on the salient rather than the peripheral aspects of a situation. We summarize various studies exploring how myopic processes resulting from acute alcohol intake affect goal commitment. After consuming alcohol student participants felt strongly committed to an important personal goal even though they had low expectations of successfully attaining the goal. However, once intoxicated participants were sober again (i.e., not myopic anymore they failed to act on their goal commitment. In line with alcohol-myopia theory, strong goal commitment as a result of alcohol intake was mediated by intoxicated (vs. sober participants disproportionally focusing on the desirability rather than the feasibility of their goal. Further supporting alcohol-myopia theory, when the low feasibility of attaining a particular goal was experimentally made salient (either explicitly or implicitly by subliminal priming, intoxicated participants felt less committed than those who consumed a placebo. We discuss these effects of acute alcohol intake in the context of research on the effects of chronic alcohol consumption on goal commitment.
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Unlocking Resources: Self-Guided Student Explorations of Science Museum and Aquarium Exhibits
Kirkby, K. C.; Phipps, M.; Hamilton, P.
2010-12-01
traditional graded lab instruction and completely eclipse the range of gains normally achieved by traditional lecture instruction. In addition, the modules accomplish the remarkable goal of integrating undergraduate earth science instruction into students’ social life. Over three-fourths of the students complete the explorations with friends or family who were not enrolled in the class, expanding the course to include a broader, more diverse, audience. A third module, currently in development, will use a walking tour of Saint Anthony Falls to highlight the impact of geological processes on human society. Students will explore the waterfalls’ evolution, its early interpretation by 18th and 19th century Dakota and Euro-America societies, as well as its subsequent social and economic impacts on human history. The outdoor nature of this self-guided exploration is a first step towards expanding the modules’ concept to integrate self-guided field trips into undergraduate earth science curriculums.
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Shapiro, Amy; O'Rielly, Grant; Sims-Knight, Judith
2014-03-01
Clickers are commonly used in large-enrollment introductory courses in order to encourage attendance, increase student engagement and improve learning. We report the results from a highly controlled study of factual and conceptual clicker questions in calculus-based introductory physics courses, on students' performance on the factual and conceptual exam questions they targeted. We found that clicker questions did not enhance student performance on either type of exam question. The use of factual clicker questions actually decreased student performance on conceptual exam questions, however. Directing students' attention to surface features of the course content may distract them from the important underlying concepts. The conceptual clicker questions were likely ineffective because the practice students got on homework questions had a stronger effect than the single question posed in class. Interestingly, the same studies in general education biology and psychology courses show a strong, positive effect of clickers on student learning. This study suggest that the usefulness of clickers should be weighed in the context of other course activities and goals. Secondary analyses will explore the effect of students' GPA, motivation and study strategies on the results. This work was supported by the Institute of Education Sciences, US Dept. of Education, through Grant R305A100625 to UMass Dartmouth. The opinions expressed are those of the authors and do not represent views of the Institute or the US Dept. of Education.
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ExplorOcean H2O SOS: Help Heal the Ocean-Student Operated Solutions: Operation Climate Change
Weiss, N.; Wood, J. H.
2016-12-01
The ExplorOcean H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to ExplorOcean where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by ExplorOcean, including ExplorOcean's annual World Oceans Day Expo.
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Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students
Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.
2012-01-01
The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…
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How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension
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Liliana Ballesteros Muñoz
2014-04-01
Full Text Available This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.
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EFL reading goals of grade 11 students across public and non-public schools in Addis Ababa, Ethiopia
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Tekle Ferede
2017-09-01
Full Text Available This study investigated the EFL reading goals of Grade 11 students across public and non-public schools in the Ethiopian capital, Addis Ababa. To this end, quantitative data were collected from 556 (375 public and 181 non-public students via pre-tested structured questionnaire and analyzed into means, medians, standard deviations, ranges and Mann-Whitney U test scores. The results show that non-public school students were found better than public school students in possessing components of both extrinsic and intrinsic goals for reading. The notable exception in this regard is that public school students had higher social motivation for reading than their non-public school counterparts. Based on this finding, it has been concluded that non-public school students have a better chance of evolving as persistent self-initiated EFL readers since they have various goals which urge them to engage in reading a range of texts. It is thus recommended that English language teachers in public schools should constantly take actions to enable their students to develop appropriate EFL reading goals.
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The career goals of nurses in some health care settings in Gauteng
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K Jooste
2005-09-01
Full Text Available In nursing, purposeful career planning is essential if nurse practitioners want to make the right decisions about their work in order to strive towards and accomplish a meaningful quality of working life. Nurses should identify their career goals to be able to investigate their different career opportunities in their field of interest and direct their work according to a work strategy for years ahead. The purpose of this study was to explore and describe the career goals of post-basic nursing students with the aim of describing management strategies to guide the future career of post-basic nursing students in climbing the career ladder effectively and obtaining their set career goals. An explorative, descriptive, qualitative design was selected where the researcher worked inductively to explore and describe the needs (goals and future planned actions of the participants regarding their career management as viewed for a period of five years. The researcher purposively and conveniently identified the sample as all the postbasic nursing students, namely 250 students, who were registered for the first, second and third year of nursing management courses in that period at a South African residential university. Two structured, open questions were developed. Each participant received the questions in writing and was asked to answer them. The QSR NUD*IST program was used for the qualitative management (categorization of data. The results of the research questions related to five categories, namely becoming empowered, being promoted, being educated and professionally developed, partaking in research and taking up new projects.
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Exploration of Quality-of-Life Goals in Individuals with Spinal Cord Injury
Kullmann, Lajos; Toth, Katalin
2012-01-01
The aim of the study is to investigate the applicability of structured interviews for exploration of quality-of-life goals using an established instrument. Structured interviews were performed using WHOQOL-BREF and Disabilities Module as guideline with 35 clients admitted for first rehabilitation intervention after spinal cord injury. Although…
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Exploring the use of student perspectives to inform topics in teacher education
Directory of Open Access Journals (Sweden)
Katy Arnett
2008-04-01
Full Text Available Abstract As FSL teacher educators look to respond to teachers’ concerns about the increasingly diverse student population in K-12 settings, empirical research may not always hold the answers—simply because there has not been much research on the topic. In an attempt to at least identify issues worthy of such empirical consideration and discussion within teacher education programs, this article explores the views of seven Grade 8 core French students who were members of an effective inclusive classroom. Drawing on the individual and focus group interview data from a larger case study of their teacher’s classroom, this article will identify two key themes that the students described as instrumental in the teacher’s attempts to be an effective, inclusive core French teacher. It is the goal of this article that these themes will help inform the decisions FSL teacher educators make about this topic within their programs.
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Turner-McGrievy, Gabrielle M; Wright, Julie A; Migneault, Jeffrey P; Quintiliani, Lisa; Friedman, Robert H
2014-01-01
Objective : To examine the types of life and dietary goals individuals report and how these goal domains interact as framed by goal systems theory. Methods : This work is a cross-sectional survey study. Measures included the incidence of common life and dietary goals and how these goals interact with and facilitate each other. Results : The results of a quantitative survey ( n = 46 participants), which was informed by two focus groups ( n = 17 participants), showed that participants are trying to achieve several different life (e.g. achieving financial success) and dietary goals (e.g. eating more fruits and vegetables, drinking more water, and losing weight) and that these two types of goals interact to both facilitate and conflict with each other. Having a life goal of exercising was significantly associated with healthy eating goals when compared with other life goals ( p 's goals may be linked and help to facilitate one another. Being in the maintenance phase with the goal of healthy eating was associated with participants feeling like they were more successful in their other non-diet-related health goals ( p goals can facilitate success in achieving other goals. Conclusions : Life goals can have an impact on a person's ability to achieve and maintain dietary and other health goals. Health educators may help to facilitate long-term behavior change by examining a person's life goals as well as dietary goals.
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Walker, Christopher O.
2012-01-01
The goal of the current study was to examine the predictive relationships among a set of cognitive-motivational variables that have been found in previous studies to support academic achievement. Student perception of a classroom's achievement goal structure (classroom mastery, classroom performance-approach, classroom performance-avoidance) was…
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Exploring Cultural Competence amongst OT Students.
Govender, Pragashnie; Mpanza, December M; Carey, Tarryn; Jiyane, Kwenzile; Andrews, Bicolé; Mashele, Sam
2017-01-01
Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students' experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention.
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How university students with reading difficulties are supported in achieving their goals.
Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik
2015-01-01
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. © Hammill Institute on Disabilities 2013.
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Procrastination and the 2 x 2 Achievement Goal Framework in Malaysian Undergraduate Students
Ganesan, Rajalakshmi; Mamat, Norul Hidayah Bt; Mellor, David; Rizzuto, Laura; Kolar, Christina
2014-01-01
The present study investigated academic procrastination in the context of the 2 x 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and…
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The Effects of Classroom Goal Structures on the Creativity of Junior High School Students
Peng, Shu-Ling; Cherng, Biing-Lin; Chen, Hsueh-Chih
2013-01-01
Previous studies have indicated that situational factors can influence students' creativity. However, no studies have specifically examined the relationship between classroom goal structures and student creativity during real classroom activities. For this study, we recruited 232 seventh-grade students from Taipei City and randomly divided them…
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Lee, Suk-Hyang; Palmer, Susan B.; Wehmeyer, Michael L.
2009-01-01
This article provides teachers with practical tips and ideas about how self-monitoring works in conjunction with goal-setting strategies to support students to set and achieve different types of academic goals. In addition, specific examples of academic goals and self-monitoring forms are provided to give teachers an example of such goals. To…
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Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong
Chan, Kwok-wai; Chan, Siu-mui
2005-01-01
Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…
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Effects of goal clarification on impulsivity and academic procrastination of college students
Juan F. Muñoz-Olano; Camilo Hurtado-Parrado
2017-01-01
Nearly 50% of the college population struggles with academic procrastination, which is an impulsivity problem that often leads to emotional difficulties and college dropout. This study aimed to assess whether an online intervention on clarification of academic goals could reduce impulsivity and academic procrastination in college students. Forty-eight participants were assigned to three different types of interventions: (a) SMART-type goal clarification treatment (setting specific, measurable...
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Self-reflection, growth goals, and academic outcomes: A qualitative study.
Travers, Cheryl J; Morisano, Dominique; Locke, Edwin A
2015-06-01
Goal-setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology. This paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in-depth reflective growth goal-setting methodology. The study focuses on 92 UK final-year students enrolled in an elective advanced interpersonal skills and personal development module, with self-reflection and growth goal setting at its core. Qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6 months following the personal growth goal-setting programme. About 20% of students' self-set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. Growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well-being). A follow-up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self-efficacy, academic performance) beyond the reflective programme itself. Academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. The implications for promoting academic growth via this unique learning and development approach are discussed. © 2014 The British Psychological Society.
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Second language learning and acculturation: The role of motivation and goal content congruence
Directory of Open Access Journals (Sweden)
Sara Rubenfeld
2007-12-01
Full Text Available Abstract This study explored how having differing goals and motives for learning a second language influences adaptation in the foreign culture. Specifically, we compared English as a second language (ESL students in two programs, which differed in their long-term goal orientations. Some students were taking ESL courses in order to attend university in their second language, whereas other ESL students took courses that were not followed by an immediate reward. Students in both programs completed measures of acculturation as well as measures of intrinsic and extrinsic motivation for learning English. We found that adaptation to the foreign culture, in the form of acculturation, is best facilitated by congruence between students’ motives and goals. The findings are discussed in terms of their methodological and pedagogical implications
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Webel, Corey
2013-01-01
In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and…
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Exploring Science Through Polar Exploration
Pfirman, S. L.; Bell, R. E.; Zadoff, L.; Kelsey, R.
2003-12-01
Exploring the Poles is a First Year Seminar course taught at Barnard College, Columbia University. First Year Seminars are required of incoming students and are designed to encourage critical analysis in a small class setting with focused discussion. The class links historical polar exploration with current research in order to: introduce non-scientists to the value of environmental science through polar literature; discuss issues related to venturing into the unknown that are of relevance to any discipline: self-reliance, leadership, preparation, decisions under uncertainty; show students the human face of science; change attitudes about science and scientists; use data to engage students in exploring/understanding the environment and help them learn to draw conclusions from data; integrate research and education. These goals are met by bringing analysis of early exploration efforts together with a modern understanding of the polar environment. To date to class has followed the efforts of Nansen in the Fram, Scott and Amundsen in their race to the pole, and Shackleton's Endurance. As students read turn-of-the-century expedition journals, expedition progress is progressively revealed on an interactive map showing the environmental context. To bring the exploration process to life, students are assigned to expedition teams for specific years and the fates of the student "expeditions" are based on their own decisions. For example, in the Arctic, they navigate coastal sea ice and become frozen into the ice north of Siberia, re-creating Nansen's polar drift. Fates of the teams varied tremendously: some safely emerged at Fram Strait in 4 years, while others nearly became hopelessly lost in the Beaufort Gyre. Students thus learn about variability in the current polar environment through first hand experience, enabling them to appreciate the experiences, decisions, and, in some cases, the luck, of polar explorers. Evaluation by the Columbia Center for New Media, Teaching
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Ning, Hoi Kwan
2017-01-01
This study examined the psychometric properties of the Achievement Goal Questionnaire-Revised (AGQ-R) in a sample of Singapore secondary students (N = 1,171). Confirmatory factor analyses provided support for the AGQ-R in measuring the four achievements goals delineated in the 2 × 2 framework. Measurement invariance across ethnic groups was…
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Martin, Andrew J.; Collie, Rebecca J.; Mok, Magdalena M. C.; McInerney, Dennis M.
2016-01-01
Background: Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. Aims: This study extends this work to a multicultural context, assessing perceived PB goal structure in school and…
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Luo, Wenshu; Hogan, David J.; Yeung, Alexander Seeshing; Sheng, Yee Zher; Aye, Khin Maung
2014-01-01
This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy,…
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Exploring Cultural Competence amongst OT Students
Directory of Open Access Journals (Sweden)
Pragashnie Govender
2017-01-01
Full Text Available Occupational therapy relies primarily on communication between the therapist and client for effective intervention. Adequate communication may be influenced by language and cultural differences between the therapist and client. Cultural competence in relation to language and culture is thus a vital part in practice. Limited research exists on cultural competence in occupational therapy students. This study thus aimed to explore the cultural competence of final year students and their perceptions of their own cultural competence, with respect to language and culture in their practice as students. An explorative qualitative study design was utilised with a nonprobability purposeful sample of 21 final year undergraduate students at a tertiary institute in South Africa. Three focus groups were conducted, comprising between 6 and 8 students in each group. Thematic analysis using inductive reasoning was undertaken in order to analyse the students’ experiences and understanding of cultural competence. Findings of the study suggest that cultural competence, in relation to language and culture, influences the occupational therapy intervention process. It was shown to both positively and negatively influence intervention through supporting or hindering rapport building, client centeredness, and effective intervention.
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Defensive pessimism, self-esteem and achievement goals: A person-centered approach.
Ferradás Canedo, María M; Freire Rodríguez, Carlos; Regueiro Fernández, Bibiana; Valle Arias, Antonio
2018-02-01
The relationship between defensive pessimism, self-esteem, and achievement goals is a controversial issue. The main contribution of this research is the adoption of a person-centered approach to explore the existence of differentiated profiles of university students, which combine self-esteem and defensive pessimism. In addition, we analyze whether these profiles differ in their achievement goals (learning, performance-approach, performance-avoidance, and work-avoidance). 1,028 university students took part in the study. Four student profiles were identified: (a) HSE/MDP (high self-esteem and moderate defensive pessimism); (b) LSE/LDP (low self-esteem and low defensive pessimism); (c) HSE/LDP (high self-esteem and low defensive pessimism); and (d) LSE/HDP (low self-esteem and high defensive pessimism). These four profiles differ significantly in their achievement goals. The use of defensive pessimism may involve students with either low or high self-esteem, although the two profiles follow differentiated motivational achievement trajectories.
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Ling, Yu; He, Yushu; Wei, Yong; Cen, Weihong; Zhou, Qi; Zhong, Mingtian
2016-05-11
Studies in western countries have examined the specific vulnerability hypothesis of Dykman's theory of goal-orientation predispositions to depression through two-time point designs. The purpose of this prospective longitudinal study was to investigate the moderating effects of intrinsic and extrinsic goals on stress and depressive symptoms in Chinese undergraduate students. A total of 462 undergraduate students [46% female; mean age, 19.06 (range, 17-22) years] completed self-reported measures assessing intrinsic and extrinsic goals, depressive symptoms, and the occurrence of social and academic hassles. Every 3 months over the subsequent 12 months, the undergraduate students completed measures assessing depressive symptoms and the occurrence of daily hassles. Results of hierarchical linear modeling analyses indicated that undergraduate students with low levels of intrinsic goals reported greater depressive symptoms following the occurrence of social and academic hassles than did those with high levels of such goals. However, undergraduate students with high levels of extrinsic goals did not report greater depressive symptoms following the occurrence of social and academic hassles than did those possessing low levels. These findings suggest that intrinsic goals can protect undergraduate students experiencing high levels of social and academic hassles from depressive symptoms. The study findings provide new insight into the course of depressive symptoms among undergraduate students, and offer psychologist and psychiatrists ways to protect individuals from depressive symptoms by building up intrinsic goals.
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Stamovlasis, Dimitrios; Gonida, Sofia-Eleftheria N
2018-07-01
The present study used achievement goal theory (AGT) as a theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achieve-ment within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students' achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no linear effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.
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Olsen, Knut; Walker, Constance E.; Smith, Blake; NOAO Data Lab Team
2018-01-01
We describe an activity aimed at teaching students how ultra-faint Milky Way dwarf galaxies are typically discovered: through filtering of optical photometric catalogs and cross-examination with deep images. The activity, which was developed as part of the Teen Astronomy Café program (https://teensciencecafe.org/cafes/az-teen-astronomy-cafe-tucson/), uses the NOAO Data Lab (http://datalab.noao.edu) and other professional-grade tools to lead high school students through exploration of the object catalog and images from the Survey of the Magellanic Stellar History (SMASH). The students are taught how to use images and color-magnitude diagrams to analyze and interpret stellar populations of increasing complexity, including those of star clusters and the Magellanic Clouds, and culminating with the discovery of the Hydra II ultra-faint dwarf galaxy. The tools and datasets presented allow the students to explore and discover other known stellar systems, as well as unknown candidate star clusters and dwarf galaxies. The ultimate goal of the activity is to give students insight into the methods of modern astronomical research and to allow them to participate in the thrill of discovery.
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Self-Protection Profiles of Worth and Academic Goals in University Students
Ferradás, María del Mar; Freire, Carlos; Núñez, José Carlos
2017-01-01
This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies and defensive pessimism in university students. Similarly, the relationship between these profiles and academic goals (learning, performance-approach, performance-avoidance, and work-avoidance) is…
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The Influence of Achievement Goals on Online Help Seeking of Computer Science Students
Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe
2017-01-01
This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…
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Career exploration behavior of Korean medical students.
An, Hyejin; Lee, Seung-Hee
2017-09-01
This study is to analyze the effects of medical students' social support and career barriers on career exploration behavior mediated by career decision-making self-efficacy. We applied the t-test to investigate the difference among the variables based on gender and admission types. Also, we performed path analysis to verify the effect of perceived career barriers and social support on career exploration behavior with career decision efficacy as a mediator. First, we noted statistically significant gender and admission type difference in social support, career barriers and career exploration behaviors. Second, social support and career barriers were found to influence career exploration behavior as a mediating variable for career decision-making self-efficacy. Social support and career barriers as perceived by medical students influenced their career exploration behavior, with their decision-making self-efficacy serving as a full mediator. Therefore, this study has educational implications for career program development and educational training for career decision-making self-efficacy.
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Student Self-Assessment Practices: The Role of Gender, School Level and Goal Orientation
Yan, Zi
2018-01-01
The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students' self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results…
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Fenske, Robert H.; Scott, Craig S.
This study was designed to provide longitudinal data bearing on the change and/or stability of college-bound students' educational and vocational goals, as well as their background characteristics. Data from three studies were contrasted and compared. Included in these studies were: (1) a 2-year followup of 4,009 junior college students; (2) a…
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Prevatt, Frances; Smith, Shannon M.; Diers, Sarah; Marshall, Diana; Coleman, Jennifer; Valler, Emilee; Miller, Nathan
2017-01-01
College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching…
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A Comparison of the Child-Rearing Goals of Russian and U.S. University Students.
Williams, Dannon; Ispa, Jean M.
1999-01-01
Examined the importance of four child-rearing goals rated by 77 Russian and 53 U.S. college students. Russians placed a lower value on rule conformity and a higher value on peer orientation and neatness/cleanliness. Both groups rated inquisitiveness as most important among the four goals evaluated. (SLD)
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Psencik, Kay; Baldwin, Rhonda
2012-01-01
In 2010, district leaders of Douglas County Public Schools, Douglasville, Georgia, launched an ambitious initiative to ensure that teachers set goals that focus on increasing their effectiveness and show student growth. To achieve this goal, the district leadership team focused on common district assessments to establish common learning…
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Guertin, L. A.; Farley, I.; Geary, A.
2016-12-01
Introductory-level Earth science courses provide the opportunity for science and non-science majors to expand discipline-specific content knowledge while enhancing skill sets applicable to all disciplines. The outcomes of the student work can then benefit the education and outreach efforts of an international organization - in this case, a wiki devoted exclusively to the geosciences, managed by the Society of Exploration Geophysicists (SEG). The course Environment Earth at Penn State Brandywine is a general education science course with the overarching course goal for students to understand, communicate examples, and make informed decisions relating to big ideas and fundamental concepts of Earth science. To help accomplish this goal, students carry out a semester-long digital engaged scholarship project that benefits the users of the SEG Wiki (http://wiki.seg.org/). To begin with developing the literacy of students and their ability to read, interpret, and evaluate sources of scientific news, the first assignment requires students to write an annotated bibliography on a specific topic that serves as the foundation for a new SEG Wiki article. Once students have collected and summarized information from reliable sources, students learn how writing for a wiki is different than writing a term paper and begin drafting their wiki page. Students peer review each other's work for content and clarity before publishing their work on the SEG wiki. Students respond positively to this project, reporting a better understanding of and respect towards the authors of online wiki pages, as well as an overall satisfaction of knowing their work will benefit others. Links to student-generated pages and instructional materials can be found at: http://sites.psu.edu/segwiki/.
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Friedman, Barry A.; Mandel, Rhonda G.
2010-01-01
Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college…
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Chinese Students' Goal Orientation in English Learning: A Study Based on Autonomous Inquiry Model
Zhang, Jianfeng
2014-01-01
Goal orientation is a kind of theory of learning motivation, which helps learners to develop their capability by emphasis on new techniques acquiring and environment adapting. In this study, based on the autonomous inquiry model, the construction of Chinese students' goal orientations in English learning are summarized according to the data…
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Aydeniz, Mehmet; Dogan, Alev
2016-05-01
Background: There has been an increasing emphasis on empowering pre-service and in-service science teachers to attend student reasoning and use formative assessments to guide student learning in recent years. Purpose: The purpose of this study was to explore pre-service science teachers' pedagogical capacity for formative assessment. Sample: This study took place in Turkey. The participants include 53 pre-service science teachers in their final year of schooling. All but two of the participants are female. Design and methods: We used a mixed-methods methodology in pursing this inquiry. Participants analyzed 28 responses to seven two-tiered questions given by four students of different ability levels. We explored their ability to identify the strengths and weaknesses in students' answers. We paid particular attention to the things that the pre-service science teachers noticed in students' explanations, the types of inferences they made about students' conceptual understanding, and the affordances of pedagogical decisions they made. Results: The results show that the majority of participants made an evaluative judgment (i.e. the answer is correct or incorrect) in their analyses of students' answers. Similarly, the majority of the participants recognized the type of mistake that the students made. However, they failed to successfully elaborate on fallacies, limitations, or strengths in student reasoning. We also asked the participants to make pedagogical decisions related to what needs to be done next in order to help the students to achieve academic objectives. Results show that 8% of the recommended instructional strategies were of no affordance, 64% of low-affordance, and 28% were of high affordance in terms of helping students achieve the academic objectives. Conclusion: If our goal is to improve pre-service science teachers' noticing skills, and the affordance of feedback that they provide, engaging them in activities that asks them to attend to students' ideas
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Goal Setting as Motivational Tool in Student's Self-Regulated Learning
Cheung, Eleanor
2004-01-01
The concept of management by objectives has long been used in business in enhancing good staff performance. There has been growing interest among teaching researchers in exploring the influence of goals within the academic field. Much of the early work in this area of motivational research has been done with children, rather than with college…
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Praskova, Anna; Creed, Peter A.; Hood, Michelle
2013-01-01
Goal engagement in young adults is variable. We recruited university students to test whether general personal characteristics (educational ability, core self-evaluations, and well-being; study 1, N = 195) and career adaptive variables (career confidence, exploration, and planning; study 2, N = 152) facilitated career goal engagement. Goal…
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Subasi, Münevver; Tas, Yasemin
2016-01-01
This study aims to investigate coping strategies of middle school students in science classes in relation to students' goal orientations and motivating tasks conducted in the classroom environment. The study was conducted in spring semester of 2015-2016 academic year. Sample of the study consists of 316 middle school students receiving education…
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On Integrating Student Empirical Software Engineering Studies with Research and Teaching Goals
Galster, Matthias; Tofan, Dan; Avgeriou, Paris
2012-01-01
Background: Many empirical software engineering studies use students as subjects and are conducted as part of university courses. Aim: We aim at reporting our experiences with using guidelines for integrating empirical studies with our research and teaching goals. Method: We document our experience
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Exploring Non-Instructional Factors in Student Evaluations
Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh
2013-01-01
The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant…
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Exploring Elementary Student Perceptions of Writing Feedback
Marrs, Sarah; Zumbrunn, Sharon; McBride, Caitlin; Stringer, J. K.
2016-01-01
The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, "Do you like to receive feedback about your writing?" students were branched to the appropriate follow-up open-ended question,…
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EU language policy and the language goals and gains of exchange students in Scandinavia
DEFF Research Database (Denmark)
Petersen, Margrethe; Shaw, Philip; Caudery, Tim
To assess whether the Erasmus student exchange program contributes to EU’s language policy aim of furthering multilingualism/plurilingualism, this presentation draws on interviews with, and tests taken by, some 50 incoming exchange students in Scandinavia and employs Bourdieu’s concept of capital...... in explaining individual variation in students’ language goals and gains....
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High School Student Opinion Polling on Career Exploration
Whitten, Leah Suzanne
2011-01-01
This study examines the use of student learning polls as indicators of student perceptions and influences on career exploration. No Child Left Behind requires schools that fail to make adequate yearly progress for two consecutive years to develop continuous improvement plans. The concept of career preparation for students is included in these…
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Explor@ Advisory Agent: Tracing the Student's Trail.
Lundgren-Cayrol, Karin; Paquette, Gilbert; Miara, Alexis; Bergeron, Frederick; Rivard, Jacques; Rosca, Ioan
This paper presents research and development of an adaptive World Wide Web-based system called Explor@ Advisory Agent, capable of tailoring advice to the individual student's needs, actions, and reactions toward pedagogical events, as well as according to diagnosis of content acquisition. Explor@ Advisory Agent consists of two sub-systems, the…
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Desmond, Katie
2010-01-01
Four identifiable disciplinary goals can be discerned from the development of political science as a discipline. These goals indicate that political science students will (1) attain knowledge about political systems (national and international); (2) gain an understanding of how politics works; (3) develop critical thinking skills; and, (4) learn…
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Tanenbaum, Hilary C.; Felicitas, Jamie Q.; Li, Yawen; Tobias, Malaika; Chou, Chih-Ping; Palmer, Paula H.; Spruijt-Metz, Donna; Reynolds, Kim D.; Johnson, C. Anderson; Xie, Bin
2015-01-01
Background Concurrent with the dramatic cultural and economic shifts occurring as Mainland China becomes increasingly “Westernized,” the weight perceptions, ideal body weight, and weight management goals and practices of Chinese females have also undergone significant changes. Objective To investigate relationships between overweight status, weight perception patterns, and weight management goals and practices in Chinese female college students. Design/Participants/Setting A cross-sectional analysis was conducted with data from 902 female subjects aged 18 to 25 years participating in the China Seven Cities Study, a health promotion and smoking prevention study conducted in Mainland China in 2003. Main Outcome Measures/ Statistical Analyses Logistic regression models were used to explore associations between overweight status, weight perception, specific weight management goals and practices, and current levels of vigorous-intensity physical activity and food consumption. Results Based on World Health Organization standards for Asian adults, 16.7% of college females were overweight or obese, although 50.8% considered themselves to be “too heavy.” Among participants perceiving themselves as overweight (n=458), 69.2% (n=371) were inaccurate, and did not meet criteria for overweight or obese. The percentage of participants attempting weight loss was 48.2%, and 33.1% wanted to maintain their current weight. Attempts to lose or maintain weight were related to actual and perceived weight status, but not to increased vigorous-intensity physical activity or fruit and vegetable intake, nor to decreased consumption of sweets, soda, Western fast foods and fried foods. Only 21.5% of participants desiring weight loss or maintenance reported using a combination of vigorous-intensity physical activity and a reduced fat and calorie diet, while 20.2% tried extreme methods such as fasting, using diet pills, vomiting, or smoking. Conclusions Our findings underscore the need to
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Tanenbaum, Hilary C; Felicitas, Jamie Q; Li, Yawen; Tobias, Malaika; Chou, Chih-Ping; Palmer, Paula H; Spruijt-Metz, Donna; Reynolds, Kim D; Anderson Johnson, C; Xie, Bin
2016-03-01
Concurrent with the dramatic cultural and economic shifts occurring as mainland China becomes increasingly "Westernized," the weight perceptions, ideal body weight, and weight management goals and practices of Chinese females have also undergone significant changes. To investigate relationships between overweight status, weight perception patterns, and weight management goals and practices in Chinese female college students. A cross-sectional analysis was conducted with data from 902 female subjects aged 18 to 25 years participating in the China Seven Cities Study, a health promotion and smoking prevention study conducted in mainland China in 2003. Logistic regression models were used to explore associations between overweight status, weight perception, specific weight management goals and practices, and current levels of vigorous-intensity physical activity and food consumption. Based on World Health Organization standards for Asian adults, 16.7% of college females were overweight or obese, although 50.8% considered themselves to be "too heavy." Among participants perceiving themselves as overweight (n=458), 69.2% (n=371) were inaccurate and did not meet criteria for overweight or obese. The percentage of participants attempting weight loss was 48.2%, and 33.1% wanted to maintain their current weight. Attempts to lose or maintain weight were related to actual and perceived weight status, but not to increased vigorous-intensity physical activity or fruit and vegetable intake, nor to decreased consumption of sweets, soda, Western fast foods, and fried foods. Only 21.5% of participants desiring weight loss or maintenance reported using a combination of vigorous-intensity physical activity and a reduced-fat and -calorie diet, whereas 20.2% tried extreme methods such as fasting, using diet pills, vomiting, or smoking. Our findings underscore the need to promote healthy weight management practices among Chinese female college students, with an emphasis on diet and
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Moon 101: Introducing Students to Lunar Science and Exploration
Shaner, A. J.; Shipp, S. S.; Allen, J. S.; Kring, D. A.
2011-12-01
Moon 101 is designed with the purpose of familiarizing students with lunar geology and exploration. Armed with guiding questions, students read articles covering various lunar science topics and browse images from past and current lunar missions to familiarize themselves with available lunar data sets. Moon 101 was originally created for high school students preparing to conduct open-inquiry, lunar research. Most high school students' knowledge of lunar science is limited to lunar phases and tides, and their knowledge of lunar exploration is close to non-existent. Moon 101 provides a summary of the state of knowledge of the Moon's formation and evolution, and the exploration that has helped inform the lunar science community. Though designed for high school students, Moon 101 is highly appropriate for the undergraduate classroom, especially at the introductory level where resources for teaching lunar science are scarce. Moon 101 is comprised of two sections covering lunar science (formation and geologic evolution of the Moon) and one section covering lunar exploration. Students read information on the formation and geologic evolution of the Moon from sources such as the Planetary Science Research Discoveries (PSRD) website and the USGS professional paper A Geologic History of the Moon by Wilhelms. While these resources are not peer-reviewed journals, the information is presented at a level more advanced than articles from newspapers and popular science magazines. This ensures that the language is accessible to students who do not have a strong lunar/planetary science background, or a strong science background in general. Formation readings include information on older and current formation hypotheses, including the Giant Impact Hypothesis, the Magma Ocean hypothesis, and the age of the lunar crust. Lunar evolution articles describe ideas such as the Late Heavy Bombardment and geologic processes such as volcanism and impact cratering. After reading the articles
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First year university student engagement using digital curation and career goal setting
Directory of Open Access Journals (Sweden)
Amy Antonio
2015-10-01
Full Text Available The engagement of students is one of the most pressing issues facing higher education in the 21st century. Around the world, participation rates in tertiary education are on the rise and one of the key challenges facing educators is finding ways to engage these students. We present the results of a project that assesses the impact of an engagement strategy in which a cohort of students entering their first year of university (1 establish and maintain a clear goal of their ideal future career and (2 make use of a web-based digital curation tool to research and present their findings. The results demonstrate the effectiveness of the strategy, which could arguably be applied to a broad range of disciplines given that the majority of students today are technologically literate.
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Exploration of the Moon and Asteroids by Secondary Students
Shaner, A. J.; Bakerman, M. N.; Buxner, S.
2016-12-01
Since 2014, the Exploration of the Moon and Asteroids by Secondary Students, or ExMASS, program provides an opportunity for students to participate in authentic scientific research. The ExMASS program is an effort managed by the Center for Lunar Science and Exploration (CLSE). Led by the Lunar and Planetary Institute and Johnson Space Center, CLSE is one of nine teams comprising NASA's Solar System Exploration Research Virtual Institute (SSERVI). Over the course of one academic year, 10 teams of U.S. high school students conduct their own scientific investigations of Earth's Moon, or asteroids, with guidance from a scientist advisor. The program includes two elements: 1) two guided-inquiry introductory research activities that builds student knowledge of current lunar/asteroid science and lunar/asteroid data, and 2) an open-inquiry research project in which the students apply their knowledge to a self-defined project. Because the research is student-driven, it is not necessarily original research; original research is therefore not required. However, one team's research has been published in a professional journal. At the end of the school year, teams submit an abstract and research poster which are scored by a panel a judges. The top four scoring teams gather virtually to give short presentations to the judges. After presentations and time for Q&A, the judges choose one team to present in person at the Exploration Science Forum (ESF). The posters of all finalist schools are displayed at the ESF. The ExMASS program is evaluated by collecting data on changes in students' lunar/asteroid content knowledge, student attitudes toward science and science careers, and student perceptions of the processes of science in which their team participated. Exit surveys for teachers, students, and advisors are also distributed at the end of each program year to gather general feedback about the program and its impact. Results of this data from the first two years of the Ex
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Jacob, Jenna; Edbrooke-Childs, Julian; Holley, Simone; Law, Duncan; Wolpert, Miranda
2016-04-01
This research sought to explore and categorise goals set by children and young people, parents/caregivers and jointly by a combination of children/young people, parents/caregivers and/or clinicians within mental health settings across the United Kingdom. Using a dataset of 441 goals formed at the outset of 180 treatment episodes (2007-2010) from UK child mental health services using the Goal-Based Outcomes tool, a grounded theory approach was taken, which built on previous research into child-rated goals to develop frameworks for parent and joint goal data which were then compared with the child goal data. A total of 19 subthemes and four overarching themes were identified for parent goals. A total of 19 subthemes in five overarching themes were identified for joint goals. These were compared with 25 subthemes and three overarching themes for child goals. A comparison of subthemes between parent, child and joint goals demonstrated many consistencies, but also differences. Most commonly rated goals from children focused on coping with specific difficulties, personal growth and independence. Parent goals focused mainly on managing specific difficulties, parent-specific goals and improving self or life. Jointly negotiated goals focused on parent-specific goals, self-confidence and understanding, hopes for the future and managing specific problems. The results suggest that goals may capture areas not captured by other normed outcome measures. In particular, goals may capture higher order, underlying factors, such as confidence, resilience, coping, and parenting factors that may not be explored by other measures. The differences across perspectives also link to existing literature suggesting a different focus on treatment based on perspectives and highlights the potential importance when jointly agreeing goals of ensuring the voice of the child/young person is heard and included in goal setting. © The Author(s) 2015.
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Urban Elementary Students' Conceptions of Learning Goals for Agricultural Science and Technology
Trexler, Cary J.; Hess, Alexander J.; Hayes, Kathryn N.
2013-01-01
Nationally, both science and agricultural education professional organizations have identified agriculture as a fundamental technology to be studied by students, with the goal of achieving an understanding of the agri-food system necessary for democratic participation. Benchmarks representing the content that K-12 children need to understand about…
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Motivation Matters: Profiling Indigenous and Non-Indigenous Students' Motivational Goals
Magson, Natasha R.; Craven, Rhonda G.; Nelson, Genevieve F.; Yeung, Alexander S.; Bodkin-Andrews, Gawaian H.; McInerney, Dennis M.
2014-01-01
This research explored gender and cross-cultural similarities and differences in the motivational profiles of Indigenous Papua New Guinean (PNG) and Indigenous and non-Indigenous Australians. Secondary students (N = 1,792) completed self-report motivational measures. Invariance testing demonstrated that the Inventory of School Motivation…
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Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis
2018-01-01
To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.
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Koopman, M.; Brok, den P.J.; Beijaard, D.; Teune, P.J.
2011-01-01
The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information
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Embedded promotions in online services: how goal-relevance ambiguity shapes response and affect.
Brasel, S Adam
2010-09-01
Adding promotions to online services is increasingly commonplace, yet consumers may have difficulty determining whether service-embedded promotions are goal-relevant, due to the linear and transactional nature of online services. This contextual effect of goal-relevance ambiguity on promotions is explored across three studies. An exploratory study utilizing actual service websites and a broad range of consumers as participants showed promotional elements in online services generated considerable confusion, and instructions labeling promotions as optional did little to relieve goal-relevance ambiguity. A second study using student participants inserted promotions into an online airline ticket service, a shopping site, a local news blog, and a news headline aggregator, to explore how linear and transactional sites such as online services compared to more exploratory or informational online environments. Results showed that service-embedded promotions enjoyed initial compliance far beyond promotions in traditional websites but also generated increased confusion, frustration, and anger. A third study utilizing student participants explored how varying levels of online service experience created differing responses to promotions in services; novices were less able to judge promotional goal-relevance and experienced more confusion, whereas experienced searchers were more likely to respond with frustration and anger. Many participants complied with promotional offers at the time of the service transaction, but stated intentions to use the promotion postservice were very low. The overall results spotlight goal-relevance ambiguity as an important driver of consumer response to online promotions, and highlight the role website context can play in the processing of online promotional elements. PsycINFO Database Record (c) 2010 APA, all rights reserved.
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How University Students with Reading Difficulties Are Supported in Achieving Their Goals
Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik
2015-01-01
We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…
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Narayanan, Mini; Gafoor, Abdul
Questionnaire survey explored perception, attitude and instructional preferences with respect to gender and nationality in high school students of India and USA, a sample of 1101 Indian and 458 US students. Descriptive Statistics techniques were adopted for analysis. Male and female students in USA were at the high and low ends of the spectrum, respectively, in perception and attitude. Preference on instructional strategies was found to be independent of nationality, exposed strategies, opting science, class size and facilities. Responses from both countries indicate preference for an integrated instructional strategy that has strong teacher involvement in a student-centered framework. A thoughtful and properly designed instructional strategy could provide sufficient elements in modifying students' epistemological beliefs. Understanding the nature and process of physics along with a better learning outcome is usually not possible by administering student-centered or teacher-centered strategies alone in their purest form. This study provides adequate support in obtaining two equally significant but contrasting goals in Physics Education Research, to gain conceptual development with increased interest and attainment in learners, through integration.
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Koopman, M.
2010-01-01
In this study, learning processes of students in competence-based Pre-Vocational Secondary Education (PVSE; in Dutch vmbo) were investigated. The study aimed at describing the relation between goal orientations, information processing strategies and the development of knowledge of these students.
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Deep Learning in Distance Education: Are We Achieving the Goal?
Shearer, Rick L.; Gregg, Andrea; Joo, K. P.
2015-01-01
As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning…
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Barnes, Michelle M.
2013-01-01
This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…
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Gao, Zan; Podlog, Leslie W.; Harrison, Louis
2012-01-01
The purpose of this study was to examine relationships among college students' 2 x 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in…
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Directory of Open Access Journals (Sweden)
Nicolas eSommet
2015-06-01
Full Text Available As compared to continuing-generation students, first-generation students are struggling more at university. In the present article, we question the unconditional nature of such a phenomenon and argue that it depends on structural competition. Indeed, most academic departments use harsh selection procedure all throughout the curriculum, fostering between-student competition. In these departments, first-generation students tend to suffer from a lack of student-institution fit, that is, inconsistencies with the competitive institution's culture, practices, and identity. However, one might contend that in less competitive academic departments continuing-generation students might be the ones experiencing a lack of fit. Using a cross-sectional design, we investigated the consequences of such a context- and category-dependent lack of fit on the endorsement of scholastically adaptive goals. We surveyed N = 378 first- and continuing-generation students from either a more competitive or a less competitive department in their first or final year of bachelor’s study. In the more competitive department, first-to-third year decrease of mastery goals (i.e., the desire to learn was found to be steeper for first- than for continuing-generation students. In the less competitive department, the reversed pattern was found. Moreover, first-to-third year decrease of performance goals (i.e., the desire to outperform others was found to be steeper within the less competitive department but did not depend on social class. This single-site preliminary research highlights the need to take the academic context into account when studying the social class graduation gap.
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Payne, Velma L; Medvedeva, Olga; Legowski, Elizabeth; Castine, Melissa; Tseytlin, Eugene; Jukic, Drazen; Crowley, Rebecca S
2009-11-01
Determine effects of a limited-enforcement intelligent tutoring system in dermatopathology on student errors, goals and solution paths. Determine if limited enforcement in a medical tutoring system inhibits students from learning the optimal and most efficient solution path. Describe the type of deviations from the optimal solution path that occur during tutoring, and how these deviations change over time. Determine if the size of the problem-space (domain scope), has an effect on learning gains when using a tutor with limited enforcement. Analyzed data mined from 44 pathology residents using SlideTutor-a Medical Intelligent Tutoring System in Dermatopathology that teaches histopathologic diagnosis and reporting skills based on commonly used diagnostic algorithms. Two subdomains were included in the study representing sub-algorithms of different sizes and complexities. Effects of the tutoring system on student errors, goal states and solution paths were determined. Students gradually increase the frequency of steps that match the tutoring system's expectation of expert performance. Frequency of errors gradually declines in all categories of error significance. Student performance frequently differs from the tutor-defined optimal path. However, as students continue to be tutored, they approach the optimal solution path. Performance in both subdomains was similar for both errors and goal differences. However, the rate at which students progress toward the optimal solution path differs between the two domains. Tutoring in superficial perivascular dermatitis, the larger and more complex domain was associated with a slower rate of approximation towards the optimal solution path. Students benefit from a limited-enforcement tutoring system that leverages diagnostic algorithms but does not prevent alternative strategies. Even with limited enforcement, students converge toward the optimal solution path.
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Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.
2017-05-01
We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.
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The Impact of Career Exploration upon the Success of Underrepresented Students in Higher Education
Blair, Elaine J.
2012-01-01
Factors that contribute to college student success are multiple. Career exploration as a student success strategy was explored in this study. The purpose of this exploratory mixed-methods study was to explore whether there was a relationship between career exploration and the success of underrepresented students in higher education. Quantitative…
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Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo
2016-01-01
The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879
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Multiple goals, motivation and academic learning.
Valle, Antonio; Cabanach, Ramón G; Núnez, José C; González-Pienda, Julio; Rodríguez, Susana; Piñeiro, Isabel
2003-03-01
The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence
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Park, Soowon; Cho, Seunghee; Lee, Jun-Young
2017-01-01
In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.
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Teacher-student contact : Exploring a basic but complicated concept
Korthagen, Fred A J; Attema-Noordewier, Saskia; Zwart, Rosanne C.
2014-01-01
Contact is fundamental to teacher-student relationships, but empirical studies or theoretical frameworks on teacher-student contact are rare. This article describes a theoretical and empirical exploration aimed at building such a framework. In two studies using classroom observations and interviews
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Catone, William V; Brady, Susan A
2005-06-01
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.
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Touzard, Giselle
2009-01-01
This article describes an in-class activity that helps undergraduate students to understand the effects of their socio-economic position on the formulation, pursuit, and achievement of goals. Social stratification and inequality have an initial impact on the formulation of goals. Through this exercise students will perceive the effects of having a…
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Social Cognitive Predictors of Academic Interests and Goals in South Korean Engineering Students
Kim, Min Sun; Seo, Young Seok
2014-01-01
The purpose of this study was to investigate the applicability of social cognitive career theory (SCCT) in a cross-cultural setting by examining the relationships between the social cognitive variables of South Korean engineering students and their engineering interests and major choice goals across university type and gender. Participants (N =…
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A Post-Intentional Exploration of Agnostic College Students' Experiences
Armstrong, Amanda
2017-01-01
Scholars have adapted college student identity development models to examine and highlight the unique, laborious, and varied experiences of marginalized populations. However, researchers have minimally explored the perspectives of nontheistic and nonreligious college students using poststructural methodologies. I followed a post-intentional…
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Koopman, Maaike; Den Brok, Perry; Beijaard, Douwe; Teune, Peter
2011-01-01
The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n = 719; 14 schools). Students' preferences for certain types of goals and information processing strategies were examined using questionnaires.…
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Lee, Jie Qi; McInerney, Dennis M.; Liem, Gregory Arief D.; Ortiga, Yasmin P.
2010-01-01
This research aimed to study the relationships between students' future goals (FGs) and their immediate achievement goal orientations (AGOs) among 5733 Singaporean secondary school students (M age = 14.18, SD = 1.26; 53% boys). To this end, we hypothesized that the relationships between like valenced FGs and AGOs (both intrinsic or both extrinsic)…
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Academic Self-Handicapping and Achievement Goals: A Further Examination.
Midgley, Carol; Urdan, Tim
2001-01-01
This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.
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Career exploration behavior of Korean medical students
Hyejin An; Seung-Hee Lee
2017-01-01
Purpose This study is to analyze the effects of medical students? social support and career barriers on career exploration behavior mediated by career decision-making self-efficacy. Methods We applied the t-test to investigate the difference among the variables based on gender and admission types. Also, we performed path analysis to verify the effect of perceived career barriers and social support on career exploration behavior with career decision efficacy as a mediator. Results First, we no...
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Achievement goals and perfectionism of high school students
Directory of Open Access Journals (Sweden)
Milojević Milica
2009-01-01
Full Text Available This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP and Test of achievement goals (TCP. The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.
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Roze des Ordons, Amanda L; Lockyer, Jocelyn; Hartwick, Michael; Sarti, Aimee; Ajjawi, Rola
2016-03-21
Postgraduate medical trainees are not well prepared difficult conversations about goals of care with patients and families in the acute care clinical setting. While contextual nuances within the workplace can impact communication, research to date has largely focused on individual communication skills. Our objective was to explore contextual factors that influence conversations between trainees and patients/families about goals of care in the acute care setting. We conducted an exploratory qualitative study involving five focus groups with Internal Medicine trainees (n = 20) and a series of interviews with clinical faculty (n = 11) within a single Canadian centre. Thematic framework analysis was applied to categorize the data and identify themes and subthemes. Challenges and factors enabling goals of care conversations emerged within individual, interpersonal and system dimensions. Challenges included inadequate preparation for these conversations, disconnection between trainees, faculty and patients, policies around documentation, the structure of postgraduate medical education, and resource limitations; these challenges led to missed opportunities, uncertainty and emotional distress. Enabling factors were awareness of the importance of goals of care conversations, support in these discussions, collaboration with colleagues, and educational initiatives enabling skill development; these factors have resulted in learning, appreciation, and an established foundation for future educational initiatives. Contextual factors impact how postgraduate medical trainees communicate with patients/families about goals of care. Attention to individual, interpersonal and system-related factors will be important in designing educational programs that help trainees develop the capacities needed for challenging conversations.
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Valdés-Cuervo, Angel Alberto; Sánchez Escobedo, Pedro Antonio; Valadez-Sierra, María Dolores
2015-01-01
The study compares self-concept, locus of control, and goal orientation characteristics of male and female Mexican high school high-achieving students. Three scales were administered to 220 students; 106 (49%) were males and 114 (51%) females. By means of a discriminant analysis, both groups were compared in relation to the variables such as…
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Directory of Open Access Journals (Sweden)
Alla A. Kizima
2015-01-01
Full Text Available The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.
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Internship training in computer science: Exploring student satisfaction levels.
Jaradat, Ghaith M
2017-08-01
The requirement of employability in the job market prompted universities to conduct internship training as part of their study plans. There is a need to train students on important academic and professional skills related to the workplace with an IT component. This article describes a statistical study that measures satisfaction levels among students in the faculty of Information Technology and Computer Science in Jordan. The objective of this study is to explore factors that influence student satisfaction with regards to enrolling in an internship training program. The study was conducted to gather student perceptions, opinions, preferences and satisfaction levels related to the program. Data were collected via a mixed method survey (surveys and interviews) from student-respondents. The survey collects demographic and background information from students, including their perception of faculty performance in the training poised to prepare them for the job market. Findings from this study show that students expect internship training to improve their professional and personal skills as well as to increase their workplace-related satisfaction. It is concluded that improving the internship training is crucial among the students as it is expected to enrich their experiences, knowledge and skills in the personal and professional life. It is also expected to increase their level of confidence when it comes to exploring their future job opportunities in the Jordanian market. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Tam, Vincent C; Ingledew, Paris-Ann; Berry, Scott; Verma, Sunil; Giuliani, Meredith E
2016-01-01
Studies have shown that there is a deficiency in focused oncology teaching during medical school in Canada. This study aimed to develop oncology education goals and objectives for medical students through consensus of oncology educators from across Canada. In 2014 we created a comprehensive list of oncology education objectives using existing resources. Experts in oncology education and undergraduate medical education from all 17 Canadian medical schools were invited to participate in a 3-round modified Delphi process. In round 1, the participants scored the objectives on a 9-point Likert scale according to the degree to which they agreed an objective should be taught to medical students. Objectives with a mean score of 7.0 or greater were retained, those with a mean score of 1.0-3.9 were excluded, and those with a mean score of 4.0-6.9 were discussed at a round 2 Web meeting. In round 3, the participants voted on inclusion and exclusion of the round 2 objectives. Thirty-four (92%) of the 37 invited oncology educators, representing 14 medical schools, participated in the study. They included oncologists, family physicians, members of undergraduate medical education curriculum committees and a psychologist. Of the 214 objectives reviewed in round 1, 146 received a mean score of 7.0 or greater, and 68 were scored 4.0-6.9; no objective received a mean score below 4.0. Nine new objectives were suggested. The main themes of participants' comments were to minimize the number of objectives and to aim objectives at the knowledge level required for family physicians. In round 2, the participants were able to combine 28 of the objectives with other existing objectives. In round 3, 7 of the 49 objectives received consensus of at least 75% for inclusion. The final Canadian Oncology Goals and Objectives for Medical Students contained 10 goals and 153 objectives. Through a systematic process, we created a comprehensive, consensus-based set of oncology goals and objectives to
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Exploring the Drinking/Driving Behaviors and Attitudes of College Students.
Geller, E. Scott
While there is little research specifically dealing with college students and drunk driving, there is ample evidence of frequent, heavy drinking by students. A series of projects was undertaken to explore college students' drinking behavior and attitudes related to alcohol-impaired driving. These projects included: (1) analysis of behavioral…
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Exploring Language Awareness through Students' Engagement in Language Play
Ahn, So-Yeon
2016-01-01
The present study explores Korean students' demonstration of language awareness through their engagement in language play. Grounded in the understanding of the relationship between language play and an "engagement with language" (EWL) perspective, this ethnographic and discourse analytic study investigates how Korean students aged 11-15…
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Directory of Open Access Journals (Sweden)
Oksana Babenko
2018-01-01
Full Text Available Purpose To investigate the contributions of psychological needs (autonomy, competence, and relatedness and coping strategies (self-compassion, leisure-time exercise, and achievement goals to engagement and exhaustion in Canadian medical students. Methods This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20–29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale–short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. Results The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000 and exhaustion (β= −0.33, P= 0.000. Students who endorsed mastery approach goals (β= 0.21, P= 0.005 and who were more self-compassionate (β= 0.13, P= 0.050 reported greater engagement with their medical studies. Students who were less self-compassionate (β= −0.32, P= 0.000, who exercised less (β= −0.12, P= 0.044, and who endorsed mastery avoidance goals (β= 0.22, P= 0.003 reported greater exhaustion from their studies. Students’ gender (β= 0.18, P= 0.005 and year in medical school (β= −0.18, P= 0.004 were related to engagement, but not to exhaustion. Conclusion Supporting students’ need for competence and raising students’ awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school
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Setting Goals for Achievement in Physical Education Settings
Baghurst, Timothy; Tapps, Tyler; Kensinger, Weston
2015-01-01
Goal setting has been shown to improve student performance, motivation, and task completion in academic settings. Although goal setting is utilized by many education professionals to help students set realistic and proper goals, physical educators may not be using goal setting effectively. Without incorporating all three types of goals and…
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The Impact of Goal Achievement Orientation on Student Technology Usage in the Classroom
McGloin, Rory; McGillicuddy, Kara T.; Christensen, John L.
2017-01-01
The aim of this study was to investigate whether students with differing goal achievement orientations were more likely to engage in on-task or off-task mobile device usage, as well as whether particular devices (specifically, laptops and smartphones) have a positive or negative relationship with specific task usage. The results of this study…
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The Role of Classroom Characteristics for Students' Motivation and Career Exploration
Lazarides, Rebecca; Rohowski, Susanne; Ohlemann, Svenja; Ittel, Angela
2016-01-01
This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students' career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students' intrinsic motivation and their career…
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Ilker, Gokce Erturan; Demirhan, Giyasettin
2013-01-01
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental…
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Students' Self-Identified Long-Term Leadership Development Goals: An Analysis by Gender and Race
Rosch, David M.; Boyd, Barry L.; Duran, Kristina M.
2014-01-01
Leadership development goal statements of 92 undergraduate students enrolled in a multi-year self-directed leadership development program were analyzed using content and thematic analyses to investigate patterns of similarities and differences across gender and race. This qualitative analysis utilized a theoretical framework that approached…
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A Cross-Cultural Analysis of Achievement and Social Goals among Chinese and Filipino Students
King, Ronnel B.; Ganotice, Fraide A.; Watkins, David A.
2014-01-01
We examined how achievement (mastery and performance) and social goals (affiliation, approval, concern, and status) influenced various learning outcomes in two collectivist cultures. Filipino (n = 355) and Hong Kong Chinese (n = 697) secondary students answered the relevant questionnaires. Regression analyses using mastery, performance, and social…
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Phan, Huy Phuong
2009-01-01
Research exploring students' academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self-efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical…
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Loneliness among Students with Special Educational Needs in Mainstream Seventh Grade
Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja
2012-01-01
The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends,
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Directory of Open Access Journals (Sweden)
Wei-Ting Hsu, Hsiu-Hua Li, Yi-Hsiang Pan
2017-09-01
Full Text Available This study aimed to determine whether goal orientations were related to students’ self-reported misbehaviors in physical education and to examine whether the effects were mediated by moral disengagement. A two-study project employing structural equation modeling was conducted with high school students (Study 1, n = 287; Study 2, n = 296. In Study 1, the results showed that mastery-avoidance goals were unable to predict five misbehaviors (i.e., aggressive behavior, low engagement, failure to follow directions, poor self-management, and distracting behavior. Mastery-approach goals negatively predicted low engagement, failure to follow directions, and poor self-management. Performance-approach goals positively predicted aggressive and distracting behaviors, while performance-avoidance goals positively predicted all five misbehaviors. In Study 2, the results indicated that the positive relationships between performance-approach goals and misbehaviors and between performance-avoidance goals and misbehaviors were mediated by moral disengagement. These results are discussed in terms of the model of achievement goals, and implications for physical education are also highlighted.
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Directory of Open Access Journals (Sweden)
Patrick Gaudreau
2016-07-01
Full Text Available This study examined whether the good or bad outcomes associated with mastery-approach (MAP and performance-approach (PAP goals depend on the extent to which they are motivated by autonomous or controlled motivation. A sample of 515 undergraduate students who participated in sport completed measures of achievement goals, motivation of achievement goals, perceived goal attainment, sport satisfaction, and both positive and negative affect. Results of moderated regression analyses revealed that the positive relations of both MAP and PAP goals with perceived goal attainment were stronger for athletes pursuing these goals with high level of autonomous goal motivation. Also, the positive relations between PAP goals and both sport satisfaction and positive affect were stronger at high levels of autonomous goal motivation and controlled goal motivation. The shape of all these significant interactions was consistent with tenets of Self-Determination Theory as controlled goal motivation was negatively associated with positive affect and sport satisfaction and positively associated with negative affect. Overall, these findings demonstrated the importance of considering goal motivation in order to better understand the conditions under which achievement goals are associated with better experiential and performance outcomes in the lives of sport participants.
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Designs of goal-free problems for trigonometry learning
Retnowati, E.; Maulidya, S. R.
2018-03-01
This paper describes the designs of goal-free problems particularly for trigonometry, which may be considered a difficult topic for high school students.Goal-free problem is an instructional design developed based on a Cognitive load theory (CLT). Within the design, instead of asking students to solve a specific goal of a mathematics problem, the instruction is to solve as many Pythagoras as possible. It was assumed that for novice students, goal-free problems encourage students to pay attention more to the given information and the mathematical principles that can be applied to reveal the unknown variables. Hence, students develop more structured knowledge while solving the goal-free problems. The resulted design may be used in regular mathematics classroom with some adjustment on the difficulty level and the allocated lesson time.
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Exploring International Students' Food Choices Using Photovoice Techniques
Corcoran, Nova
2018-01-01
This study aimed to explore international student food choices in a semirural setting using participatory photovoice techniques. Eighteen international students took photographs over 7-10 days of a typical food week and then attended a workshop where they completed three photography display and captioning tasks. Ten themes emerged linked to the…
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Puig Terrón, Miriam; Balagué i Canadell, Jordi; Solé Pla, Joan
2016-01-01
This study has been carried out while The Bologna Process was implemented in the European Higher Education Area (EHEA). One of the main features of TBP is Lifelong Learning (LLL), introduced to improve student learning, by emphasizing the role of feedback. The Goal Setting Theory of Motivation (GST) considers feedback as a mechanism to enhance performance. Starting from this theoretical framework, our objective is to analyse whether, for those students with specific and challenging goals, fee...
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Financial wellness awareness: A step closer to achieve Millennium Development Goals for Pakistan.
Rehman, Rehana; Katpar, Shahjahan; Khan, Rakhshaan; Hussain, Mehwish
2015-01-01
To explore financial wellness (FW) awareness amongst public and private sector medical college students of Karachi. A cross sectional questionnaire based survey was conducted on medical students from 3 public and 5 private sector medical colleges of Karachi from February 2011 to December 2011. All ethnic groups having age range of 18-23 years were included. A questionnaire tailored from wellness wheel evaluated the responses of FW on a four point Likert's scale ranging from 0-3(never, sometimes, mostly, and always). Factor analysis explored common FW factors among both public and private sector medical college (MC) students. Private MC Students were better in terms of making short and long terms financial goals compared to students in public sector. The students of public MC were more focused to make and restricting to given budgets (p=0.05). The FW element of keeping savings in bank account was responded more by private MC candidates (P thrift as well (P bank accounts. They were however deficient in the knowledge of making and restricting themselves to budgets.
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Exploring the extent to which ELT students utilise smartphones for ...
African Journals Online (AJOL)
Zehra
2015-11-09
Nov 9, 2015 ... aimed to explore the extent to which English Language Teaching (ELT) students utilise ... Given the fact that almost all students have a personal smartphone, and use it ..... ears as a disadvantage for smartphones (Kétyi,.
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Making connections: Exploring student agency in a science classroom in India
Sharma, Ajay
India has been a free country for more than half a century now. In this time, the state has succeeded to a large extent in providing universal access to at least elementary education to all the citizens. However, the quality of education provided in state-run schools remains far removed from the ideals endorsed in policy documents. The vast majority of Indian poor, especially in rural areas, depend upon state-run schools for access to education. However, the low quality of education provided in these schools militates against their hopes and efforts for securing a better future through education. Undergirded by concerns over the raw deal students of government run schools get in rural India, this study is an ethnographic exploration of science learning in a rural middle school classroom in India. The study was conducted in the government middle school at the village Rajkheda, in the Hoshangabad district of the state of Madhya Pradesh, India. The study focused on the nature and scope of student participation in a middle school science classroom of rural school in India. Taking a socio-cultural perspective, it explored student participation in science classroom as engagement in a socioculturally mediated dialogue with the natural and the social world. Thus, two parallel yet intersecting themes run through the narrative this study presents. On one hand, it focuses on students' efforts to both learn and survive science as taught in that school. While on the other, it details the nature of their engagement with and knowledge of their immediate material world. The study shows that through active engagement with their local material and social world, students of the 8th grade had acquired an extensive, useful and situated funds of experiential knowledge that enabled them to enact their agency in the material world around them. This knowledge revealed itself differently in different contexts. Their knowledge representations about school science and the material world were
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Career exploration behavior of Korean medical students
Directory of Open Access Journals (Sweden)
Hyejin An
2017-09-01
Full Text Available Purpose This study is to analyze the effects of medical students’ social support and career barriers on career exploration behavior mediated by career decision-making self-efficacy. Methods We applied the t-test to investigate the difference among the variables based on gender and admission types. Also, we performed path analysis to verify the effect of perceived career barriers and social support on career exploration behavior with career decision efficacy as a mediator. Results First, we noted statistically significant gender and admission type difference in social support, career barriers and career exploration behaviors. Second, social support and career barriers were found to influence career exploration behavior as a mediating variable for career decision-making self-efficacy. Conclusion Social support and career barriers as perceived by medical students influenced their career exploration behavior, with their decision-making self-efficacy serving as a full mediator. Therefore, this study has educational implications for career program development and educational training for career decision-making self-efficacy.
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Galassi, John P.; Thornton, Beryl; Sheffield, Anne; Bryan, Michael; Oliver, Joyce
1998-01-01
Goal card sort and ranking task was given to middle school teachers and a sample of sixth- through eighth-grade students to generate data relevant to revising goals of an advisory program. Study categories included advocacy, community, skills, invigoration, academic and administrative. Community and advocacy goals received highest student ranking,…
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Dr. M. Koopman; prof dr Douwe Beijaard; Dr P.J. Teune; P. den Brok
2011-01-01
The purpose of this study was to investigate relations between goal orientations, information processing strategies and development of conceptual knowledge of pre-vocational secondary education students (n=719; 14 schools). Students' preferences for certain types of goals and information processing
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Exploring students' patterns of reasoning
Matloob Haghanikar, Mojgan
As part of a collaborative study of the science preparation of elementary school teachers, we investigated the quality of students' reasoning and explored the relationship between sophistication of reasoning and the degree to which the courses were considered inquiry oriented. To probe students' reasoning, we developed open-ended written content questions with the distinguishing feature of applying recently learned concepts in a new context. We devised a protocol for developing written content questions that provided a common structure for probing and classifying students' sophistication level of reasoning. In designing our protocol, we considered several distinct criteria, and classified students' responses based on their performance for each criterion. First, we classified concepts into three types: Descriptive, Hypothetical, and Theoretical and categorized the abstraction levels of the responses in terms of the types of concepts and the inter-relationship between the concepts. Second, we devised a rubric based on Bloom's revised taxonomy with seven traits (both knowledge types and cognitive processes) and a defined set of criteria to evaluate each trait. Along with analyzing students' reasoning, we visited universities and observed the courses in which the students were enrolled. We used the Reformed Teaching Observation Protocol (RTOP) to rank the courses with respect to characteristics that are valued for the inquiry courses. We conducted logistic regression for a sample of 18courses with about 900 students and reported the results for performing logistic regression to estimate the relationship between traits of reasoning and RTOP score. In addition, we analyzed conceptual structure of students' responses, based on conceptual classification schemes, and clustered students' responses into six categories. We derived regression model, to estimate the relationship between the sophistication of the categories of conceptual structure and RTOP scores. However, the
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2 x 2 Achievement Goals and Achievement Emotions: A Cluster Analysis of Students' Motivation
Jang, Leong Yeok; Liu, Woon Chia
2012-01-01
This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the…
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Exploring the Use of the iPad for Literacy Learning
Hutchison, Amy; Beschorner, Beth; Schmidt-Crawford, Denise
2012-01-01
The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet…
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Exploring the Use of Tablets for Student Teaching Supervision
Johnson, Joseph A.; Wesley, Whitney M.; Yerrick, Randy
2016-01-01
While research on the use of tablets in the field of education is emerging, existing research on the use of this tool for the purposes of student teaching supervision is very limited. This study aimed to explore the application of iPad tablets for student teacher supervision in a teacher preparation program at a large state university in the…
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Exploring student teachers' views of science process skills in their ...
African Journals Online (AJOL)
2016-08-18
Aug 18, 2016 ... The purpose of this study was to explore the views of student teachers with regard to the importance they attach to these skills ... and purpose of practical work in science. .... students learn how to use some piece(s) of scientific.
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Exploring Native American Students' Perceptions of Scientists
Laubach, Timothy A.; Crofford, Geary Don; Marek, Edmund A.
2012-07-01
The purpose of this descriptive study was to explore Native American (NA) students' perceptions of scientists by using the Draw-A-Scientist Test and to determine if differences in these perceptions exist between grade level, gender, and level of cultural tradition. Data were collected for students in Grades 9-12 within a NA grant off-reservation boarding school. A total of 133 NA students were asked to draw a picture of a scientist at work and to provide a written explanation as to what the scientist was doing. A content analysis of the drawings indicated that the level of stereotype differed between all NA subgroups, but analysis of variance revealed that these differences were not significant between groups except for students who practised native cultural tradition at home compared to students who did not practise native cultural tradition at home (p educational and career science, technology, engineering, and mathematics paths in the future. The educational implication is that once initial perceptions are identified, researchers and teachers can provide meaningful experiences to combat the stereotypes.
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The Impact of Within-School Autonomy on Students' Goal Orientations and Engagement with Mathematics
Carmichael, Colin; Muir, Tracey; Callingham, Rosemary
2017-01-01
School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with…
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From goal motivation to goal progress: the mediating role of coping in the Self-Concordance Model.
Gaudreau, Patrick; Carraro, Natasha; Miranda, Dave
2012-01-01
The present studies examined the mediating role of self-regulatory mechanisms in the relationship between goal motivation and goal progress in the Self-Concordance Model. First, a systematic review, using meta-analytical path analysis, supported the mediating role of effort and action planning in the positive association between autonomous goal motivation and goal progress. Second, results from two additional empirical studies, using structural equation modeling, lent credence to the mediating role of coping in the relationship between goal motivation and goal progress of university students. Autonomous goal motivation was positively associated with task-oriented coping, which predicted greater goal progress during midterm exams (Study 1, N=702) and at the end of the semester in a different sample (Study 2, N=167). Controlled goal motivation was associated with greater disengagement-oriented coping (Study 1 and Study 2) and lesser use of task-oriented coping (Study 2), which reduced goal progress. These results held up after controlling for perceived stress (Study 2). Our findings highlight the importance of coping in the "inception-to-attainment" goal process because autonomous goal motivation indirectly rather than directly predicts goal progress of university students through their usage of task-oriented coping.
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Career exploration in Mozambique : exploratory study with secondary students
Ussene, Camilo; Taveira, Maria do Céu
2009-01-01
This article is part of a larger research project on the evaluation of career intervention needs in Mozambique. It consists of an exploratory study of the career exploration process of Mozambican students attending the 12th grade. The results of the construct validity and clustering analyses of the responses to the Career Exploration Survey (CES; Stumpf, Colarelli, & Hartman, 1983) are discussed, in the light of the career exploration theory and empirical research, namely the cognitive-motiva...
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Exploring Nursing Students' Experiences of Learning Using Phenomenography: A Literature Review.
Barry, Sinead; Ward, Louise; Walter, Ruby
2017-10-01
The purpose of this extensive international and national literature review was to explore how phenomenography identifies nursing students' experiences of learning within preregistration (or prelicensure) nursing education. Data were collected utilizing a comprehensive search of electronic databases. Full text, peer-reviewed, and scholarly articles published in English using the search terms phenomengraph*, nurs*, student, education, and learning were reviewed. Two discreet themes emerged exploring students' experiences of learning within preregistration nursing education: (a) Phenomenography was a beneficial method to expose variation in students' understandings of a challenging concept or topic and (b) phenomenography was beneficial to evaluate teaching methods in attempt to improve student learning of challenging and complex concepts. On the basis of these findings, future research utilizing phenomenography within nursing education has potential to uncover variation in students' understandings of mental health, with future consideration of implications to nursing curriculum design and development. [J Nurs Educ. 2017;56(10):591-598.]. Copyright 2017, SLACK Incorporated.
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Teachers' Understanding of Learning Goals
DEFF Research Database (Denmark)
Krog Skott, Charlotte; Slot, Marie Falkesgaard; Carlsen, Dorthe
will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally...
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O'Donnell, Stephanie; Greene, Geoffrey W; Blissmer, Bryan
2014-01-01
To explore the relationship between goal setting and fruit and vegetable (FV) consumption and physical activity (PA) in an intervention for college students. Secondary data analysis of intervention group participants from a 10-week online intervention with complete weekly data (n = 724). Outcomes (cups of FV per day and minutes of PA per week) and goals for both behaviors were reported online each week. Weekly differences between goals and behaviors were calculated, as well as the proportion meeting individual goals and meeting recommendations for behaviors. There were significant (P goal setting on both behaviors and of goal group (tertile of meeting weekly goals) on behavior, as well as meeting recommendations for both behaviors. There was an increase in FV consumption (P Goal setting as part of a Web-based intervention for college students was effective, but results differed for FV and PA. Goal setting for maintaining behavior may need to differ from goal setting for changing behavior. Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
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Predicting Subsequent Task Performance From Goal Motivation and Goal Failure
Directory of Open Access Journals (Sweden)
Laura Catherine Healy
2015-07-01
Full Text Available Recent research has demonstrated that the cognitive processes associated with goal pursuit can continue to interfere with unrelated tasks when a goal is unfulfilled. Drawing from the self-regulation and goal-striving literatures, the present study explored the impact of goal failure on subsequent cognitive and physical task performance. Furthermore, we examined if the autonomous or controlled motivation underpinning goal striving moderates the responses to goal failure. Athletes (75 male, 59 female, Mage = 19.90 years, SDage = 3.50 completed a cycling trial with the goal of covering a given distance in 8 minutes. Prior to the trial, their motivation was primed using a video. During the trial they were provided with manipulated performance feedback, thus creating conditions of goal success or failure. No differences emerged in the responses to goal failure between the primed motivation or performance feedback conditions. We make recommendations for future research into how individuals can deal with failure in goal striving.
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A mixed-methods study exploring student nurses’ understanding of futile CPR
Batty, Emma
2014-01-01
Abstract Background: Futile CPR has the potential to inflict significant, avoidable harms on dying patients. Futile CPR is widely debated in the literature, but there is little research into futile CPR in the context of nursing. There are no published studies exploring student nurses’ understanding of futile CPR. Aim: To explore student nurses’ understanding of futile CPR Methods: A mixed methods study, using questionnaires to establish background data and identify prominent issues. ...
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Sorkkila, M; Aunola, K; Salmela-Aro, K; Tolvanen, A; Ryba, T V
2018-02-17
Student-athletes who strive for success in high-level sports while pursuing upper secondary education may be prone to sport and school burnout. This study examined the co-developmental dynamic of sport and school burnout in Finnish adolescent student-athletes (N time 1 = 391; N time 2 = 373) across the first year of upper secondary school using cross-lagged structural equation modeling (SEM). Furthermore, we used sport and school-related achievement goals as predictors of sport and school burnout, namely sport and school-related exhaustion, cynicism, and feelings of inadequacy. The results showed that burnout dimensions in a particular domain were substantially stable within the same domain during the first year of upper secondary school and that school-related exhaustion at the beginning of upper secondary school predicted sport-related exhaustion at the end of the school year. Mastery goals in sport and school were negatively associated with cynicism and feelings of inadequacy within the same domain. Furthermore, performance goals in school were positively associated with school-related cynicism. The results can be used by healthcare professionals for early prevention of student-athletes' burnout. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Student-Produced Podcasts in Language Learning – Exploring Student Perceptions of Podcast Activities
Directory of Open Access Journals (Sweden)
Birgit Phillips
2017-12-01
Full Text Available Podcasts are a useful tool for developing speaking skills in language acquisition settings, particularly within the context of the emerging Mobile Assisted Language Learning (MALL. While much research has emphasized the effectiveness of teacher-produced podcasts, this study seeks to address the gap in knowledge on student-generated podcasts in language learning. In addition to highlighting some of the main pedagogical considerations of using podcasts in language learning, this paper explores students’ perceptions of podcasts as a learning tool. To this end, this study describes the results of two surveys which were conducted with two different student cohorts over the course of two years. The surveys explored the students’ levels of acceptance and enjoyment of activities in which they had to produce their own podcasts, as well as the perceived learning benefits. The discussion section describes a range of positive learning outcomes and highlights the pedagogical implications of using podcasts in class. The paper concludes with some practical suggestions for the effective use of student-generated podcast activities in the language classroom.
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Student Involvement in Wellness Policies: A Study of Pennsylvania Local Education Agencies
Jomaa, Lamis H.; McDonnell, Elaine; Weirich, Elaine; Hartman, Terryl; Jensen, Leif; Probart, Claudia
2010-01-01
Objective: Explore student-involvement goals in local wellness policies (LWPs) of local education agencies (LEAs) in Pennsylvania (PA) and investigate associations with LEA characteristics. Design: An observational study that helped examine student-involvement goals. Setting: Public PA LEAs. Participants: LWPs submitted by 539 PA public LEAs. Main…
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Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation
Mulyono; Noor, N. L.
2017-04-01
Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.
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Exploring Marine Biodiversity through Inquiry with Primary School Students: A Successful Journey?
Jesus-Leibovitz, Luísa; Faria, Cláudia; Baioa, Ana Margarida; Borges, Rita
2017-01-01
In this work, we present a marine ecology inquiry-based activity, implemented with 164 primary school students. The main goal was to evaluate the activity's impact on students' understanding about biodiversity and scientific procedures. We also aimed to analyse the potential use of personal meaning maps (PMMs) to assess the impact of the activity…
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How Student Game Designers Design Learning into Games
DEFF Research Database (Denmark)
Weitze, Charlotte Lærke
2017-01-01
This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...
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Digital Downsides: Exploring University Students' Negative Engagements with Digital Technology
Selwyn, Neil
2016-01-01
Digital technologies are now an integral feature of university study. As such, academic research has tended to concentrate on the potential of digital technologies to support, extend and even "enhance" student learning. This paper, in contrast, explores the rather more messy realities of students' engagements with digital technology. In…
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Pickford, R
2016-01-01
This paper considers student engagement in the context of a diverse higher education population and explores what institutions can do to impact positively on student engagement. The paper takes as its starting point the goals of higher education and the purposes of student engagement and reflects on the politicisation of student engagement, and the relative positioning of the student and the higher education institution in relation to student engagement. The paper suggests conditions for and ...
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Andriessen, I.; Phalet, K.; Lens, W.
2006-01-01
Background. Cross-cultural research on minority school achievement yields mixed findings on the motivational impact of future goal setting for students from disadvantaged minority groups. Relevant and recent motivational research, integrating Future Time Perspective Theory with Self-Determination
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A Culture of Extrinsically Motivated Students: Chemistry
Orvis, Jessica N.; Sturges, Diana; Tysinger, P. Dawn; Riggins, Keenya; Landge, Shainaz
2018-01-01
Recent research indicates that students are adopting a consumerist approach to education, while data shows that the best academic outcomes are associated with intrinsic motivation. The goal of the study was to explore student academic motivation in an undergraduate Principles of Chemistry I class. The study targeted 432 students enrolled in 9…
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Achievement Goal Profiles among Adolescent Males and Females
Litalien, David; Morin, Alexandre J. S.; McInerney, Dennis M.
2017-01-01
Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple…
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Exploring Poetry through Interactive Computer Programs.
Nimchinsky, Howard; Camp, Jocelyn
The goal of a project was to design, test, and evaluate several computer programs that allow students in introductory literature and poetry courses to explore a poem in detail and, through a dialogue with the program, to develop their own interpretation of it. Computer programs were completed on poems by Robert Frost and W.H. Auden. Both programs…
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Increasing Student Engagement in Online Educational Leadership Courses
Deschaine, Mark E.; Whale, David E.
2017-01-01
Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…
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Froiland, John Mark
2011-01-01
In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived…
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Cohort Profile of The GOALS Study: A Large-scale Research of Physical Activity in Dutch Students
De Groot, Renate; Van Dijk, Martin; Kirschner, Paul A.
2016-01-01
The GOALS study (Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren [Large-scale Research of Activities in Dutch Students]) was set up to investigate possible associations between different forms of physical activity and inactivity with cognitive performance, academic achievement and
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A Physics MOSAIC: Scientific Skills and Explorations for Students
May, S.; Clements, C.; Erickson, P. J.; Rogers, A.
2010-12-01
A 21st century education needs to teach students how to manage information in an ever more digital age. High school students (like all of us) are inundated with information, and informed citizenship increasingly depends on the ability to be a critical consumer of data. In the scientific community, experimental data from remote, high quality systems are becoming increasingly available in real time. The same networks providing data also allow scientists to use the ubiquity of internet access to enlist citizen scientists to help with research. As a means of addressing and leveraging these trends, we describe a classroom unit developed as part of the NSF Research Experience for Teachers (RET) program at MIT Haystack Observatory in the summer of 2010. The unit uses accessible, real-time science data to teach high school physics students about the nature and process of scientific research, with the goal of teaching how to be an informed citizen, regardless of eventual vocation. The opportunity to study the atmosphere provides increased engagement in the classroom, and students have an authentic experience of asking and answering scientific questions when the answer cannot simply be found on the Web. MOSAIC (Mesospheric Ozone System for Atmospheric Investigations in the Classroom) is a relatively inexpensive tool for measuring mesospheric ozone by taking advantage of the sensitivity of commercially produced satellite TV dishes to the 11.072545 GHz rotational transition of ozone. Because the signal from ozone in the lower atmosphere is pressure-broadened, the system is able to isolate the signal from the 1% of Earth’s ozone that comes from the mesosphere. Our teaching unit takes advantage of measurements collected since 2008 from six East Coast observing sites at high schools and colleges. Data are available online within a day of their collection, and an easy to use web interface allows students to track mesospheric ozone in frequency, time of day, or day of year. The
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Metacognitive Enrichment for Community College Students
Wyre, Steven H.
2012-01-01
Recent research was conducted to explore how introducing metacognitive enrichment into courses containing implicit or explicit critical thinking goals would affect the students' personal epistemological maturity. At the beginning of a fall semester at a moderate sized community college in the southeastern United States, 733 students were divided…
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Williams, Brian; Steven, Karen; Sullivan, Frank M
2011-04-01
Goal setting is recommended in UK health policy to make health care more patient-centred, to enhance the likelihood of behaviour change and to improve health outcomes. Patient-centred care is thought to be particularly important in the management of long term conditions such as asthma. We therefore explored and compared the asthma goals of both health professionals and people with asthma within the primary care clinical consultation, and identified the potential barriers to achieving shared goals and more patient-centred care provision. We conducted a qualitative study based on semi-structured interviews with 15 people with asthma, 7 general practitioners and 6 primary care asthma nurses from Tayside, UK. The data were analysed using the 'Framework' methodology. Four potential barriers to the identification of goals were located. The first stemmed from the status and nature of patients' goals, while the remaining three related to the beliefs and practices of health professionals. These findings are discussed in relation to relevant sociological literature around the potential tensions between lay and professional knowledge, and also tensions in the relationship between knowledge and values. We conclude that barriers need to be recognised and addressed where possible before the achievement of shared asthma goals can become common practice. In particular, health professionals may require training in how to elicit goals with patients and how to differentiate between end states and goals that are in fact assumed to mediate the achievement of such desired end states. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Exploring the cultural competence of undergraduate nursing students in Saudi Arabia.
Halabi, Jehad O; de Beer, Jennifer
2018-03-01
To explore the cultural competence of undergraduate nursing students at a college of nursing, Saudi Arabia. A descriptive exploratory design was used to explore the Saudi undergraduate nursing students' level of cultural competency. The convenience sample included 205 nursing students affiliated with a college of nursing at a health science university in Jeddah, Saudi Arabia. Data was collected using the Inventory for Assessing the Process of Cultural Competence-Revised (IAPCC-R) consisting of 25 items. The tool reported acceptable reliability of Cronbach alpha 0.89. The majority of students were culturally aware and dealt with people from different cultures. One-third preferred to have training on culture over a period of time. Half the students preferred studying a special course related to working with people from different cultures. Cultural desire reported the highest mean while cultural knowledge scored the lowest among the cultural competence subscales despite students being exposed to some cultural knowledge content in their training. Implementing the guidelines for culturally competent care assure covering all aspects of care with consideration of cultural heritage as a main concept. Comparative study of nurses' and students' perception is further recommended. Copyright © 2017 Elsevier Ltd. All rights reserved.
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Turney, D.; Grigsby, B.; Murchie, S. L.; Buczkowski, D.; Seelos, K. D.; Nair, H.; McGovern, A.; Morgan, F.; Viviano, C. E.; Goudge, T. A.; Thompson, D.
2013-12-01
The Mars Exploration Student Data Teams (MESDT) immerses diverse teams of high school and undergraduate students in an authentic research Science, Technology, Engineering and Mathematics (STEM) based experience and allows students to be direct participants in the scientific process by working with scientists to analyze data sets from NASA's Mars program, specifically from the CRISM instrument. MESDT was created by Arizona State University's Mars Education Program, and is funded through NASA's Compact Reconnaissance Imaging Spectrometer for Mars or CRISM, an instrument onboard the Mars Reconnaissance Orbiter (MRO). Students work with teacher mentors and CRISM team members to analyze data, develop hypotheses, conduct research, submit proposals, critique and revise work. All students begin the program with basic Mars curriculum lessons developed by the MESDT education team. This foundation enables the program to be inclusive of all students. Teachers have reported that populations of students with diverse academic needs and abilities have been successful in this program. The use of technology in the classroom allows the MESDT program to successfully reach a nationwide audience and funding provided by NASA's CRISM instrument allows students to participate free of charge. Recent changes to the program incorporate a partnership with United States Geological Survey (USGS) and a CRISM sponsored competitive scholarship for two teams of students to present their work at the annual USGS Planetary Mappers Meeting. Returning MESDT teachers have attributed an increase in student enrollment and interest to this scholarship opportunity. The 2013 USGS Planetary Mappers Meeting was held in Washington DC which provided an opportunity for the students to meet with their Senators at the US Capitol to explain the science work they had done throughout the year as well as the impact that the program had had on their goals for the future. This opportunity extended to the students by the
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Goal Setting as Teacher Development Practice
Camp, Heather
2017-01-01
This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…
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Hanley, Terry; Ersahin, Zehra; Sefi, Aaron; Hebron, Judith
2017-01-01
Online counselling is increasingly being used as an alternative to face-to-face student counselling. Using an exploratory mixed methods design, this project investigated the practice by examining the types of therapeutic goals that 11- to 25-year-olds identify online in routine practice. These goals were then compared to goals identified in…
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Directory of Open Access Journals (Sweden)
Ramona Meraz Lewis
2016-11-01
Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of
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Food-safety educational goals for dietetics and hospitality students.
Scheule, B
2000-08-01
To identify food-safety educational goals for dietetics and hospitality management students. Written questionnaires were used to identify educational goals and the most important food safety competencies for entry-level dietitians and foodservice managers. The sample included all directors of didactic programs in dietetics approved by the American Dietetic Association and baccalaureate-degree hospitality programs with membership in the Council on Hotel, Restaurant, and Institutional Education. Fifty-one percent of the directors responded. Descriptive statistics were calculated. chi 2 analysis and independent t tests were used to compare educators' responses for discrete and continuous variables, respectively. Exploratory factor analysis grouped statements about food safety competence. Internal consistency of factors was measured using Cronbach alpha. Thirty-four percent of dietetics programs and 70% of hospitality programs required or offered food safety certification. Dietetics educators reported multiple courses with food safety information, whereas hospitality educators identified 1 or 2 courses. In general, the educators rated food-safety competencies as very important or essential. Concepts related to Hazard Analysis and Critical Control Points (HAACP), irradiation, and pasteurization were rated less highly, compared with other items. Competencies related to reasons for outbreaks of foodborne illness were rated as most important. Food safety certification of dietitians and an increased emphasis on HAACP at the undergraduate level or during the practice component are suggested. Research is recommended to assess the level of food-safety competence expected by employers of entry-level dietitians and foodservice managers.
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A career exploration assignment for first-year pharmacy students.
Sholy, Lydia; Zeenny, Rony
2013-11-12
To develop, implement, and assess student-learning outcomes from an assignment designed to expose first-year pharmacy students (P1) to a wide range of pharmacy career pathways. Students enrolled in a required Pharmacy Practice and Ethics course at the Lebanese American University chose 1 pharmacist career to investigate from a suggested list of 28 career pathways. Students completed a literature review on the selected career, interviewed a pharmacist practicing that career path in Lebanon, wrote a paper, and prepared and delivered a summary presentation to their classmates about the career pathway. Students peer evaluated their classmates after each presentation. More than 85% of the students scored ≥70% on the assignment based on their achievement of student learning outcomes. Responses on an anonymous questionnaire showed that more than 94.6% of students were satisfied with the extent to which the course allowed them to meet the established learning outcomes. A career exploration assignment provided pharmacy students with an opportunity to widen their knowledge and understanding of the different career pathways that are available for them.
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Making Learning Meaningful: Engaging Students in Ways That Matter to Them
Kuh, George D.
2016-01-01
Among the better predictors of persistence is goal realization, the ability of a student to articulate in their own words why they are in college and what they intend to do with their education. This chapter explores the importance of goal realization to student success and the kinds of policies and practices that when enacted well can help…
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Henningsen, Mary Lynn Miller; Valde, Kathleen S.; Russell, Gregory A.; Russell, Gregory R.
2011-01-01
The goals-plans-actions model and the theory of planned behavior were used to predict what lead to students having a conversation about a disappointing grade with a faculty member. Participants (N = 130) completed two surveys. In the first survey, participants completed measures of primary and secondary goals, planning, decision to engage,…
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Campen, Darrin
2010-01-01
The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A 4 X 5 correlational model was utilized to examine the relationship between four different achievement goals as measured by scores on the…
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Byars-Winston, Angela; Estrada, Yannine; Howard, Christina; Davis, Dalelia; Zalapa, Juan
2010-04-01
This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/science outcome expectations), along with the influence of ethnic variables (ethnic identity, other-group orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions.
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Adachi, Tomoko
2008-04-01
This questionnaire study investigated career consciousness among 348 Japanese female freshman and sophomore college students. Variables included career consciousness (belief in the idea of a best-fit vocation, passivity, and giving priority to personal interests), vocational motives (self-improvement, interpersonal, status), as well as career decision-making self-efficacy (self-appraisal, gathering occupational information) and career exploration (self and environmental exploration). The results of causal analyses showed that the belief in the idea of a best-fit vocation and passivity had effects on all three vocational motives, but giving priority to personal interests had an effect only on motivation for self-improvement. Analysis of covariance (ANCOVA) models were constructed with career exploration as dependent variables, career consciousness as fixed factors, and career decision-making self-efficacy as covariates. The results of the analyses showed that students who had high career decision-making self-efficacy engaged in both self exploration and environmental exploration activities with a higher frequency. Students with a greater passive tendency toward their career engaged in both self and environmental exploration with a lower frequency. Belief in the idea of a best-fit vocation was associated only with differences in frequency of self exploration. Giving priority to personal interests did not produce differences in career exploration activities.
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Directory of Open Access Journals (Sweden)
Cristina Garcia-Romero
2015-09-01
Full Text Available Youth affiliation to physical activity and their active implication in sport throughout life, are two of the main objectives in Physical Education. In this research we examine the relationship between the achievement goals and the perceived competence in Physical Education since the recent theoretical framework of 3x2 achievement goals. The sample comprised 205 (113 boys and 92 girls, aged 12 and 18 years (M =14,02; SD = 1,70, all of them belonging to two Secondary School in the North of Spain. These students completed the 3x2 Achievement Goal Questionnaire (CML3x2-EF and the perceived competence subscale factor included in the Basic Psychological Needs in Exercise Scale (BPNES, also adapted to Physical Education. We performed descriptive analysis (M and DT, Cronbach alphas and linear regression analysis by stepwise. The results showed a positive correlation between the six goals of achievement and the perceived competence, being particularly high value of approach-task and approach-self. The three approach goals (approach-task, approach-self, approach-other significantly predicted the perceived competence (ß = 0,43; 0,18; 0,20, respectively.
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Chew, B H; Lee, P Y; Ismail, I Z
2014-01-01
Personal mission in life can determine the motivation, happiness, career advancement and fulfilment in life of the medical students (MSs) along with improvement in professional/clinical performance of the family physicians. This study explored the personal beliefs, values and goals in the lives of MSs and general practitioners (GPs). Fourth-year MSs at the Universiti Putra Malaysia and GPs who participated in a 2-hour session on 'Ethics in Family Medicine' in 2012 were invited. All the participants submitted the post-session written reflections about their personal missions in life. The written reflections were analysed using thematic analysis. A total of 87 MSs and 31 GPs submitted their written reflections. The authors identified 17 categories from the reflections contained by four themes-good vs. smart doctor, professional improvement vs. self-improvement, self-fulfilment and expressed motivation. The most common categories were "to be a good doctor" (97/330) and "professional improvement" (65/330). Many MSs had expressed motivation and wanted to be a smart doctor as compared to the GPs, whereas a larger number of GPs wished to have a fulfilled life and be a good doctor through professional improvement. The difference between the two student groups might indicate different levels of maturity and life experiences. Medical teachers should engage students more effectively in orientating them towards the essential values needed in medical practice.
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Exploring student teachers' perceptions of the influence of ...
African Journals Online (AJOL)
Rapid global technological developments have affected all facets of life, including the teaching and learning of mathematics. This qualitative study was designed to identify the ways in which technology was used and to explore the nature of this use by a group of 52 mathematics student teachers. The participants were ...
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Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms
Allison, Elizabeth Rowland
This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify
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Teleconsultation With A Developing Country: Student Reported Outcomes Of Learning
Foti, Megan K.; Eleazar, Crystal; Furphy, Kimberly A.
2014-01-01
This qualitative study explored the benefits of implementing (international) teleconsultation in a Master of Science in Occupational Therapy (MSOT) curriculum. Twenty-one students provided supervised teleconsultative services to individuals with disabilities in Guatemala and were responsible for completing assessments, setting goals, and providing resources to address goals and improve quality of life. Data were collected through student presentations and coded for relevant themes. Analysis ...
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Science Alive!: Connecting with Elementary Students through Science Exploration
Directory of Open Access Journals (Sweden)
Aarti Raja
2016-05-01
Full Text Available A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.
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Science Alive!: Connecting with Elementary Students through Science Exploration.
Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin
2016-05-01
A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.
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Cohort Profile of the Goals Study: A Large-Scale Research of Physical Activity in Dutch Students
de Groot, Renate H. M.; van Dijk, Martin L.; Kirschner, Paul A.
2015-01-01
The GOALS study (Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren [Large-scale Research of Activities in Dutch Students]) was set up to investigate possible associations between different forms of physical activity and inactivity with cognitive performance, academic achievement and mental well-being. It was conducted at a…
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Exploring the Climate for Overweight and Obese Students in a Student Health Setting
Pedersen, Peggy J.; Ketcham, Patricia L.
2009-01-01
Attitudes and beliefs of health care providers, in conjunction with a nonthreatening physical environment, are important components in establishing a constructive and supportive climate for care of overweight and obese students. Objective: The authors explored providers' attitudes about obesity and assessed the physical environment in a student…
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Simulated Job Samples: A Student-Centered Approach to Vocational Exploration and Evaluation.
Richter-Stein, Caryn; Stodden, Robert A.
1981-01-01
Incorporating simulated job samples into the junior high school curriculum can provide vocational exploration opportunities as well as assessment data on special needs students. Students can participate as active learners and decision makers. (CL)
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INVESTIGATING SELF-REGULATED LEARNING HABITS OF DISTANCE EDUCATION STUDENTS
Ozkan Kirmizi
2013-01-01
This study aims at exploring self-regulated learning habits of distance education students. Self-regulation can be defined as a process where learners take the initiative, with or without the guidance of others, in identifying their own needs, formulating goals, exploring resources, focusing on appropriate learning strategies, and evaluating learning outcomes. This study investigates self-regulated learning in terms of goal setting, environment structuring, time management, help seeking, self...
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Exploring Plagiarism into Perspectives of Indonesian Academics and Students
Directory of Open Access Journals (Sweden)
Rina Agustina
2017-08-01
Full Text Available Plagiarism has been done by students from around the globes. There has been a heated discussion of finding reasons why plagiarism occurred in academic world and Eastern students in particular. This research wants to explore how actually students perceive plagiarism in their academic writing as well as how lecturers coped with plagiarism in the students’ assignments. The research participants were taken from 2 different majors, 32 English Education students and 10 Psychology students as well as 5 lecturers from English Education Department and 3 lecturers from Psychology Faculty in one of private universities in Central Java Province, Indonesia. Questionnaires were distributed to those respondents and also interviews were conducted to several lecturers and students. The results of questionnaire and interview showed that both students and lecturers knew and understand the essence of plagiarism, however, students admitted that they still plagiarised in their assignment. Lecturers, on the other hand, revealed that they could figure out when students plagiarised others’ works. However, it was limited to crossing over assignments between students. In other words, detecting plagiarism was done manually and restricted to students’ written works only. In conclusion, despite comprehending the meaning of plagiarism, student still plagiarised since there was not any real action from lecturers to encounter it.
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Exploring student teachers' perceptions of the influence of ...
African Journals Online (AJOL)
user
2015-11-11
Nov 11, 2015 ... This qualitative study was designed to identify the ways in which technology was used and to explore the nature of ... The use of technology requires research and careful planning in order for it to .... Methodology .... teaching by the student teachers, the social inter- ..... and quantitative approaches (7th ed).
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Unpacking the Value of Writing: Exploring College Students' Perceptions of Writing
Zumbrunn, Sharon; Carter, Yvette M.; Conklin, Sarah
2014-01-01
This study explored college students' beliefs about the value of writing, their past experiences with writing, and the relationship between students' prior experiences with writing and writing value beliefs. One hundred fourteen undergraduates from a public Southeastern university participated in the study. Using expectancy-value theory as a…
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Ding, Ning; Lin, Wei
2013-01-01
More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students'…
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Directory of Open Access Journals (Sweden)
Anastasia Kitsantas
2009-10-01
Full Text Available The present study examined the predictiveness of self-regulated learning strategies and goal orientation of elementary students’ academic achievement. Eighty one (n = 81 fifth graders were asked to respond to two scales. It was hypothesized that student achievement would be predicted by prior achievement, use of self-regulation strategies, and goal orientation. Results showed that prior achievement and use of self-regulation strategies accounted for a significant amount of variance in students’ academic achievement. Overall, goal orientation was not a significant predictor of students’ outcomes measures across different subject areas. Areas for future research are explored and implications for school personnel are provided.
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Scheidel, Sarah
2016-01-01
The purpose of this sequential mixed-methods study was to explore senior student affairs officers' reports of joint intra-institutional efforts within the past three years to achieve the common goal of supporting the academic and personal success of college students with mental illness. The 20 factors identified by Mattessich, Murray-Close, and…
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Exploring Student Perceptions of Audiovisual Feedback via Screencasting in Online Courses
Mathieson, Kathleen
2012-01-01
Using Moore's (1993) theory of transactional distance as a framework, this action research study explored students' perceptions of audiovisual feedback provided via screencasting as a supplement to text-only feedback. A crossover design was employed to ensure that all students experienced both text-only and text-plus-audiovisual feedback and to…
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McAuliffe, C.; Ledley, T.; Dahlman, L.; Haddad, N.
2007-12-01
One of the challenges faced by Earth science teachers, particularly in K-12 settings, is that of connecting scientific research to classroom experiences. Helping teachers and students analyze Web-based scientific data is one way to bring scientific research to the classroom. The Earth Exploration Toolbook (EET) was developed as an online resource to accomplish precisely that. The EET consists of chapters containing step-by-step instructions for accessing Web-based scientific data and for using a software analysis tool to explore issues or concepts in science, technology, and mathematics. For example, in one EET chapter, users download Earthquake data from the USGS and bring it into a geographic information system (GIS), analyzing factors affecting the distribution of earthquakes. The goal of the EET Workshops project is to provide professional development that enables teachers to incorporate Web-based scientific data and analysis tools in ways that meet their curricular needs. In the EET Workshops project, Earth science teachers participate in a pair of workshops that are conducted in a combined teleconference and Web-conference format. In the first workshop, the EET Data Analysis Workshop, participants are introduced to the National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE). They also walk through an Earth Exploration Toolbook (EET) chapter and discuss ways to use Earth science datasets and tools with their students. In a follow-up second workshop, the EET Implementation Workshop, teachers share how they used these materials in the classroom by describing the projects and activities that they carried out with students. The EET Workshops project offers unique and effective professional development. Participants work at their own Internet-connected computers, and dial into a toll-free group teleconference for step-by-step facilitation and interaction. They also receive support via Elluminate, a Web
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Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis
Hsieh, Wen-Min; Tsai, Chin-Chung
2017-01-01
This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence…
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EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES
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Aunurrahman Aunurrahman
2017-05-01
Full Text Available For tertiary English as a Foreign Language (EFL students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014. The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.
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Jeong, In Ju; Kim, Soo Jin
2017-04-01
The purpose of this study was to examine the effects of a group counseling program based on goal attainment theory on self-esteem, interpersonal relationships, and school adjustment of middle school students with emotional and behavioral problems. Forty-four middle school students with emotional and behavioral problems (22 in the experimental group and 22 in the control group) from G city participated in this study. Data were collected from July 30 to September 24, 2015. The experimental group received the 8-session program, scheduled once a week, with each session lasting 45 minutes. Outcome variables included self-esteem, interpersonal relationship, and school adjustment. There were significant increases for self-esteem (t=3.69, p=.001), interpersonal relationship (t=8.88, pgroup compared to the control group. These results indicate that the group counseling program based on goal attainment theory is very effective in increasing self-esteem, interpersonal relationship, and school adjustment for middle school students with emotional and behavioral problems. Therefore, it is recommended that the group counseling program based on goal attainment theory be used as an effective psychiatric nursing intervention for mental health promotion and the prevention of mental illness in adolescents. © 2017 Korean Society of Nursing Science
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Addiction Studies: Exploring Students' Attitudes toward Research in a Graduate Program
James, Raven; Simons, Lori
2011-01-01
An exploratory study was conducted to compare addiction studies and community counseling students' attitudes toward research. A survey of 66 addiction studies and 17 community counseling students in graduate programs was used to explore interest and self-efficacy in research and the research training environment. A pre/post test design was used to…
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Exploring Gender through Education Abroad Programs: A Graduate Student Case Study
Squire, Dian D.; Williams, Terry E.; Cartwright, Matthew; Jourian, T. J.; Monter, Marie; Weatherford, Amy
2015-01-01
This case study explores how graduate students who attended a short-term education abroad program understood gender as a result of participation in the trip. Findings reveal that students' understandings of gender are influenced by in and out of class contexts. Implications for faculty and education abroad practitioners are shared to deepen and…
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Exploring Erasmus student mobility in Ukraine: A case study
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Yevhen Baranchenko
2016-04-01
Full Text Available In the context of increasing interest in the internationalisation of education, the Erasmus programme of student mobility led by the European Commission is perceived as a highly desirable by many stakeholders. Despite the high demand emanating from Ukrainian students for Erasmus programme participation, the inward student mobility of EU nationals to Ukraine remains exceptionally low at the undergraduate level. The main aim of the current study is to explore the inward Erasmus student mobility mechanism in Ukraine through application of the single case study approach. The data were collected through participant observation, two rounds of interviews and the analysis of the participant diary. The research outcomes shed light on how the inward Erasmus student mobility programme in Ukraine can be arranged more effectively. We identified four broad areas by means of thematic analysis, which includes transparency of the process; communication; living conditions; learning process and facilities.
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Exploring Dominant Types of Explanations Built by General Chemistry Students
Talanquer, Vicente
2010-01-01
The central goal of our study was to explore the nature of the explanations generated by science and engineering majors with basic training in chemistry to account for the colligative properties of solutions. The work was motivated by our broader interest in the characterisation of the dominant types of explanations that science college students…
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How Does Students’ Sense of Self-Worth Influence Their Goal Orientation in Mathematics Achievement?
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Gulseren Sekreter
2017-12-01
Full Text Available In learning mathematics, students are naturally motivated to protect their self-worth by maintaining a belief that they are competent in this area. However, there is an important question which educators have to answer: “Why do students often confuse ability with worth?” The most important reason is that in our society students are widely considered to be worthy according to their ability to achieve in the given tasks in mathematics. Irrespective the contributions of the Multiple Intelligence Theory of intelligence in education, unfortunately mathematics is still regarded as predicting students’ overall ability to learn. Educators should realize that the need in order to protect self-worth arises primarily from fear of failure. Therefore, if this fear of failure is strong, some students will not try and gradually they will produce failure- avoiding strategies to avoid certain tasks in order not to look bad or receive negative assessments from others to protect his/her self-worth. It is important to make sure that the performance goals do not promote failure-avoidance (performance-avoidance-oriented behavior, such as avoiding unfavorable judgments of capabilities and looking incompetent when the student encounters greater challenges. The main purpose of this qualitative study, therefore, is to explore students’ achievement goal motivation, their self-worth and how these motivational factors impact their learning goals in mathematics. This study hypothesizes that self- worth protection in math has also been considered from a performance-avoidance goal viewpoint.This study emphasizes that educators, who consider true self-worth as the student’s inherent value, should avoid comparing their students’ ability, capability relative to others as well as students’ academic performance and outcomes with others in class context.
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The millennium development goals and road traffic injuries: exploring the linkages in South Asia.
Hyder, Adnan A; Ghaffar, Abdul
2004-12-01
In a major summit of the members of the United Nations (UN) in 2000, a Millennium Declaration was adopted which called for making the elimination of poverty and promotion of sustainable development a global priority. A road map was agreed upon to operationalize the declaration, and the Millennium Development Goals (MDG) were integrated within the document. The MDGs are now increasingly being used to assess the performance of countries, institutions and the global community. WHO declares that the MDGs provide "a set of outcomes that are relevant to the development of national health policy frameworks". It also states that although MDGs do not cover all the components of public health, when broadly interpreted "the goals provide an opportunity to address important cross-cutting issues and key constraints to health". Consistent with WHO's call for a broad interpretation of the MDGs, and building on the health linkages identified by WHO, this paper explores the linkages between the MDGs and the impact of road traffic injuries (RTI). This is done in the context of South Asia, one of the poorest and populated regions of the developing world.
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Wang, Ling; Ertmer, Peggy A.
This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned…
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Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations
Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin
2015-01-01
A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…
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The Influence of Goal Setting on Exercise Adherence.
Cobb, Lawrence E.; Stone, William J.; Anonsen, Lori J.; Klein, Diane A.
2000-01-01
Assessed the influence of fitness- and health-related goal setting on exercise adherence. Students in a college fitness program participated in goal setting, reading, or control groups. No significant differences in exercise adherence were found. Students enrolled for letter grades had more fitness center visits and hours of activity than students…
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Putwain, David W.; Sander, Paul
2016-01-01
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at…
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Exploring Different Patterns of Love Attitudes among Chinese College Students.
Zeng, Xianglong; Pan, Yiqin; Zhou, Han; Yu, Shi; Liu, Xiangping
2016-01-01
Individual differences in love attitudes and the relationship between love attitudes and other variables in Asian culture lack in-depth exploration. This study conducted cluster analysis with data regarding love attitudes obtained from 389 college students in mainland China. The result of cluster analysis based on love-attitude scales distinguished four types of students: game players, rational lovers, emotional lovers, and absence lovers. These four groups of students showed significant differences in sexual attitudes and personality traits of deliberation and dutifulness but not self-discipline. The study's implications for future studies on love attitudes in certain cultural groups were also discussed.
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Are You Teaching Your Students about Stem Cells?
Concannon, James; Brown, Patrick L.; Brandt, Trisha
2009-01-01
This activity targets students' misconceptions about embryonic and adult stem cells while also addressing an important grades 9-12 science content standard. The authors designed the activity to provide students an opportunity to explore differences between embryonic and adult stem cells prior to formal explanation. The overarching goal of this…
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Scammell, Janet; Tait, Desiree; White, Sara; Tait, Michael
2017-10-01
This study uses a lifeworld perspective to explore beginning students' values about nursing. Internationally, increasing care demand, a focus on targets and evidence of dehumanized care cultures have resulted in scrutiny of practitioner values. In England, selection policy dictates that prospective nursing students demonstrate person-centred values and care work experience. However, there is limited recent evidence exploring values at programme commencement or the effect of care experience on values. Mixed method study. A total of 161 undergraduate nursing students were recruited in 2013 from one English university. Thematic content analysis and frequency distribution to reveal descriptive statistics were used. Statistical analysis indicated that most of the values identified in student responses were not significantly affected by paid care experience. Five themes were identified: How I want care to be; Making a difference; The value of learning; Perceived characteristics of a nurse; and Respecting our humanity. Students readily drew on their experience of living to identify person-centred values about nursing.
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Karayiannis, Georgios
2015-01-01
The purpose of this study is to explore consumers’ descriptions of rewarding self-gift behaviour during the entire consumption process, including the motivations and emotions involved and how these encourage towards the achievement of personal oriented goals. The study specifically focuses on luxury self-gifts and attempts to incorporate desires and the cycle of desire with self-gift giving. In doing so, the study adopts an interpretive approach, consistent with the author’s philosophical ass...
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Musa, Alice K. J.; Dauda, Bala; Umar, Mohammad A.
2016-01-01
The paper investigated gender difference in achievement goals and performance in English Language and Mathematics of senior secondary schools students in Borno State, Nigeria. The study specifically sought to determine gender differences in students' academic performances in English Language, Mathematics and overall academic performance as well as…
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Differentiating Performance Approach Goals and Their Unique Effects
Edwards, Ordene V.
2014-01-01
The study differentiates between two types of performance approach goals (competence demonstration performance approach goal and normative performance approach goal) by examining their unique effects on self-efficacy, interest, and fear of failure. Seventy-nine students completed questionnaires that measure performance approach goals,…
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Jorgensen, Mary; Havel, Alice; Fichten, Catherine; King, Laura; Marcil, Evelyne; Lussier, Alex; Budd, Jillian; Vitouchanskaia, Cristina
2018-01-01
Our goal was to explore the technology related pedagogical practices of college professors deemed by their students to be excellent in using technology in their teaching. We explored the views of 114 community/junior college professors who were nominated by their students as excellent in using technology in their teaching using both questionnaires…
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CATE 2016 Indonesia: Science goals and student training for 2017
Penn, M. J.; McKay, M. A.; Kovac, S. A.; Jensen, L.; Hare, H. S.; Mitchell, A. M.; Bosh, R.; Watson, Z.; Baer, R.; Pierce, M.; Gelderman, R.; Walter, D. K.
2016-12-01
The Citizen Continental-America Telescopic Eclipse (CATE) Experiment for 2017 is being developed at the National Solar Observatory in partnership with universities, schools, astronomy clubs, and corporations. The CATE experiment will use more than 60 identical telescopes equipped with digital cameras from Oregon to South Carolina to image the solar corona. The project will then splice these images together to show the corona during a 90-minute period, revealing for the first time the plasma dynamics of the inner solar corona. The goals for the CATE experiment range from providing an authentic STEM research experience for students and lifelong learners, to making state-of-the-art solar coronal observations of the plasma dynamics of coronal polar plumes, to increasing the US scientific literacy. Private funds are being raised for the CATE equipment, and so the telescopes will stay with the volunteers after the eclipse and be used in follow-on citizen science astronomy projects. The 2017 eclipse will be viewed by hundreds of millions of people. Four sets of undergraduate students in the path of the 2017 eclipse have become local experts for the eclipse and trainers for the CATE volunteers. These students traveled to the 2016 March eclipse in Indonesia and collected observations with prototype CATE telescopes; science results from these 2016 observations will be discussed. Training videos for use in 2017 were developed and tested on volunteers. Finally several high school groups along the path of totality have been engaged in the CATE project and will participate in the eclipse data collection. This work was supported by the NSO "Training for the 2017 Citizen CATE Experiment" funded by NASA (NASA NNX16AB92A). The National Solar Observatory is operated by the Association of Universities for Research in Astronomy, Inc. (AURA) under cooperative agreement with the NSF.
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Exploring Uyghur University Students' Identities Constructed through Multilingual Practices in China
Guo, Xiaoyan; Gu, Mingyue
2018-01-01
This article explores how a cohort of tertiary-level Uyghur students contested and negotiated their identities through multilingual practices in the receiving community. Drawing upon interview data from fieldwork, this study indicates that these students experienced essentialist understandings and negative views in the host society. Participants…
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Alienated and Disaffected Students: Exploring the Civic Capacity of "Outsiders" in Asian Societies
Kuang, Xiaoxue; Kennedy, Kerry John
2018-01-01
As an important group of students, the alienated and disaffected students are often overlooked in more general studies of civic education. Based on data from the International Civics and Citizenship Education Study (ICCS 2009), the study investigated alienated and disaffected students in Asia and explored the development of their civic attitudes.…
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Using Photo-Elicitation with Native American Students to Explore Perceptions of the Physical Library
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Karen Neurohr
2016-04-01
Full Text Available Abstract Objective – This research project explored Native American students’ perceptions of the Edmon Low Library at Oklahoma State University (OSU. The study sought to understand how Native American students perceived the role of the academic library in their lives, and which elements of the library students depicted and described as holding meaning for them. Methods – Photo-elicitation, a form of visual research and a participatory research method, was the primary method chosen to explore students’ perceptions of the library. To qualify for this study, students self-identified as Native American and as frequent library users. They also had completed three or more semesters of study at OSU. Five students followed a photo prompt for taking at least fifteen pictures of the library, then participated in two separate interviews with the primary researcher. Participants also completed a demographic/questionnaire form, answered semi-structured questions, and ranked the photos they took. Results – This study produced several emergent findings. First, students expressed uncertainty about the library’s books. Second, functional library tools such as express printers and library signage played a valuable role for facilitating student work. Third, the method of photo-elicitation was enjoyable for students and served as library discovery. Fourth, Native American resources and exhibits in the library had varied salience for students. Conclusion – Limited research focuses on Native American students in academic libraries, particularly on how students use and experience the library. Exploring how individual students who identify as Native American perceive the university library enhanced our understanding of how libraries in Predominantly White Institutions (PWIs can best serve and support students. This study provided insight into the method of photo-elicitation interviews. This research also provided practical benefits for student
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Kandi, Kamala M.
This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).
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Exploring Service Learning Outcomes in Students: A Mixed Methods Study for Nursing
Martin, John F.
2017-01-01
This mixed methods study exploring student outcomes of service learning experiences is inter-disciplinary, near the intersection of higher education research, moral development, and nursing. The specific problem examined in this study is that service learning among university students is utilized by educators, but largely without a full…
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Exploring Meaning of Active Learning with Millennial Nursing Students: A Phenomenological Study
Szoka, Amy
2017-01-01
The purpose of this interpretive, phenomenological study was to explore and understand how millennial nursing students perceived their lived experiences of being active learners in an associate degree program and how it affected student learning outcomes and/or program satisfaction. The research questions guiding this study were based on…
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Exploring Different Patterns of Love Attitudes among Chinese College Students
Zeng, Xianglong; Pan, Yiqin; Zhou, Han; Yu, Shi; Liu, Xiangping
2016-01-01
Individual differences in love attitudes and the relationship between love attitudes and other variables in Asian culture lack in-depth exploration. This study conducted cluster analysis with data regarding love attitudes obtained from 389 college students in mainland China. The result of cluster analysis based on love-attitude scales distinguished four types of students: game players, rational lovers, emotional lovers, and absence lovers. These four groups of students showed significant differences in sexual attitudes and personality traits of deliberation and dutifulness but not self-discipline. The study’s implications for future studies on love attitudes in certain cultural groups were also discussed. PMID:27851784
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Exploring Different Patterns of Love Attitudes among Chinese College Students.
Directory of Open Access Journals (Sweden)
Xianglong Zeng
Full Text Available Individual differences in love attitudes and the relationship between love attitudes and other variables in Asian culture lack in-depth exploration. This study conducted cluster analysis with data regarding love attitudes obtained from 389 college students in mainland China. The result of cluster analysis based on love-attitude scales distinguished four types of students: game players, rational lovers, emotional lovers, and absence lovers. These four groups of students showed significant differences in sexual attitudes and personality traits of deliberation and dutifulness but not self-discipline. The study's implications for future studies on love attitudes in certain cultural groups were also discussed.
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Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut
2016-01-01
There has been considerable research interest into the relationship between the parenting styles of Asians, and student motivation and achievement. The investigation presented in this paper contributes to the literature in this area by examining the influence of perceived parenting style on goal orientations and career aspirations of a sample of…
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Sins, P.H.M.; van Joolingen, W.R.; Savelsbergh, E.R.; van Hout-Wolters, B.H.A.M.
2008-01-01
Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In order to test the model, group measures of mastery-approach goal orientation, performance-avoidance goal orientation, self-efficacy, and achievement were employed. Students’ cognitive processing was a...
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Maat, Siti Mistima; Zakaria, Effandi
2011-01-01
Ordinary differential equations (ODEs) are one of the important topics in engineering mathematics that lead to the understanding of technical concepts among students. This study was conducted to explore the students' understanding of ODEs when they solve ODE questions using a traditional method as well as a computer algebraic system, particularly…
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Alonso-Tapia, Jesús; Huertas, Juan A; Ruiz, Miguel A
2010-05-01
In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term "goal" in "achievement goal orientations" (GO) is best represented as an "aim", as an overarching orientation encompassing several "aims", or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configuration of such structure, and about relations between GO, expectancies, volitional processes and achievement. A total of 382 university students from different faculties of two public universities of Madrid (Spain) that voluntarily accepted to fill in a questionnaire that assessed different goals, expectancies and self-regulatory processes participated in the study. Scales reliability, confirmatory factor analyses, multiple-group analyses, and correlation and regression analyses were carried out. Results support the trichotomous model of GO, the consideration of GO as a combination of aims and other psychological processes, showed some gender differences and favour the adoption of a multiple goal perspective for explaining students' motivation.
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Exploring the factors influencing clinical students' self-regulated learning.
Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C
2015-06-01
The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.
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Clinical placements and nursing students' career planning: a qualitative exploration.
McKenna, Lisa; McCall, Louise; Wray, Natalie
2010-04-01
Many nursing students enter undergraduate programmes with preconceived ideas about their future nursing careers, and intend to practice in particular areas such as midwifery or paediatrics. Through clinical placements, students are exposed to different clinical areas and professional socialization is facilitated. However, little is known about the influence of clinical placements on students' career intentions. This paper reports nursing findings drawn from a large qualitative study conducted in Victoria, Australia that sought to explore the influence of health professional students' clinical placements on their future career intentions. Participants were invited to be involved in either face-to-face or focus group interviews depending upon their own preference. Thematic data analysis revealed three main themes: 're-affirming career choice', 'working in a particular area' and 'work location'. Findings from the study add to our understanding of factors influencing nursing students' planning for their future careers including the impact of clinical placements.
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Exploring the challenges faced by polytechnic students
Matore, Mohd Effendi @ Ewan Mohd; Khairani, Ahmad Zamri
2015-02-01
This study aims to identify other challenges besides those already faced by students, in seven polytechnics in Malaysia as a continuation to the previous research that had identified 52 main challenges faced by students using the Rasch Model. The explorative study focuses on the challenges that are not included in the Mooney Problem Checklist (MPCL). A total of 121 polytechnic students submitted 183 written responses through the open questions provided. Two hundred fifty two students had responded from a students' perspective on the dichotomous questions regarding their view on the challenges faced. The data was analysed qualitatively using the NVivo 8.0. The findings showed that students from Politeknik Seberang Perai (PSP) gave the highest response, which was 56 (30.6%) and Politeknik Metro Kuala Lumpur (PMKL) had the lowest response of 2 (1.09%). Five dominant challenges were identified, which were the English language (32, 17.5%), learning (14, 7.7%), vehicles (13, 7.1%), information technology and communication (ICT) (13, 7.1%), and peers (11, 6.0%). This article, however, focus on three apparent challenges, namely, English language, vehicles, as well as computer and ICT, as the challenges of learning and peers had been analysed in the previous MPCL. The challenge of English language that had been raised was regarding the weakness in commanding the aspects of speech and fluency. The computer and ICT challenge covered the weakness in mastering ICT and computers, as well as computer breakdowns and low-performance computers. The challenge of vehicles emphasized the unavailability of vehicles to attend lectures and go elsewhere, lack of transportation service in the polytechnic and not having a valid driving license. These challenges are very relevant and need to be discussed in an effort to prepare polytechnics in facing the transformational process of polytechnics.
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Biebel, Kathleen; Mizrahi, Raphael; Ringeisen, Heather
2017-10-26
Accessing and successfully completing postsecondary educational opportunities may be challenging for those living with psychiatric disabilities. This exploratory study highlights the experiences of individuals with psychiatric disabilities participating in postsecondary educational support initiatives. Investigators conducted case studies with 3 education support initiatives across the United States. Focus groups revealed what concrete supported education services were helpful and key ingredients in delivering education supports. Access to specialists, mindfulness techniques, help with time management and procrastination, and facilitating classroom accommodations were identified as critical. Developing authentic relationships with supported education staff, flexibility in service delivery and access to student peers living with psychiatric disabilities were noted as key ingredients in service delivery. Incorporating the voice of students with psychiatric disabilities into supported education services can increase access, involvement, and retention, therein providing more supports to students with psychiatric disabilities achieving their postsecondary education goals. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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Exploring Race, Culture, and Family in the Identities of Mixed Heritage Students
Johnston-Guerrero, Marc P.; Pecero, Veronica
2016-01-01
Family plays an integral role in racial and cultural socialization, yet how mixed heritage students understand the concepts of race and culture in relation to family is unclear. This qualitative study explored the interplay of race, culture, and family in the identity constructions of 25 mixed heritage students. Findings suggest the centrality of…
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Exploring whether Students' Use of Labelling Depends upon the Type of Activity
Bures, Eva Mary; Abrami, Philip C.; Schmid, Richard F.
2010-01-01
This paper explores a labelling feature designed to support higher-level online dialogue. It investigates whether students use labels less often during a structured online dialogue than during an unstructured one, and looks at students' reactions to labelling and to both types of tasks. Participants are from three successive course offerings of a…
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Seifert, T L; O'Keefe, B A
2001-03-01
Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? The participants were 512 senior high school students in Eastern Canada. Students completed a survey assessing motivation related constructs. A structural equation model was postulated in which students' affect predicted learning goals and work avoidant goals. A cluster analysis of affect scores was performed followed by between-group and within-group contrasts of goal scores. The structural equation model suggested that a sense of competence and control were predictive of a learning goal while lack of meaning was related to work avoidance. The cluster analysis showed that confidence and control were associated with a learning goal but that a sense of inadequacy, lack of control or lack of meaning could give rise to work avoidance. Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.
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In real time: exploring nursing students' learning during an international experience.
Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara
2013-10-11
Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.
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Baadjou, Vera A E; Verbunt, Jeanine A M C F; van Eijsden-Besseling, Marjon D F; Huysmans, Stephanie M D; Smeets, Rob J E M
2015-12-01
Musicians are often compared to athletes because of the physical exertion required to play music. The aim of this study was to explore the physical activity level of music students and to study its relationship with musculoskeletal complaints. A second goal was to assess associations between physical activity and pain, quality of life, and disability. This cross-sectional study among third- and fourth-year music students used an electronic survey including measures for physical activity (SQUASH-Short Questionnaire to Assess Health-enhancing physical activity), musculoskeletal complaints (DMQ-Dutch Musculoskeletal Questionnaire), disability (DASH-Disability Arm, Shoulder, Hand questionnaire) and quality of life (Short Form-12). Students were classified as compliers or non-compliers with moderate- and vigorous-intensity physical activity recommendations. Statistical analysis was done using (non)parametric tests (t-test, Pearson chi-square test, Mann-Whitney U-test) and correlational testing. Participants were 132 students, 63.6% female, with a median age of 23 yrs (range 21.3-25.0). 67% reported musculoskeletal complaints in the past 7 days. Their median physical activity level was 6,390 MET-min/wk, and 62% and 10% of the students accomplished recommendations for moderate-intensity and vigorous-intensity physical activity levels, respectively. No significant differences were found in prevalence of musculoskeletal complaints between students who met moderate- or vigorous-intensity physical activity recommendations and students who did not. Physical activity level was not associated with musculoskeletal complaints (r=0.12, p=0.26). Higher pain intensity was associated with a lower quality of life (r=-0.53 pMusic students are mainly involved in light- to moderate-intensity physical activities and rarely in vigorous-intensity activities. No correlation was found between physical activity level in the past months and musculoskeletal complaints in music students.
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Urdan, Tim
2004-01-01
The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school…
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Crew and Thermal Systems Strategic Communications Initiatives in Support of NASA's Strategic Goals
Paul, Heather L.; Lamberth, Erika Guillory; Jennings, Mallory A.
2012-01-01
NASA has defined strategic goals to invest in next-generation technologies and innovations, inspire students to become the future leaders of space exploration, and expand partnerships with industry and academia around the world. The Crew and Thermal Systems Division (CTSD) at the NASA Johnson Space Center actively supports these NASA initiatives. In July 2011, CTSD created a strategic communications team to communicate CTSD capabilities, technologies, and personnel to external technical audiences for business development and collaborative initiatives, and to students, educators, and the general public for education and public outreach efforts. This paper summarizes the CTSD Strategic Communications efforts and metrics through the first half of fiscal year 2012 with projections for end of fiscal year data.
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Crew and Thermal Systems Strategic Communications Initiatives in Support of NASA's Strategic Goals
Paul, Heather L.
2012-01-01
NASA has defined strategic goals to invest in next-generation technologies and innovations, to inspire students to become the future leaders of space exploration, and to expand partnerships with industry and academia around the world. The Crew and Thermal Systems Division (CTSD) at the NASA Johnson Space Center actively supports these NASA initiatives. In July 2011, CTSD created a strategic communications team to communicate CTSD capabilities, technologies, and personnel to internal NASA and external technical audiences for business development and collaborative initiatives, and to students, educators, and the general public for education and public outreach efforts. This paper summarizes the CTSD Strategic Communications efforts and metrics through the first nine months of fiscal year 2012.
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A Simple, Student-Built Spectrometer to Explore Infrared Radiation and Greenhouse Gases
Bruce, Mitchell R. M.; Wilson, Tiffany A.; Bruce, Alice E.; Bessey, S. Max; Flood, Virginia J.
2016-01-01
In this experiment, students build a spectrometer to explore infrared radiation and greenhouse gases in an inquiry-based investigation to introduce climate science in a general chemistry lab course. The lab is based on the exploration of the thermal effects of molecular absorption of infrared radiation by greenhouse and non-greenhouse gases. A…
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Pinto, Joana Carneiro; Loureiro, Nazaré; Taveira, Maria do Céu
2015-01-01
This article describes the evaluation of a psychological intervention--the Career Self-Management Seminar, Version A, for undergraduate students, and Version B for postgraduate students--developed to support Portuguese college students in career exploration, goal setting, design and implementation of action plans, and decision-making. A total of…
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Williams, Tammy Kay
The purpose of this investigation was to examine the effects of a year long intensive extracurricular middle school science experience on the self-esteem, career goal orientation, and attitude toward science of eighth grade female students using both quantitative and qualitative methods. Sixteen self-selected eighth grade female students participated in extracurricular science experiences such as camping, rock climbing, specimen collecting and hiking, as well as meeting and interacting with female science role models. Data was collected using pre- and posttest methods using the Children's Attitude Toward Science Survey, the Coopersmith Self-Esteem Inventory, and the Self-Directed Search (SDS) Career Explorer. End of year science course grades were examined for seventh and eighth grades and compared to first semester high school grades. Qualitative data was in the form of: (1) focus group interviews conducted prior to field experiences, at the end of all field experiences, and at the end of the first semester of high school, and (2) journal entries from throughout the project. Qualitative data was examined for changes in student perceptions of science as a discipline, self as scientist, women in science, and social comparison of self in science.
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Directory of Open Access Journals (Sweden)
A Rastegar
2016-03-01
Full Text Available Introduction: Identifying affecting factors on academic procrastination is considered as a common psychological trauma in academic environments. Thus, this study aimed to provide a model predicts academic procrastination on the basis of personality traits and achievement goals. Methods: This cross sectional analytic study consisted of 258 students of faculty of nursing, Shiraz University of Medical Sciences who were chosen via randomized stratified ratio sampling and answered to a self-report questionnaire consisted of achievement goals, personality traits, and academic procrastination. Results: Analyzing the data showed that a neurosis personality trait had an indirect and positive effect on students’ academic procrastination. Also, the personality traits such as extraversion, consciousness, agreeableness and openness to experience had an indirect and negative effect on students’ academic procrastination. Conclusion: According to the findings, planners of nursing courses should provide a fresh scientific environment to create a bed for formation of positive personality traits in students so that they can provide a context for adopting an appropriate goal-setting pattern, and in turn, reducing academic procrastination. As well, with the implementation of personality measures and deeper understanding of the inner characteristics of learners’ personality, they can be kept safe from exposure to psychological traumas such as academic procrastination.
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Robins, Tamara G.; Roberts, Rachel M.; Sarris, Aspa
2018-01-01
Burnout is a significant problem in the workplace and recent research suggests burnout is also a growing concern for students. This study aimed to explore the transition from study to work, including exploring the impact of student burnout on work burnout. Australian health profession students (T1, n = 86; T2, n = 86; T3, n = 57) from the…
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Cook-Sather, Alison
2014-01-01
Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…
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Exploring the transition from student to practitioner in diagnostic radiography
International Nuclear Information System (INIS)
Naylor, S.; Ferris, C.; Burton, M.
2016-01-01
Introduction: This study explores the expectations and experiences of newly qualified diagnostic radiographers during their transition into practice. Methods: This was a longitudinal study using interpretative phenomenological analysis methodology. Data were gathered from four students who participated in a focus group. This informed semi structured interviews with a further eight students who were interviewed prior to starting work and three times over the following twelve months. Results: Themes generated from the data included; experience, fitting in, and identity. Conclusion: This study brings to light the experiences of newly qualified diagnostic radiographers. The findings are open to theoretical generalizability and raise issues that may be used by academic staff in the preparation of students and managers who support newly qualified staff members. - Highlights: • Diagnostic radiographers are well prepared for most clinical practice. • Clinical education cannot fully prepare students for the reality of practice. • Being familiar with a hospital, and staff, reduces the stress of starting work. • Newly qualified radiographers struggle taking responsibility for students. • Professional identity is a key issue in the transition from student to practitioner.
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A 'Heart of Goal' and the Will to Succeed
DEFF Research Database (Denmark)
Pedersen, Mogens Jin
2016-01-01
teachers with administrative data on students, this article employs within-student between-teachers fixed effects and shows how teachers’ goal commitment affects their task performance. Moreover, the article shows how task difficulty moderates this relationship. The findings suggest that higher goal......Much research suggests that employee goal commitment is predictive of work behaviour and performance. However, public administration research has yet to establish the linkage between goal commitment and task performance in the context of public service employees. Using survey data on school...... commitment promotes teacher task performance, in particular, at moderate to high levels of task difficulty....
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Collie, Rebecca J.; Ginns, Paul; Martin, Andrew J.; Papworth, Brad
2017-01-01
A primary goal our study was to explore whether relations between academic anxiety and students' use of a range of learning strategies (memorisation, elaboration, personal best [PB] goals and cooperation) were mediated by academic buoyancy. We were also interested in extending knowledge of anxiety and its role in students' learning strategy use.…
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Goal Theory and Individual Productivity.
Frost, Peter J.
The paper provides a review of goal theory as articulated by Edwin Locke. The theory is evaluated in terms of laboratory and field research and its practical usefulnes is explored as a means to improving individual productivity in "real world" organizations Research findings provide support for some goal theory propositions but suggest also the…
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Student Needs and Motives When Attending a University: Exploring the Syrian Case
Al-Fattal, Anas; Ayoubi, Rami
2013-01-01
This paper aims at exploring student needs and motives to pursue higher education in Syria. Based on the model of student buyer behavior developed by Kotler and Fox in 1995, the study focuses on the first step of this model, so-called motives. The study results are based on qualitative data collected by means of semi-structured styles of…
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Crouzevialle, Marie; Smeding, Annique; Butera, Fabrizio
2015-01-01
We tested whether the goal to attain normative superiority over other students, referred to as performance-approach goals, is particularly distractive for high-Working Memory Capacity (WMC) students—that is, those who are used to being high achievers. Indeed, WMC is positively related to high-order cognitive performance and academic success, a record of success that confers benefits on high-WMC as compared to low-WMC students. We tested whether such benefits may turn out to be a burden under performance-approach goal pursuit. Indeed, for high achievers, aiming to rise above others may represent an opportunity to reaffirm their positive status—a stake susceptible to trigger disruptive outcome concerns that interfere with task processing. Results revealed that with performance-approach goals—as compared to goals with no emphasis on social comparison—the higher the students’ WMC, the lower their performance at a complex arithmetic task (Experiment 1). Crucially, this pattern appeared to be driven by uncertainty regarding the chances to outclass others (Experiment 2). Moreover, an accessibility measure suggested the mediational role played by status-related concerns in the observed disruption of performance. We discuss why high-stake situations can paradoxically lead high-achievers to sub-optimally perform when high-order cognitive performance is at play. PMID:26407097
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Goal inferences about robot behavior : goal inferences and human response behaviors
Broers, H.A.T.; Ham, J.R.C.; Broeders, R.; De Silva, P.; Okada, M.
2014-01-01
This explorative research focused on the goal inferences human observers draw based on a robot's behavior, and the extent to which those inferences predict people's behavior in response to that robot. Results show that different robot behaviors cause different response behavior from people.
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Ka-Pow! : using ASL and English to explore narratives in comics
Stone, Adam Michael
2010-01-01
A major goal in elementary education is to explore stories in its many forms, including comics. Based on Cummin's framework for the empowerment of minority students, a bilingual curriculum centered on comics was designed and implemented based on reading and creating narratives in the form of comics using American Sign Language (ASL) and English. Deaf students gained experience in working with comics and the narratives within, and acquired the linguistic abilities to do so, in both languages
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Exploring the Views of Students on the Use of Facebook in University Teaching and Learning
Donlan, Leah
2014-01-01
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported…
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Jung, Jisun; Kim, Yangson
2018-01-01
With an increasing number of international students in South Korea, the issue of retaining these students and reducing their dropout rates has become important. This study explores the multilevel factors that affect the institutional dropout rate among international students in Korea. The research questions are as follows: (a) to what extent do…
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Nursing Living-Learning Communities and Student Retention: A Qualitative Study.
Bauer, Renee N; Kiger, Susan
Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.
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Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G
2015-05-01
Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge about the human body. This explorative study analysed lecturers' perceptions of first-year health science students' misconceptions in anatomy and physiology to gain a deeper understanding of how and why misconceptions could potentially arise, by attempting to link sources of misconceptions with four schools of thought, namely theories on concept formation, complexity, constructivism and conceptual change. This was a qualitative study where ten lecturers involved in teaching anatomy and physiology in the health science curricula at the University of Cape Town were interviewed to explore perceptions of students' misconceptions. Analytical induction was used to uncover categories within the interview data by using a coding system. A deeper analysis was done to identify emerging themes that begins to explore a theoretical understanding of why and how misconceptions arise. Nine sources of misconceptions were identified, including misconceptions related to language, perception, three dimensional thinking, causal reasoning, curricula design, learning styles and moving between macro and micro levels. The sources of misconceptions were then grouped together to assist educators with finding educational interventions to overcome potential misconceptions. This explorative study is an attempt in theory building to understand what is at the core of biomedical misconceptions. Misconceptions identified in this study hold implications for educators as not all students have the required building blocks and cognitive skills to successfully navigate their way through biomedical courses. Theoretical insight into the sources of misconceptions can
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Goal Expectations as Predictors of Retirement Intentions
Brougham, Ruby R.; Walsh, David A.
2005-01-01
The current study explored the contribution of personal goals to retirement decisions. A SMARTER methodology (to assess multiattribute utility) and taxonomy of human goals were used to investigate the relationship between older workers' personal goals and their retirement intentions. Two hundred and fifty-one employees of a large university,…
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Teachers' Leadership: A Maker or a Breaker of Students' Educational Motivation
Öqvist, Anna; Malmström, Malin
2016-01-01
Teachers' leadership plays a critical and central role in students' educational motivations. This indicates that, in the school context, a teacher's leadership can have both positive and negative impacts on students' educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically…
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Using Collective Argumentation to Engage Students in a Primary Mathematics Classroom
Brown, Raymond
2017-01-01
This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints…
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Jury, Mickaël; Bruno, Alisée; Darnon, Céline
2018-01-11
Previous research has shown that, when succeeding in higher education, first-generation (FG) students endorse more performance-avoidance goals (i.e., the fear of performing poorly) than continuing-generation (CG) students. In this study, individual mobility is examined as a predictor of performance-avoidance goal endorsement. It is argued that FG students endorse more these goals than CG students because in higher education, the former (but not the latter) experience upward mobility. In addition, CG can also be at risk of endorsing these goals when they are confronted with downward mobility. Two studies were conducted with psychology students (N = 143 in Study 1; N = 176 in Study 2). In Study 1, FG and CG students' perceived upward mobility was measured. In Study 2, FG and CG students were provided with a feedback that suggested either upward or downward mobility. In both studies, participants reported their level of performance-avoidance goal endorsement. Results from Study 1 supported an indirect effect of status on performance-avoidance goals via a higher perception of upward mobility. Results from Study 2 supported that psychology students who face mobility (i.e., FG students who received better feedback than their usual level of performance, CG students who received worse feedback than their usual level of performance) increased their performance-avoidance goals the most. Taken together, the results of these studies support that one's actual social position and, even more, the social position one is about to reach are reliable predictors of performance-avoidance goals. © 2018 The British Psychological Society.
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Goal-Prioritization for Teachers, Coaches, and Students: A Developmental Model
Symonds, Matthew L.; Tapps, Tyler
2016-01-01
The objective of this article is to provide background on types of goals, a system for writing goals, and a framework for goal-prioritization that can be implemented in classroom and/or sport settings. Goal-setting is the process of developing a desired outcome to serve as the purpose of one's actions.
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Lee, Hyunjoo
2016-01-01
This study examined how performance feedback type (progress vs. distance) affects Korean college students' self-regulation and task achievement according to relative goal importance in the pursuit of multiple goals. For this study, 146 students participated in a computerised task. The results showed the interaction effects of goal importance and…
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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…
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Lee, Hyunjoo
2012-01-01
The purpose of this study was to investigate the effects of goal relations on self-regulation in the pursuit of multiple goals, focusing on self-regulated performance, the self-regulatory process, and task enjoyment. The effect of multiple goal relations on self-regulation was explored in a set of three studies. Goal relations were divided into…
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Blatt, Erica
2014-01-01
This study at a public high school in the Northeastern United States explores how students' environmental identities are affected by various activities in an Environmental Science course. Data was collected as part of an ethnographic study involving an Environmental Science teacher and her tenth-twelfth grade students. The results focus on…
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Exploring the Relationship between Academic Dishonesty and Moral Development in Law School Students
Edmondson, Macey Lynd
2013-01-01
This mixed methods study explored whether a relationship existed between moral development and dishonest academic behaviors in law students. The quantitative portion of the study utilized a survey adapted from James Rest's Defining Issues Test and Donald McCabe's Academic Integrity Survey. Law students were solicited by email from two public…
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Exploring the Limitations of Measures of Students' Socioeconomic Status (SES)
Dickinson, Emily R.; Adelson, Jill L.
2014-01-01
This study uses a nationally representative student dataset to explore the limitations of commonly used measures of socioeconomic status (SES). Among the identified limitations are patterns of missing data that conflate the traditional conceptualization of SES with differences in family structure that have emerged in recent years and a lack of…
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Exploring Work Values: Helping Students Articulate Their Good (Work) Life
Carlstrom, Aaron H.; Hughey, Kenneth F.
2014-01-01
The current article builds on "Living the Good (Work) Life: Implications of General Values for Work Values" (Carlstrom, 2011) by presenting ways to address work values in career advising. The following questions are addressed in the current article: When should students explore work values in career advising? What career development and…
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Directory of Open Access Journals (Sweden)
Yan Yang
2013-06-01
Full Text Available Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011 on online students’ help-seeking through intrinsic/extrinsic motivation. Path analyses were used to test two models of help-seeking among college students from four online educational psychology classes (N = 93 based on the two models of achievement goals. Our results showed that the new 3 × 2 model was a better fit than the old 2 × 2 model, suggesting that the achievement approach goals of the new model differ from those of the old model conceptually as Elliot, Murayama, and Pekrun (2011 posited. Second, our results revealed both unexpected direct and indirect positive influence of performance- and other-approach goals on online students’ help-seeking behaviour through extrinsic motivation. Third, while mastery-approach goals indirectly predicted help-seeking through intrinsic motivation, self- and task-approach predicted help-seeking in a dramatically different manner. Self-approach goals displayed indirect influence on help-seeking through intrinsic motivation similar to mastery-approach, yet task-approach displayed a negative direct influence on help-seeking. These results suggested the potential positive impact of self-approach and the detrimental influence of task-approach goals on help-seeking in e-learning environment. Conceptual issues and pedagogical implications for online instructions are discussed.
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Research with School Students: Four Innovative Methods Used to Explore Effective Teaching
Directory of Open Access Journals (Sweden)
Jessica Faye Heal
2015-03-01
Full Text Available This article outlines four research methods we’ve employed to enhance how students from low-income backgrounds engage in research exploring effective teaching. It firstly outlines the need to be innovative, drawing Article 12 of the United Nations Convention on the Rights of the Child, and then moves on to explain two methods that scaffold a semi-structured interview, one child-led classroom tour and finally a creative ‘draw and tell’ approach. It argues that these methods are successful because they disrupt the researcher-participant power imbalance using the following techniques: Familiarity to the student, empowering the student to be an expert, and giving the student choice.
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Exploring attitude and test-driven motivation towards English at Chinese universities
Hou, Junping; Loerts, Hanneke; Verspoor, Marjolijn
2018-01-01
Chinese university students have to take English courses to pass the CET-4 and 6 to benefit their academic and employment careers, but they have been heard to complain that studying English at university is a waste of time. The goal of this study is to explore whether they really feel they do not
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Goal Development Practices of Physical Therapists Working in Educational Environments.
Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L
2017-11-01
The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.
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Influence of Career Exploration Process Behaviors on Agriculture Students' Level of Career Certainty
Esters, Levon T.
2008-01-01
The purpose of this study was to determine the extent to which career exploration process behaviors influence the level of career certainty of agriculture students. Data were gathered from 181 freshmen and 131 senior students enrolled in the College of Agriculture and Life Sciences at Iowa State University. Career certainty was assessed using…
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What Relates to the Big Five among South African University Students
African Journals Online (AJOL)
The primary goal of the present study was to test the reliability and validity of the NEO Five-Factor Inventory among South African University students. An additional goal of the study was to explore the factors that are related to personality traits. Research participants were three hundred and sixty-eight (103 male and 265 ...
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Exploring perceptions of the educational environment among undergraduate physiotherapy students.
Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B
2014-07-19
The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.
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Directory of Open Access Journals (Sweden)
Dijana Oreški
2016-08-01
Full Text Available Aims of the study were three fold: to identify the factors which are able to explain academic success of IT students, to explore differences in perception of current students and alumni and to explore differences between genders. In order to achieve the research goals, neural networks and t-test were applied. The study was based on three sets of factors related to academic success, academic failure and dropout. The results indicate gender differences and differences between students’ and alumni responses, especially in their perception of academic failure. Age, students’ status and rank position at enrollment have been shown as the most important determinants of academic success.
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Exploring and Leveraging Chinese International Students' Strengths for Success
He, Ye; Hutson, Bryant
2018-01-01
This study used an Appreciative Education framework to explore the strengths of Chinese international students and to identify areas where support is needed during their transition to U.S. higher education settings. Using a convergent mixed methods design with data collected from surveys, interviews and focus groups, the complex nature of the…
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Hariharan, Joya Reena
The General Educational Development (GED) tests enable people to earn a high school equivalency diploma and help them to qualify for more jobs and opportunities. Apart from this main goal, GED courses aim at enabling adults to improve the condition of their lives and to cope with a changing society. In today's world, science and technology play an exceedingly important role in helping people better their lives and in promoting the national goals of informed citizenship. Despite the current efforts in the field of secondary science education directed towards scientific literacy and the concept of "Science for all Americans", the literature does not reflect any corresponding efforts in the field of adult education. Science education research appears to have neglected a population that could possibly benefit from it. The purpose of this study is to explore: the science component of GED programs, significant features of the science portion of GED curricula and GED science materials, and adult learners' attitudes toward various aspects of science. Data collection methods included interviews with GED students and instructors, content analysis of relevant materials, and classroom observations. Data indicate that the students in general feel that the science they learn should be relevant to their lives and have direct applications in everyday life. Student understanding of science and interest in it appears to be contingent to their perceiving it as relevant to their lives and to society. Findings indicate that the instructional approaches used in GED programs influence students' perceptions about the relevance of science. Students in sites that use strategies such as group discussions and field trips appear to be more aware of science in the world around them and more enthusiastic about increasing this awareness. However, the dominant strategy in most GED programs is individual reading. The educational strategies used in GED programs generally focus on developing reading
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Exploring the views of students on the use of Facebook in university teaching and learning
Donlan, Leah
2012-01-01
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer-peer communication around group work and assessment - a use not always conceptualised by students...
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Achievement goal profiles and developments in effort and achievement in upper elementary school.
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea
2017-12-01
The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
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Karassavidou, Eleonora; Glaveli, Niki
2006-01-01
Purpose: The purpose of this research is to investigate the ethical orientations of undergraduate business students in Greece by exploring the relations among students' internalized code of ethics, anomia and students' judgment related to ethical problem situations within classroom as well as business context. Design/methodology/approach: A…
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Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students
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Jef C. Verhoeven
2015-12-01
Full Text Available Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor’s science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students’ belief that ICT is necessary for scientific research.
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Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan
2015-01-01
This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…
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Directory of Open Access Journals (Sweden)
Jolien Plaete
2016-02-01
Full Text Available Background. Self-regulation tools are not always used optimally, and implementation intention plans often lack quality. Therefore, this study explored participants’ use and evaluation of self-regulation techniques and their impact on goal attainment. Methods. Data were obtained from 452 adults in a proof of concept (POC intervention of ‘MyPlan’, an eHealth intervention using self-regulation techniques to promote three healthy behaviours (physical activity (PA, fruit intake, or vegetable intake. Participants applied self-regulation techniques to a self-selected health behaviour, and evaluated the self-regulation techniques. The quality of implementation intentions was rated by the authors as a function of instrumentality (instrumental and non-instrumental and specificity (non-specific and medium to highly specific. Logistic regression analyses were conducted to predict goal attainment. Results. Goal attainment was significantly predicted by the motivational value of the personal advice (OR:1.86, by the specificity of the implementation intentions (OR:3.5, by the motivational value of the action plan (OR:1.86, and by making a new action plan at follow-up (OR:4.10. Interaction-effects with behaviour showed that the specificity score of the implementation intention plans (OR:4.59, the motivational value of the personal advice (OR:2.38, selecting hindering factors and solutions(OR:2.00 and making a new action plan at follow-up (OR:7.54 were predictive of goal attainment only for fruit or vegetable intake. Also, when participants in the fruit and vegetable group made more than three plans, they were more likely to attain their goal (OR:1.73, whereas the reverse was the case in the PA group (OR:0.34. Discussion. The chance that adults reach fruit and vegetable goals can be increased by including motivating personal advice, self-formulated action plans, and instructions/strategies to make specific implementation intentions into e
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Juarez, Sergio F.
2017-01-01
In an increasingly hostile political and social climate undocumented students in the United States continue to struggle to find space for themselves within universities. This research project undertakes a goal of illuminating how undocumented students make sense of their experiences on university campuses despite facing difficult climates at their…
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Social Goals and Willingness to Seek Help for School Violence
Yablon, Yaacov B.
2012-01-01
The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…
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Exploring whether student nurses report poor practice they have witnessed on placements.
Bellefontaine, Nerys
While literature suggests that nurses report incidents or potentially unsafe care delivery, there is little evidence on student nurses' practice in this area. To explore the factors that influence student in reporting concerns about practice. A qualitative study was carried out using a phenomenological approach, based on semi-structured interviews with six student nurses. Student nurses said they do not always report potentially unsafe practice they have witnessed. Four main themes were identified: the student-mentor relationship in clinical placement; actual or potential support provided by both the practice area and university; students' own personal confidence and professional knowledge base; and fear of failing clinical placements. The nursing profession needs to take stock of current organisational culture and practice, and address issues around reporting in practice. Recommendations are made to improve mentorship, nurse training and for further research.
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Exploring Goals and Motivations of Maori Heritage Language Learners
Te Huia, Awanui
2015-01-01
Motivations of Maori heritage language learners are explored within this qualitative study. "Te reo" Maori (the Maori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Maori heritage language learners. A total of 19 interviews with beginner, intermediate…
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Test anxiety, perfectionism, goal orientation, and academic performance.
Eum, KoUn; Rice, Kenneth G
2011-03-01
Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.
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Student Teachers' Knowledge about Chemical Representations
Taskin, Vahide; Bernholt, Sascha; Parchmann, Ilka
2017-01-01
Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers' knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to…
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Howard, Adam
2011-01-01
The author of this article explores the motivation factors that lead privileged college students to be involved in social justice efforts. The students participating in this study identified multiple reasons for their initial and continued involvement in social justice work, but all students identified three main sources of motivation: responding…
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An Exploration of Secondary Students' Mental States When Learning about Acids and Bases
Liu, Chia-Ju; Hou, I-Lin; Chiu, Houn-Lin; Treagust, David F.
2014-01-01
This study explored factors of students' mental states, including emotion, intention, internal mental representation, and external mental representation, which can affect their learning performance. In evaluating students' mental states during the science learning process and the relationship between mental states and learning…
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Profiling Learners' Achievement Goals when Completing Academic Essays
Ng, Chi-Hung Clarence
2009-01-01
This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…
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Chen, Hsin-Yu; Yarnal, Careen; Bram, Barry
2017-01-01
Combining the theory of emerging adulthood with self-authorship, the authors utilized students' reflection papers (n = 111) to explore their current lifestyles and reasons behind behavioral changes. Decreased physical activity, increased substance use, irregular sleep patterns, and unhealthy dietary habits emerged after students transitioned to…
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Motivation and Goal-Setting in College Athletes
Cash, Erin
2009-01-01
Motivation and goal-setting are important concepts in athletics and sport and exercise psychology. However, little research has compared motivation and goal-setting by gender. The self-determination theory was used and the purpose of this study was to determine if there is a difference between male and female athletes when looking at amotivation, external regulation, identified regulation, intrinsic motivation, and goal-setting. One hundred and six student-athletes (fifty one males and f...
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Goals and Strategies for the Human Lunar Reference Architecture
Seaman, Calvin H.
2010-01-01
The presentation examines common goals for human lunar exploration and strategic guidance. Three major sections include illustrative example goals, introduction to the GPoD campaign, and GPoD overview. The first section includes slides about strategic view of partnerships, the moon as a stepping stone and a uniquely preserved record, human-robotic partnership, innovative engagement, strategic considerations, and evaluation of campaigns against common goals. The second section examines campaigns considered, the philosophy of GPoD, GPoD campaign phase definitions, and GPoD design decision points. The third section examines lunar exploration capabilities, extended stay-relocation exploration mode, notional campaign destinations for GPoD, early robotics phase, development of the GPoD early robotics phase, polar exploration/system validation phase, polar relocatability phase, non-polar relocatability phase, long duration phase, and return to evaluation of campaigns.
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An Exploration of Adlerian Lifestyle Themes and Alcohol-Related Behaviors among College Students
Lewis, Todd F.; Osborn, Cynthia J.
2004-01-01
The aim of this study was to investigate college student drinking through the lens of Adlerian theory. In a sample of 273 participants, multiple regression analyses confirmed that certain lifestyle themes were associated with alcohol-related behaviors and that men and women who engage in drinking differ in their convictions and goals as defined by…
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Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis
Tuominen-Soini, Heta; Salmela-Aro, Katariina; Niemivirta, Markku
2008-01-01
This study examined whether students with different achievement goal orientation profiles differ in terms of subjective well-being (i.e., self-esteem, depressive symptoms, school-related burnout, and educational goal appraisals). Six groups of students with unique motivational profiles were identified. Observed differences in subjective well-being…
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The Influence of Language Choice in Acceptable Use Polices on Students' Locus of Control
Lickteig, Stacy L.
2017-01-01
One of the goals of education is for students to develop critical thinking skills. In order to build those skills, students must become critical and engaged users of information. Students become engaged and critical users of information when they have opportunities to explore and immerse themselves in information from different viewpoints and…
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Childers, Gina; Jones, M. Gail
2015-10-01
Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments.
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Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework
Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly
2013-01-01
Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…
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Exploring Student Self-Plagiarism
Halupa, Colleen M.
2014-01-01
Student self-plagiarism is a confusing issue for both faculty and students alike. This problem is compounded because both groups perceive the concept very differently. Recent literature regarding these perceptions is reviewed and some brief preliminary results of an exploratory multi-university study of student perceptions of self-plagiarism are…
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Exploring a Relational Cultural Group Trainee Model for Master's Level Counseling Students
Hall, Brenda S.; Harper, Irene; Korcuska, James
2018-01-01
We explored students' experiences of a graduate level group course infused with components of the Relational Cultural Theory (RCT). During the didactic and experiential aspects of 2 semester-long group courses, the faculty instructors and students focused on creating an environment of safety, connection, and empowerment. The instructor and…
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Achievement goals and emotions: The mediational roles of perceived progress, control, and value.
Hall, Nathan C; Sampasivam, Lavanya; Muis, Krista R; Ranellucci, John
2016-06-01
The link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbrink & Pintrich, 2002, Educational Psychologist, 37, 69) proposes that perceived progress mediates this relationship. The present study empirically evaluated three hypothesized mediators of the effects of achievement goals on learning-related emotions as proposed in the control-value theory and the bidirectional theory of affect. Undergraduate students (N = 273) from humanities, social science, and STEM disciplines participated. Participants completed web-based questionnaires evaluating academic achievement goals, perceptions of control, perceived task value, and achievement emotions. Results provided empirical support primarily for perceived progress as a mediator of mastery-approach goal effects on positive emotions (enjoyment, hope), showing indirect effects of mastery- and performance-approach goals on outcome-related emotions (hope, anxiety) via perceived control. Indirect effects of mastery- and performance-approach goals were further observed on anxiety via perceived value, with higher value levels predicting greater anxiety. Study findings partially support Linnenbrink and Pintrich's (2002, Educational Psychologist, 37, 69) bidirectional theory of affect while underscoring the potential for indirect effects of goals on emotions through perceived control as proposed by Pekrun (2006, Educational Psychology Review, 18, 315). © 2016 The British Psychological Society.
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Gardner, Aimee K; Diesen, Diana L; Hogg, Deborah; Huerta, Sergio
2016-02-01
The purpose of this study was to integrate relevant goal-setting theory and to identify if trainees' goal orientations have an impact on the assigned goals-performance relationship. Trainees attended 1 of the 3 goal-training activities (do your best, performance, or learning goals) for knot tying (KT) and camera navigation (CN) during the 3rd-year clerkship rotation. Questionnaires and pretests and/or post-tests were completed. One twenty-seven 3rd-year medical students (age: 25 ± 2.6; 54% women) participated in the training program. Pretraining to post-training performance changes were significant for all groups on both tasks (P goals group (do your best: KTΔ = 2.14, CNΔ = 1.69; performance: KTΔ = 2.49, CNΔ = 2.24; learning: KTΔ = 3.04 CNΔ = 2.76). Correlations between goal orientations and improvement were examined, revealing a unique role of goal orientation for performance improvement. These data indicate that consideration of goal type and trainee goal orientation must be considered during curriculum development to maximize educational value. Copyright © 2016 Elsevier Inc. All rights reserved.
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Pinelli, Thomas E.; Kennedy, John M.; Barclay, Rebecca O.
1995-01-01
Results are presented of a survey of aerospace engineering and science students conducted in India, Japan, Russia, the United Kingdom, and the United States. The similarities and differences among aerospace engineering and science students from the five countries are examined in the context of two general aspects of educational experience. First, the extent to which students differ regarding the factors that led to the choice of a career in aerospace, their current levels of satisfaction with that choice, and career-related goals and objectives is considered. Second, the importance of certain communications/information-use skills for professional use is examined, as well as the frequency of use and importance of specific information sources and products to meet students' educational needs. Overall, the students who participated in this research remain relatively happy with the choice of a career in aerospace engineering, despite pessimism in some quarters about the future of the industry. Regardless of national identity, aerospace engineering and science students appear to share a similar vision of the profession in terms of their career goals and aspirations. The data also indicate that aerospace engineering and science students are well aware of the importance of communications/information-use skills to professional success and that competency in these skills will help them to be productive members of their profession. Collectively, all of the students appear to use and value similar information sources and products, although some differences appear by country.
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DEFF Research Database (Denmark)
Thomsen, Dorthe Kirkegaard; Tønnesvang, Jan; Schnieber, Anette
2011-01-01
In three studies it was investigated whether rumination was related to less internalized self-regulation and goals and whether reflection was related to more internalized self-regulation and goals. In all studies students completed questionnaires measuring rumination, reflection, and internalizat...
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How the Organizational Goals Affect Knowledge Management
Directory of Open Access Journals (Sweden)
Wei-Shong Lin
2014-06-01
Full Text Available How to enhance customer satisfaction and technology innovation have been topics of discussion for some time; however, few studies have explored the two issues by applying the knowledge creation theory, and analyzed their differences in knowledge creation activities. The present study aims to explore how the firm’s organizational goal affects its knowledge creation process. Based on Nonaka’s knowledge creation theory, questionnaires were developed and sent to Taiwanese firms in various industries, including the manufacturing and service industries. These questionnaires were collected either by mail or interview. Our findings suggest that externalization and combination activities should be emphasized when the organizational goal is innovation, whereas internalization activity should be emphasized when the organizational goal is customer satisfaction.
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Reflections on Refugee Students' Major Perceptions of Education in Kakuma Refugee Camp, Kenya
Mareng, Chuei D.
2010-01-01
This reflective study explores refugee students' perceptions of the educational approach used in Kakuma Refugee Camp in Kenya. The study focuses on my personal reflections as a teacher and a student in this camp, and as a refugee. My goal of writing this narrative is to reflect fully on the refugee students' life in a camp and then contribute to…
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The Impact of Career Exploration on Career Development among Hong Kong Chinese University Students
Cheung, Raysen; Arnold, John
2014-01-01
Career exploration is widely believed to produce positive career development outcomes among college and university students. Some research has supported this belief, but there is little information about exactly which outcomes it affects and whether any benefits of career exploration can be observed beyond individualistic western cultures. We…
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Lee, Sang Joon; Wilder, Charlie; Yu, Chien
2018-01-01
Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…
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Mansouri, S. Afshin; Piki, Andriani
2016-01-01
The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed…
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Tano, R; Takaku, S; Ozaki, T
2017-11-01
The objective of this study was to investigate whether having dental hygiene students monitor video recordings of their dental explorer skills is an effective means of proper self-evaluation in dental hygiene education. The study participants comprised students of a dental hygiene training school who had completed a module on explorer skills using models, and a dental hygiene instructor who was in charge of lessons. Questions regarding 'posture', 'grip', 'finger rest' and 'operation' were set to evaluate explorer skills. Participants rated each item on a two-point scale: 'competent (1)' or 'not competent (0)'. The total score was calculated for each evaluation item in evaluations by students with and without video monitoring, and in evaluations by the instructor with video monitoring. Mean scores for students with and without video monitoring were compared using a t-test, while intraclass correlation coefficients were found by reliability analysis of student and instructor evaluations. A total of 37 students and one instructor were subject to analysis. The mean score for evaluations with and without video monitoring differed significantly for posture (P Dental Hygiene Published by John Wiley& Sons Ltd.
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An Exploration Of Engagement, Motiviation And Student-Centered Learning In Physical Education
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Barbara WARNER
2015-12-01
Full Text Available This author examines the discrepancy between the known benefits of physical activity and the startling statistics of obesity in children between the ages of 12 and 17. She queries if it is time to look at educators as contributing to this problem and questions if our current teaching styles and curriculum are working for students. In addition, the author explores the question if by allowing our students autonomy, will this equate to engagement and motivation to continue to participate in physical activities? Through a discussion of her personal experiences and a literature review focusing on the areas of autonomy, engagement and motivation, the author shares input into how and why some students experience physical education in a negative manner, and some things that educators can do to improve student engagement and motivation. Her argument demonstrates that an autonomous, student-centered teaching approach will positively affect student engagement, which in turn causes motivation and a desire to participate in life-long physical activity.
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Exploring the experiences and coping strategies of international medical students
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Malau-Aduli Bunmi S
2011-06-01
Full Text Available Abstract Background Few studies have addressed the challenges that international medical students face and there is a dearth of information on the behavioural strategies these students adopt to successfully progress through their academic program in the face of substantial difficulties of language barrier, curriculum overload, financial constraints and assessment tasks that require high proficiency in communication skills. Methods This study was designed primarily with the aim of enhancing understanding of the coping strategies, skill perceptions and knowledge of assessment expectations of international students as they progress through the third and fourth years of their medical degree at the School of Medicine, University of Tasmania, Australia. Results Survey, focus group discussion and individual interviews revealed that language barriers, communication skills, cultural differences, financial burdens, heavy workloads and discriminatory bottlenecks were key factors that hindered their adaptation to the Australian culture. Quantitative analyses of their examination results showed that there were highly significant (p Conclusions Despite the challenges, these students have adopted commendable coping strategies and progressed through the course largely due to their high sense of responsibility towards their family, their focus on the goal of graduating as medical doctors and their support networks. It was concluded that faculty needs to provide both academic and moral support to their international medical students at three major intervention points, namely point of entry, mid way through the course and at the end of the course to enhance their coping skills and academic progression. Finally, appropriate recommendations were made.
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Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.
2014-01-01
This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…
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mba.com Prospective Students Survey. 2015 Survey Report
Schoenfeld, Gregg
2015-01-01
This 2015 "mba.com Prospective Students Survey Report" explores the motivations, career goals, preferred program types, financial choices, decision time lines, and intended study destinations of individuals interested in pursuing a graduate management education. Findings analyzed in the report represent responses from nearly 12,000…
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Channon, S. B.; Davis, R. C.; Goode, N. T.; May, S. A.
2017-01-01
Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a "good group" through considering three aspects of group success: the task, the…
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Subedi, Bidya Raj; Reese, Nancy; Powell, Randy
2015-01-01
This study explored significant predictors of student's Grade Point Average (GPA) and truancy (days absent), and also determined teacher effectiveness based on proportion of variance explained at teacher level model. We employed a two-level hierarchical linear model (HLM) with student and teacher data at level-1 and level-2 models, respectively.…
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Motivational Profiles as a Combination of Academic Goals in Higher Education
Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.
2015-01-01
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…
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Cultural Sensitiveness of School Goals and Students’ Failure in Turkey
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Ismet Sahin
2006-06-01
Full Text Available Education is the means by which society provides for the transmission or advancement of its culture and it is formally done at schools that are the arena of human interaction aimed at producing learning. But some people in that interaction aimed at producing learning cannot achieve as much as the others due to some social or individual factors especially when the society is not homogeneous in terms of culture, language, etc.All cultures do not require the same kinds of knowledge and all may have distinct goals and expectations in education. This study aims at presenting the consensus and conflict in perspectives of students of different ethnic origins on general goals of education and expectations from schools in East and Southeast Turkey. The results will be used to generate a rationale to assume that the failure of students in East and Southeast Turkey where majority of population is ethnically diverse, may be because of the lack of divergent goals and expectations set for school curriculum or that the failure of students is dependent on some other factors except the unique school curriculum unresponsive to cultural or ethnic diversity. For this purpose, the goals of general education (1973, Law number 1739, Item number 2, and school expectations developed by House (1973 were prepared as questionnaire items, piloted, validated and administered to 9373 secondary school students in east and southeast Turkey. The findings of this study were that the students of different ethnic origins value the goals and expectations set for school curriculum in Turkey in significantly different ways.
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Kapikiran, Sahin
2012-01-01
The main purpose of this study was to examine the mediator and moderator role of self-handicapping and achievement goal orientations variables on the relationship between negative automatic thoughts intrinsic achievement motivation in high school students. 586 high school students, ranging in age from 14 to 20 (M = 16.08), adolescence students…
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Costello, Kelsey; Doan, Kevin Thinh; Organtini, Kari Lynn; Wilson, John; Boyer, Morgan; Gibbs, Greglynn; Tribe, Lorena
2014-01-01
This laboratory was developed by undergraduate students in collaboration with the course instructor as part of a peer-developed and peer-led lab curriculum in a general chemistry course. The goal was to explore the hypothesis that crystal violet lactone was responsible for the thermochromic properties of a sipping straw using a FT-IR for…
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Exploring the Writing Process of Indonesian EFL Students: The Effectiveness of Think-Aloud Protocol
Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd
2016-01-01
The objectives of this study were to explore the writing process of the Indonesian English as a Foreign Language (EFL) students and to find out the effectiveness of using think-aloud protocol to understand the writing process. The data were obtained from six proficient EFL students who were doing Postgraduate English Language Studies Program in…
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Hernández-Díaz, Arleen; Fernández-Morales, Leticia M.; Vega-Vilca, José C.; Córdova-Claudio, Mario
2016-01-01
Despite a low rate of student participation in study abroad programs in the Caribbean, there is insufficient research about the individual factors that help determine business students' willingness to study or to participate in internship programs abroad. This study aims to explore business students' attitudes toward study abroad. The positive…
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A Course Exploration: Guiding Instruction to Prepare Students as Change Agents in Educational Reform
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Kathy L. Church, EdD
2010-08-01
Full Text Available This article explores the premise of teacher identity development through course experiences directed at inquiry and social awareness. The course exploration examines the use of various strategies used to help promote educators as change agents. Pre-service students enrolled in a one-year master’s program with teaching credential participated in a yearlong course designed to engage them in guided inquiry while making connections between theory and practice. Evaluation of the projects and student perceptions of their work suggest that guided inquiry into educational issues builds critical thinking skills and a sense of purpose, leadership, and service through shaping teacher identity.
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Gender differences in recovery goals in patients after acute myocardial infarction.
Grande, Gesine; Romppel, Matthias
2011-01-01
: While cardiac rehabilitation has been established as an essential part of comprehensive cardiac care, participation rates for female patients are substantially lower than for male patients. Lower referral rates and higher ages of female patients partly explain this underutilization. Gender differences in recovery goals of cardiac patients have not been examined. : Five hundred ninety patients (22.2% women) admitted to the hospital because of an acute myocardial infarction answered a questionnaire regarding 24 goals in 5 domains of recovery (physical functioning, risk-factor modification, psychological well-being, independence in daily life, and return to work). In addition, psychological symptoms and medical data were assessed. Gender differences were tested by using χ and Student t tests, as well as multivariate logistic and linear regression models. : Gender differences were found in 7 of the 24 recovery goals. After adjustment for psychosocial and clinical characteristics, women still reported a higher importance of "performance of household duties" (odds ratio [OR] = 8.62; 95% confidence interval [CI], 5.43-13.66), "independence in activities of daily living" (OR = 2.38; CI, 1.58-3.59), and "emotional equilibrium" (OR = 1.58, CI, 1.01-2.46). Men rated "physical endurance" and "reducing strain at workplace" as more important goals (OR = 0.64; CI, 0.42-0.97 and OR = 0.39; CI, 0.17-0.93). Except for psychological distress, gender differences in health status were not related to differences in goals. : Gender roles and differences in social-life conditions may have an important influence on the recovery goals of patients after an acute myocardial infarction. Recovery goals should be explored when planning intervention programs for individual patients.
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Exploring hurdles to transfer : student experiences of applying knowledge across disciplines
Lappalainen, Jouni; Rosqvist, Juho
2015-04-01
This paper explores the ways students perceive the transfer of learned knowledge to new situations - often a surprisingly difficult prospect. The novel aspect compared to the traditional transfer studies is that the learning phase is not a part of the experiment itself. The intention was only to activate acquired knowledge relevant to the transfer target using a short primer immediately prior to the situation where the knowledge was to be applied. Eight volunteer students from either mathematics or computer science curricula were given a task of designing an adder circuit using logic gates: a new context in which to apply knowledge of binary arithmetic and Boolean algebra. The results of a phenomenographic classification of the views presented by the students in their post-experiment interviews are reported. The degree to which the students were conscious of the acquired knowledge they employed and how they applied it in a new context emerged as the differentiating factors.
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Cheng, Ming; Adekola, Olalekan Adeban; Shah, Mahsood; Valyrakis, Manousos
2018-01-01
Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students' learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how…
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Exploring Students' Perceptions about English Learning in a Public University
Jiménez, Patricia Kim
2018-01-01
This manuscript reports the final findings of an exploratory, descriptive case study that aimed at exploring the perceptions of a group of English as a foreign language students in a public university regarding their English learning and the commitment level through the process. A questionnaire, a survey, and the teacher's diary were the…
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Borghetti, C.; Beaven, A.; Pugliese, R.
2015-01-01
The study presented in this article aims to explore if and how intercultural learning may take place in students' class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each…
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Majowicz, Shannon E; Jung, James K H; Courtney, Sarah M; Harrington, Daniel W
2017-01-01
Our objective was to explore the perceived risk of food allergies among students in Ontario, Canada. We analyzed blinding questions ("I am concerned about food allergies"; "food allergies are currently a big threat to my health") from three existing food safety surveys, given to high school and university undergraduate students ( n = 3,451) circa February 2015, using descriptive analysis, and explored how concern related to demographics and self-reported cooking ability using linear regression. Overall, high school students were neutral in their concern, although Food and Nutrition students specifically were significantly less concerned ( p = 0.002) than high school students overall. University undergraduates were moderately unconcerned about food allergies. Concern was highest in younger students, decreasing between 13 and 18 years of age and plateauing between 19 and 23 years. Among students aged 13-18 years, concern was higher among those who worked or volunteered in a daycare and who had previously taken a food preparation course. Among students aged 19-23 years, concern was higher among females and those with less advanced cooking abilities. Concern was significantly correlated with perceiving food allergies as a personal threat. This study offers a first exploration of perceived risk of food allergies among this demographic and can guide future, more rigorous assessments.
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Parents' Goals for and Perceptions of Alphabet Books
Nowak, Sarah N.; Evans, Mary Ann
2013-01-01
This study examined parents' goals for reading ABC books with their children and their perceptions of page features. Factor analysis of a questionnaire answered by 225 parents of junior and senior kindergarten students revealed four goals for reading alphabet books. In order of importance as rated by parents the goals were: Learning to Read,…
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Multiple Motivational Goals, Values, and Willingness to Cheat
Koul, Ravinder
2012-01-01
The fundamental importance of motives, values and goals to academic behaviour has been noted by many social theorists. This paper reports the results of a survey investigation on the relationship of gender, professional career aspirations and the combined influence of materialism, religiosity, and achievement goals on students' willingness to…
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Goal Orientation Profiles, Academic Achievement and Well-Being of Adolescents in Greece
Mastrotheodoros, S.; Talias, Michael A.; Motti-Stefanidi, Frosso
2018-01-01
Adolescents differ in the way they motivate themselves, and the way they choose, perceive, and approach their goals. Goal orientations have been proposed to be a significant aspect of individual differences. In general, some students aim at gaining a higher level of skills, whereas other students
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King's theory of goal attainment: exploring functional status.
Caceres, Billy A
2015-04-01
Imogene King's Theory of Goal Attainment provides a schema for nurses interested in functional status. However, the lack of a uniform definition for functional status has hindered development of a concise understanding of this phenomenon. Functional status is particularly important to nurses who are concerned with the safety and wellbeing of clients. With healthcare's increased focus on client-family-centered care it is important to develop innovative approaches for evaluating functional status that incorporate the client-family perspective. King's focus on mutual decision-making is an underutilized resource that can provide great insight into the study and understanding of functional status. © The Author(s) 2015.
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Allen, Jill M; Muragishi, Gregg A; Smith, Jessi L; Thoman, Dustin B; Brown, Elizabeth R
2015-12-01
Homogeneity within science limits creativity and discovery, and can feed into a perpetuating cycle of underrepresentation. From enhancing social justice to alleviating health and economic disadvantages, broadening participation in science is imperative. We focus here on first-generation students (FGS) and identify factors which grab and hold science interest among this underrepresented group. Might the culture and norms within science unintentionally limit FGS' participation? We argue that two distinct aspects of communal goals contribute to FGS' underrepresentation at different stages of the STEM pipeline: cultural perceptions of science as uncommunal (little emphasis on prosocial behavior and collaboration) and the uncommunal structure of STEM graduate education and training. Across 2 studies we investigated factors that catch (Study 1) and hold (Study 2) FGS' science interest. In Study 1, we find only when FGS believe that working in science will allow them to fulfill prosocial communal purpose goals are they more intrinsically interested in science. Yet, later in the pipeline science education devalues prosocial communal goals creating a structural mobility barrier among FGS. Study 2 found that FGS generally want to stay close to home instead of relocating to pursue a graduate education. For FGS (versus continuing-generation students), higher prosocial communal goal orientation significantly predicted lower residential mobility. We discuss implications for interventions to counteract the uncommunal science education and training culture to help improve access to FGS and other similarly situated underrepresented populations.
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What's the Point?: An Exploration of Students' Motivation to Learn in a First-Year Seminar
Jessup-Anger, Jody E.
2011-01-01
This qualitative case study explores how undergraduate students and their instructor made meaning of students' motivation to learn in a one-credit, pass/fail first-year seminar. The findings point to the importance of addressing structural motivational barriers and ensuring that instructors possess the instructional, motivational, and…
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Spiker, Amy
2014-01-01
For many years reflective journaling has been a required component of the student teaching experience at the University of Wyoming. Through action research, Amy Spiker, an instructor at the University of Wyoming, set out to explore the perceived disconnect between what faculty desires for and from student teachers and what student teachers view as…
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Miller, Julie; Berkey, Becca; Griffin, Francis
2015-01-01
As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United…
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Achievement Goals of Medical Students and Physicians
Babenko, Oksana; Daniels, Lia M.; White, Jonathan; Oswald, Anna; Ross, Shelley
2018-01-01
In achievement settings, the types of motivation individuals develop are crucial to their success and to the ways in which they respond to challenges. Considering the competitive nature of medical education and the high stakes of medical practice, it is important to know what types of motivation (conceptualized here as achievement goals) medical…
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Quain, Samuel; Yidana, Xiaaba Dantallah; Ambotumah, Bernard Baba; Mensah-Livivnstone, Ike Joe Nii Annang
2016-01-01
The purpose of this paper was to explore antecedents of pro-social behavior amongst university students, using a private university as a case study. Following an explorative research, the study was guided by some theories relating to the phenomenon, focusing on gender and location factors. A quantitative approach was used in the follow up to the…
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Beyond SMART? A New Framework for Goal Setting
Day, Trevor; Tosey, Paul
2011-01-01
This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy…
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Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning
Wolters, Christopher A.; Fan, Weihua; Daugherty, Stacy G.
2013-01-01
This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students ("N" = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement…
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Exploring gender differences in attitudes of university students towards entrepreneurship
Dabić, M; Daim, T; Bayraktaroglu, E; Novak, I; Basic, M
2012-01-01
Purpose - The purpose of this paper is to understand gender differences in entrepreneurial intentions as measured by perceived feasibility and perceived desirability, and to explore gender differences in perceptions of entrepreneurship education needs - in terms of programmes, activities or projects - to succeed in an entrepreneurial career from the university students’ point of view. Design/Methodology/Approach - Using data gathered from 3420 university students in more than 10 countries, an...
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Skype Me! Astronomers, Students, and Cutting-Edge Research
Hickox, Ryan C.; Gauthier, Adrienne J.
2014-06-01
A primary goal of many university science courses is to promote understanding of the process of contemporary scientific inquiry. One powerful way to achieve this is for students to explore current research and then interact directly with the leading scientist, the feasibility of which has recently increased dramatically due to free online video communication tools. We report on a program implemented at Dartmouth College in which students connect with a guest astronomer through Skype (video chat). The Skype session is wrapped in a larger activity where students explore current research articles, interact with the astronomer, and then reflect on the experience. The in-class Skype discussions require a small time commitment from scientists (20-30 minutes, with little or no need for preparation) while providing students direct access to researchers at the cutting edge of modern astronomy. We outline the procedures used to implement these discussions, and present qualitative assessments of student's understanding of the process of research, as well as feedback from the guest astronomers.
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McKim, Aaron J.; Velez, Jonathan J.
2017-01-01
To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…
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Career Development Skills, Outcomes, and Hope among College Students
Sung, Yoonhee; Turner, Sherri L.; Kaewchinda, Marid
2013-01-01
The purpose of this study was twofold. First, the utility of the Integrative Contextual Model of Career Development (ICM) to describe the career development behavior of college students was examined. Second, relationships among educational and career development skills (career exploration, person-environment fit, goal setting,…
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Exploring Graduate Students' Perspectives towards Using Gamification Techniques in Online Learning
Directory of Open Access Journals (Sweden)
Daniah ALABBASI
2017-07-01
Full Text Available Teachers and educational institutions are attempting to find an appropriate strategy to motivate as well as engage students in the learning process. Institutions are encouraging the use of gamification in education for the purpose of improving the intrinsic motivation as well as engagement. However, the students’ perspective of the issue is under-investigated. The purpose of this research study was to explore graduate students’ perspectives toward the use of gamification techniques in online learning. The study used exploratory research and survey as the data collection tool. Forty-seven graduate students (n = 47 enrolled in an instructional technology program studied in a learning management system that supports gamification (TalentLMS. The average total percentages were calculated for each survey section to compose the final perspective of the included students. The results showed a positive perception toward the use of gamification tools in online learning among graduate students. Students require effort-demanding, challenging, sophisticated learning systems that increase competency, enhance recall memory, concentration, attentiveness, commitment, and social interaction. Limitations of the study are identified, which highlights the need for further research on the subject matter.
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Dippel, Elizabeth A; Mechels, Keegan B; Griese, Emily R; Laufmann, Rachel N; Weimer, Jill M
2016-08-01
Compared to national numbers, South Dakota has a higher proportion of students interested in science, technology, engineering, and mathematics (STEM) fields. Interest in science can be influenced by exposure to science through formal and informal learning. Informal science activities (including exposures and participation) have been found to elicit higher levels of interest in science, likely impacting one's attitude towards science overall. The current study goal is to better understand the levels and relationships of attitude, exposure, and participation in science that were present among students and parents attending a free science festival. The project collected survey data from 65 students and 79 parents attending a science festival ranging from age 6 to 65. Informal science participation is significantly related to science attitudes in students and informal science exposure is not. No relationship was found for parents between science attitudes and participation. Students who indicated high levels of informal science participation (i.e., reading science-themed books) were positively related to their attitudes regarding science. However, informal science exposures, such as attending the zoo or independently visiting a science lab, was not significantly associated with positive attitudes towards science.
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EXPLORING THE RELATIONS BETWEEN STUDENT CYNICISM AND STUDENT BURNOUT.
Wei, Xueyan; Wang, Rongrong; Macdonald, Elizabeth
2015-08-01
Research on the negative effects of student cynicism has been limited, especially regarding its relation to student burnout. This study examined the relations among student cynicism (policy cynicism, academic cynicism, social cynicism, and institutional cynicism) and student burnout, as evidenced by emotional exhaustion, depersonalization, and reduced personal accomplishment, in a sample of 276 Chinese undergraduates. Hierarchical multiple regressions showed that four aspects of student cynicism together explained substantial variance in student burnout. Policy cynicism was the strongest contributor to emotional exhaustion. Social cynicism was the primary contributor to depersonalization, and also to reduced personal accomplishment. Student cynicism overall had the strongest relationship with reduced sense of personal achievement. The findings outline the negative functional relations between student cynicism and student burnout.
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Inclusion, Learning Goals in Didactics and Education - Effects and Findings
DEFF Research Database (Denmark)
Bruun, Mette; Braüner, Ninna
Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...
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Brimstone, Renee; Thistlethwaite, Jill E; Quirk, Frances
2007-01-01
Doctors are often reluctant to seek health care through the usual channels and tend to self-diagnose and prescribe. Medical students learn attitudes and values from clinician role models and may also adopt behaviour patterns that lead them to seek help for physical and mental health problems from informal sources. This study aimed to explore the behaviour of students in seeking health care for physical and mental health problems, comparing medical with psychology students, and to understand what barriers to conventional routes of seeking health care may affect this. We administered a questionnaire asking for demographic details and responses to 2 vignettes in which a student from the respondent's discipline was experiencing firstly symptoms of a mental health problem and secondly symptoms of a physical health problem. Data were analysed with spss and univariate anovas to examine differences between respondents. A total of 172 students at the psychology and medical schools at James Cook University in Australia participated. We identified a number of barriers affecting student behaviour in seeking help, which included worries about knowing the doctor they could consult at the university health centre or having future dealings with him or her, and cost of treatment. There were differences between the 2 groups of students. There are several barriers for both psychology and medical students to accessing appropriate professional mental health care. Medical students also experience barriers to attaining appropriate physical health care when needed. Psychology and medical students were more likely to seek advice informally from friends and/or family with regard to mental health care.
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I'm Not the Gingerbread Man! Exploring the Experiences of College Students Diagnosed with ADHD
Perry, Susan N.; Franklin, Kathy K.
2006-01-01
This study explored how undergraduate students diagnosed with AD/HD remain in college. Using a qualitative research design from a grounded theory perspective, the researchers captured the personal stories of 10 college students from two universities similar in location, size, and liberal arts tradition. The findings included themes related to…
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Diab, Paula N; Flack, Penny S; Mabuza, Langalibalele H; Reid, Stephen J Y
2012-01-01
There is evidence in the literature that rural background significantly encourages eventual rural practice. Given the shortage of healthcare providers in rural areas, we need to explore ways of ensuring throughput and success of rural-origin students in health sciences. It is therefore important to understand who these students are, what motivates them and the factors involved in the formation of their career choices. The aim of this study is to understand the aspirations of undergraduate health science students of rural origin with regard to their future career plans. The objectives of the study include to explore and identify the key issues facing rural-origin students with regard to their future career plans. Individual interviews were conducted with 15 health science students from two South African universities. Transcriptions were analyzed with the aid of Nvivo v8 (www.qsrinternational.com). The findings suggest health science students of rural origin studying at universities in the South African context face specific challenges related to the nature of the contrast between rural and urban life, in addition to the more generic adaptations that confront all students on entering tertiary education. In order to support rural students in their studies, academic, financial, emotional and social stressors need to be addressed. Universities should strengthen existing support structures as well as aid the development of further support that may be required.Key words: career plan, health science, rural background, South Africa.
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Phillips, Julie P; Wilbanks, Deana M; Salinas, Diana F; Doberneck, Diane M
2016-01-01
Phenomenon: Medical students in the United States face increasing educational debt because medical education costs have risen while public investment in higher education has declined. Contemporary students borrow more money and accumulate debt far surpassing that of previous generations of physicians, and both interest rates and terms of loan repayment have changed significantly in the last decade. As a result, the experiences of medical students differ from the experiences of physician educators. Little is known about how contemporary medical students view their debt in the context of career planning. Understanding contemporary U.S. medical students' lived experiences of educational debt is important, because high debt levels may affect medical students' well-being and professional development. The study's purpose was to explore contemporary students' views of their debt in the context of career planning. In 2012, 2nd-year medical students enrolled in a health policy course at one medical school were invited to write an essay about how debt influences their career choices. The authors analyzed 132 essays using immersion and crystallization and iterative, team-based coding. Code-recode strategies, member checking, and reflexivity ensured validity and rigor. Three themes emerged about the meaning of debt: debt symbolizes lack of social investment, debt reinforces a sense of entitlement, and debt is a collective experience. Four approaches to debt management emerged: anticipation, avoidance, acceptance, and disempowerment. Insights: Medical students' views of debt are more complex than previously reported. Medical educators should recognize that many students experience debt as a stressor, acknowledge students' emotions about debt, and invite discussion about the culture of entitlement in medical education and how this culture affects students' professionalism. At the same time, educators should emphasize that students have many repayment options and that regardless
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Classroom Environment, Achievement Goals and Maths Performance: Gender Differences
Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia
2013-01-01
This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…
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The effect of subconscious performance goals on academic performance
Bipp, T.; Kleingeld, P.A.M.; van Mierlo, H.; Kunde, W.
2017-01-01
We investigated the impact of subconscious goals on academic performance in two field experiments. We show that unobtrusive priming of goals with regard to achievement motivation by means of a photograph improves performance in different educational contexts. High-school students who were exposed to
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Students' Gender-Related Choices and Achievement in Physics
Jugovic, Ivana
2017-01-01
The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school…
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E-Learning: A Student's Perspective a Phenomenological Investigation
Antoine, Julia E.
2011-01-01
This phenomenological investigation focused on the exploration of the lived experiences of students who had dropped out of traditional four year colleges and returned to complete their degree by e-Learning. The goal of this investigation was to gain a new understanding of the psychological, motivational, and ethical aspects of continuing a four…
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Kraus, Elena M; Bakanas, Erin; Gursahani, Kamal; DuBois, James M
2014-10-09
In recent years, issues in medical business ethics (MBE), such as conflicts of interest (COI), Medicare fraud and abuse, and the structure and functioning of reimbursement systems, have received significant attention from the media and professional associations in the United States. As a result of highly publicized instances of financial interests altering physician decision-making, major professional organizations and government bodies have produced reports and guidelines to encourage self-regulation and impose rules to limit physician relationships with for-profit entities. Nevertheless, no published curricula exist in the area of MBE. This study aimed to establish a baseline level of knowledge and the educational goals medical students and residents prioritize in the area of MBE. 732 medical students and 380 residents at two academic medical centers in the state of Missouri, USA, completed a brief survey indicating their awareness of major MBE guidance documents, knowledge of key MBE research, beliefs about the goals of an education in MBE, and the areas of MBE they were most interested in learning more about. Medical students and residents had little awareness of recent and major reports on MBE topics, and had minimal knowledge of basic MBE facts. Residents scored statistically better than medical students in both of these areas. Medical students and residents were in close agreement regarding the goals of an MBE curriculum. Both groups showed significant interest in learning more about MBE topics with an emphasis on background topics such as "the business aspects of medicine" and "health care delivery systems". The content of major reports by professional associations and expert bodies has not trickled down to medical students and residents, yet both groups are interested in learning more about MBE topics. Our survey suggests potentially beneficial ways to frame and embed MBE topics into the larger framework of medical education.
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Exploring Elementary-School Students' Engagement Patterns in a Game-Based Learning Environment
Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse
2015-01-01
Unlike most research, which has primarily examined the players' interest in or attitude toward game-based learning through questionnaires, the purpose of this empirical study is to explore students' engagement patterns by qualitative observation and sequential analysis to visualize and better understand their game-based learning process. We…
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Appraising the Qualities of Social Work Students' Theoretical Knowledge: A Qualitative Exploration
van Bommel, Marijke; Boshuizen, Henny P. A.; Kwakman, Kitty
2012-01-01
Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study…
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Gilligan, C; Outram, S
2012-07-01
Cultural diversity among students in tertiary institutions in Australia and globally has increased rapidly in the last decade, and is continuing to do so. Focus groups were held at the University of Newcastle, NSW to: (1) examine the specific needs of international students in the Master of Pharmacy, Bachelor of Medicine and Bachelor of Nursing programs in relation to language and cultural considerations and (2) to understand the attitudes of domestic students to the cultural issues faced among their peers. The project explored these issues with the intention to inform curricula changes to accommodate the needs of culturally and linguistically diverse students. The key themes emerging from international students were: difficulties in spoken language, differences in professional roles and expectations, differences in methods of learning, inadequate social interaction outside the classroom and acceptance of differences in cultural and religious practices. The domestic student views reinforced the comments from international students both in regard to social interaction and in regard to participation in class discussions. Although local students were interested in learning from international students about their culture and religious beliefs, there were limited initiatives from both sides. There is a need for tertiary institutions that benefit economically from increasing the numbers of international students to help them to study and live in a new environment. Assistance needs to go beyond learning the English language to helping students understand its use in a professional context (health terminology and slang used by patients), the nuances of the health professional disciplines in a western society, the approach to study and problem-based learning styles and skills to assist with social interaction. The results of the present exploration have led to a series of proposed actions for the University of Newcastle. These recommendations are applicable to any "Western
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Learning experiences on role-emerging placements: an exploration from the students' perspective.
Dancza, Karina; Warren, Alison; Copley, Jodie; Rodger, Sylvia; Moran, Monica; McKay, Elizabeth; Taylor, Ann
2013-12-01
Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing health-care contexts on graduation. Role-emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities. Two separate qualitative studies tracked 10 final year students. Interviews explored their learning experiences prior to, during and after an eight- or 10-week role-emerging placement in a range of settings. Four themes emerged, which were (1) adapting to less doing, more thinking and planning; (2) understanding the complexity of collaboration and making it work; (3) emotional extremes; and (4) realising and using the occupational therapy perspective. These placements presented a 'roller coaster' of authentic learning experiences which created the opportunity for students to use occupation in practice and develop skills for collaborative working in an interprofessional environment. Whereas students viewed their role-emerging placement experiences positively, challenges included the emotional responses of students and placement pace. Findings suggest the need for supportive student placement experiences in both established and role-emerging areas to prepare students for a range of opportunities in an uncertain future. © 2013 Occupational Therapy Australia.
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DEFF Research Database (Denmark)
Winkler, Ingo
2008-01-01
The article presents the results of an explorative study that aimed at exploring work related issues in students’ perceptions of their job as atypical employees. An individual picture of the experienced work reality of students is drawn according to work task, flexible working hours, instructions...... and training opportunities, students’ relations to other employees, and social integration. By adopting a qualitative design, I was able to emphasize the subjective perspective of students describing their very own experiences as flexible workers. The study revealed various perceptions of students working...... as flexible employees and related this picture to current empirical and theoretical research in the field of non-standard employment....
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Sins, Patrick H.M.; van Joolingen, Wouter; Savelsbergh, Elwin R.; van Hout-Wolters, Bernadette
2008-01-01
Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In
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Sins, P.H.M.; van Joolingen, W.R.; Savelsbergh, E.R.; van Hout-Wolters, B.H.A.M.
2008-01-01
Purpose of the present study was to test a conceptual model of relations among achievement goal orientation, self-efficacy, cognitive processing, and achievement of students working within a particular collaborative task context. The task involved a collaborative computer-based modeling task. In
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Cooper, Katelyn M; Krieg, Anna; Brownell, Sara E
2018-06-01
Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.
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Bhatia, Aparna
2013-01-01
This phenomenological study explored the impact of marital expectations and socio-economic status on post-secondary educational and professional goals of Northern California Asian Indian immigrant women both before and after marriage. For the purposes of this study, 15 Southeast Asian Indian immigrant women from the Sacramento metropolitan region…
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Lin, Tzung-Jin; Tsai, Chin-Chung
2017-11-01
The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.
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Ruiz-Moral, Roger; Pérula de Torres, Luis; Monge, Diana; García Leonardo, Cristina; Caballero, Fernando
2017-09-01
To increase medical students' ability to detect contextual and emotional cues and to respond empathetically to patients. a training course in communication skills and patient-centered care with different teaching activities (didactic, reflective and interactive: workshops and encounters with simulated patients) was delivered to third-year medical students just before their clerkships. The program was evaluated by an external observer (OE) and simulated patients (SP) in 2 or 3 videotaped encounters. Students improved significantly from baseline to 3rd interview in all communicative skills and domains explored both in OE (32.4%) and SP (38.3%) measurement. At the end of the course students detected significantly more clues and made more empathetic expressions. The course seems to improve the ability of students to explore the illness experience, showing more empathy in a more genuine way. This was carried out in consultations lasting 10min. The program is effective and feasible to be applied as a regular formative activity. Further research is needed to assess whether this training program is applicable to students in more advanced educational levels and if it has any additional outcomes. Copyright © 2017 Elsevier B.V. All rights reserved.
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Taber, Keith S.; Tan, Kim Chwee Daniel
2007-01-01
This paper describes findings from a study to explore Singapore A-level (Grades 11 and 12, 16-19 yr old) students' understanding of ionisation energy, an abstract and complex topic that is featured in school chemistry courses. Previous research had reported that students in the United Kingdom commonly use alternative notions based on the perceived…
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Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun
2012-01-01
Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…
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Archuleta, Kristy L.; Dale, Anita; Spann, Scott M.
2013-01-01
The impact of financial concerns on overall mental health has become a popular topic among researchers and practitioners. In this exploratory study, possible associations of financial anxiety were explored using a sample of 180 college students who sought services at a university peer financial counseling center in a Midwestern state. Of…
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Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine
2015-01-01
Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510
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Improving Argumentation through Goal Instructions in Asynchronous Online Discussions
Prudchenko, Yekaterina
2014-01-01
Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal…
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Geller, Jason; Toftness, Alexander R; Armstrong, Patrick I; Carpenter, Shana K; Manz, Carly L; Coffman, Clark R; Lamm, Monica H
2018-05-01
Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.
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Directory of Open Access Journals (Sweden)
Fumio Inagaki
2010-04-01
Full Text Available The INVEST conference, an international meeting to define the scientific goals and required technology for a new ocean drilling program, was held at the University of Bremen on 22–25 September 2009. Based on the large attendance and vigorous engagement of scientists in the discussion of new science/technology ideas, INVEST was extremely successful. Initially 400 participants were expected, but the INVEST steering and organization committees were thrilled to see a much larger number of scientists flock to Bremen to demonstrate their support and enthusiasm for the continuation of an international scientific ocean drilling program. In all, 584 participants, including sixty-four students, from twenty-one nations and >200 institutions and agencies attended the INVEST conference. Contributions to INVEST included 103 submitted white papers that were posted on the INVEST webpage (http://www.marum.de/iodp-invest. html, and breakout discussions in fifty working groups that focused on a range of topics during the course of the conference. In addition, students and early career scientists, as well as national funding agency managers and platform providers, presented a total of eighty-six posters. Interspersed with the working group and plenary sessions were twelve keynote lectures, chosen to highlight overarching themes and new directions in research and technology.
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Predictors of students' self-esteem: The importance of body self-perception and exercise
Lazarević, Ljiljana B.; Lazarević, Dušanka; Orlić, Ana
2017-01-01
The goal of this study was to explore the predictive validity of physical self-efficacy, social physique anxiety, and physical activity in the self-esteem of students, as well as to investigate potential gender differences. The Rosenberg's Self-Esteem Scale (SES), Physical Self-Efficacy Scale (PSES), Social Physique Anxiety Scale (SPAS), and a short questionnaire about physical activity were administered to a sample of 232 university students. The overall results show that students are modera...
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Wang, Chih-hsuan; Harrison, Jamie; Cardullo, Victoria; Lin, Xi
2018-01-01
One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively…
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Hall, Jodi
2010-01-01
Many people regard the doctorate as the pinnacle of success. Despite the challenges of completing the terminal degree, the dream of earning the doctoral degree remains a goal for many every year. Understanding the phenomenon of African American student enrollment at for-profit colleges and universities (FPCUs) is necessary because many African…
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Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio
2009-08-01
Research on achievement goals has demonstrated that mastery goals positively impact achievement-related outcomes, but paradoxically hold an inconsistent relation with academic achievement. We hypothesized that this relationship depends on the reason why students endorse mastery goals--namely, to garner teachers' appreciation (social desirability) or to succeed at university (social utility). First-year psychology students completed a mastery-goal scale in a standard format, with social-desirability instructions and social-utility instructions. Participants' grades on academic exams were recorded later in the semester. Results indicated that students' perceptions of both social desirability and social utility related to mastery goals moderated the relationship between the endorsement of mastery goals and final grades. This relationship was reduced by the increase of perceived social desirability of mastery goals, and strengthened by the increase of perceived social utility of these goals.
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Interpersonal goals and change in anxiety and dysphoria in first-semester college students.
Crocker, Jennifer; Canevello, Amy; Breines, Juliana G; Flynn, Heather
2010-06-01
Two longitudinal studies examined the associations between interpersonal goals (i.e., self-image and compassionate goals) and anxiety and dysphoria (i.e., distress). In Study 1, 199 college freshmen (122 women, 77 men) completed 12 surveys over 12 weeks. Compassionate goals predicted decreased distress, and self-image goals predicted increased distress from pretest to posttest when distress was assessed as anxiety, dysphoria, or a composite, and when the goals were worded as approach goals, avoidance goals, or a composite. In Study 2, 115 first-semester roommate pairs (86 female and 29 male pairs) completed 12 surveys over 12 weeks. Compassionate and self-image goals predicted distress in same-week, lagged-week, and pretest-to-posttest analyses; effects of compassionate goals remained significant when the authors controlled for several known risk factors. Having clear goals consistently explained the association between compassionate goals but not self-image goals and distress. Results supported a path model in which compassionate goals predict increased support given to roommates, which predicts decreased distress. Results also supported a reciprocal association; chronic distress predicted decreased compassionate and increased self-image goals from pretest to posttest, and weekly distress predicted decreased compassionate goals the subsequent week. The results suggest that compassionate goals contribute to decreased distress because they provide meaning and increase support given to others. Distress, in turn, predicts change in goals, creating the potential for upward and downward spirals of goals and distress. (c) 2010 APA, all rights reserved).
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Ocean FEST (Families Exploring Science Together)
Bruno, B. C.; Wiener, C. S.
2009-12-01
Ocean FEST (Families Exploring Science Together) exposes families to cutting-edge ocean science research and technology in a fun, engaging way. Research has shown that family involvement in science education adds significant value to the experience. Our overarching goal is to attract underrepresented students (including Native Hawaiians, Pacific Islanders and girls) to geoscience careers. A second goal is to communicate to diverse audiences that geoscience is directly relevant and applicable to their lives, and critical in solving challenges related to global climate change. Ocean FEST engages elementary school students, parents, teachers, and administrators in family science nights based on a proven model developed by Art and Rene Kimura of the Hawaii Space Grant Consortium. Our content focuses on the role of the oceans in climate change, and is based on the transformative research of the NSF Center for Microbial Oceanography: Research and Education (C-MORE) and the Hawaii Institute of Marine Biology (HIMB). Through Ocean FEST, underrepresented students and their parents and teachers learn about new knowledge being generated at Hawaii’s world-renowned ocean research institutes. In the process, they learn about fundamental geoscience concepts and career opportunities. This project is aligned with C-MORE’s goal of increasing the number of underrepresented students pursuing careers in the ocean and earth sciences, and related disciplines. Following a successful round of pilot events at elementary schools on Oahu, funding was obtained through NSF Opportunities for Enhancing Diversity in the Geosciences to implement a three-year program at minority-serving elementary schools in Hawaii. Deliverables include 20 Ocean FEST events per year (each preceded by teacher professional development training), a standards-based program that will be disseminated locally and nationally, three workshops to train educators in program delivery, and an Ocean FEST science kit. In
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Baglin, M R; Rugg, Sue
2010-05-01
United Kingdom (UK) health policy has adopted an increasing community and primary care focus over recent years (Department of Health, 1997; Department of Health, 1999. Making a Difference: Strengthening the Nursing, Midwifery and Health Visitor Contribution to Health and Health Care. Department of Health, London; Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London). Nursing practice, education and workforce planning are called upon to adapt accordingly (Department of Health, 2004. The NHS Knowledge and Skills Framework (NHS KSF). Department of Health, London; Kenyon, V., Smith, E., Hefty, L., Bell, M., Martaus, T., 1990. Clinical competencies for community health nursing. Public Health Nursing 7(1), 33-39; United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1986. Project 2000: A New Preparation for Practice. UKCC, London). Such changes have major implications for pre-registration nursing education, including its practice placement element. From an educational perspective, the need for increased community nursing capacity must be balanced with adequate support for student nurses' learning needs during community-based placements. This qualitative study explored six second year student nurses' experiences of 12 week community-based practice placements and the extent to which these placements were seen to meet their perceived learning needs. The data came from contemporaneous reflective diaries, completed by participants to reflect their 'lived experience' during their practice placements (Landeen, J., Byrne, Brown, B., 1995. Exploring the lived experiences of psychiatric nursing students through self-reflective journals. Journal of Advanced Nursing 21(5), 878-885; Kok, J., Chabeli, M.M., 2002. Reflective journal writing: how it promotes reflective thinking in clinical nursing education: a students' perspective. Curationis 25(3), 35-42; Löfmark, A., Wikblad, K., 2001. Facilitating and
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The Effect of Subconscious Performance Goals on Academic Performance
Bipp, Tanja; Kleingeld, Ad; van Mierlo, Heleen; Kunde, Wilfried
2017-01-01
We investigated the impact of subconscious goals on academic performance in two field experiments. We show that unobtrusive priming of goals with regard to achievement motivation by means of a photograph improves performance in different educational contexts. High-school students who were exposed to an achievement-related photograph achieved…
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Exploring Seafloor Volcanoes in Cyberspace: NOAA's "Ocean Explorer" Inspires Inquiry
Hjelm, Elizabeth
2011-01-01
Seafloor exploration being done by scientists is an ideal way to introduce students to technology as a tool for inquiry. The same technology that allows scientists to share data in near real time can also provide students the tools to become researchers. NOAA's Ocean Explorer Explorations website is a rich research data bank that can be used by…
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How we created a peer-designed specialty-specific selective for medical student career exploration.
Keating, Elizabeth M; O'Donnell, Erin P; Starr, Stephanie R
2013-01-01
In recent years, medical students have recognized and advocated for opportunities to explore various specialties earlier in their medical education. A brief literature review, however, reveals little consensus on the best approach to introduce students to different fields during their preclinical years. We present one of the first reports of a student-led effort to design and implement a preclinical specialty-specific elective. At Mayo Medical School, for two consecutive years the student president of the Pediatric Interest Group has created a peer-designed weeklong group elective ("selective") experience consisting of workshops, faculty and resident panel discussions, and clinical shadowing experiences based on a student needs assessment. Each year, more than 25% of the first- and second-year medical student body participated. The majority of students who completed the selective agreed that this experience heightened their interests and expanded their knowledge about pediatrics. The pediatric group selective has provided students with important resources for their medical education and future careers. Students found the group selective beneficial to their learning experience and recommend continuing to offer it in the future.
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I Am Therefore I Do: Group Identification and Effort for the Achievement Goals
Directory of Open Access Journals (Sweden)
Gerhard Reese
2014-11-01
Full Text Available Relevant others (e.g., fellow group members influence how goals and goal-directed behaviors are construed and valued. In turn, according to the “expectancy × value” model of motivated behavioral choice, people engage in goal-directed behaviors when they expect success and ascribe high values to a certain task. In this pilot study, we combine predictions from a social psychological goal perspective with recent theoretical developments from educational psychology, testing the processes that link a person’s social identity with the effort for the achievement goals. With a pilot study using a sample of 86 university students, we tested the assumption that expectation for success and subjective task values mediate the relation between the student identity and effort intentions. In line with our expectations, stronger identification with the group of students was related to stronger effort intentions, mediated via interest and attainment value. These results suggest that social identity may have a profound impact on the engagement decisions made in educational settings.
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Using goal orientations to understand motivation in strength training.
Gilson, Todd A; Chow, Graig M; Ewing, Martha E
2008-07-01
Despite the importance that today's athletics place on strength training, research exploring the motivation of athletes in this arena is sparse. It is known that not all athletes will use the same motivational cognitions as inspiration, and these differences can be explored through achievement goal orientations. Through questionnaire data and semistructured interviews, the present study investigated how collegiate athletes maintain high levels of motivation over a period of time during strength training and explored relationships among five goal orientations: task-orientation, self-enhancing ego-orientation, self-defeating ego-orientation, social-approval orientation, and work-avoidance orientation. Subjects (N = 133), comprising 90 men and 43 women, were current varsity collegiate athletes from 15 different sports at a major Midwestern university. In addition, using a screener survey to assess achievement goal orientations, 15 subjects from the sample group who demonstrated a stronger inclination to only one achievement goal orientation were interviewed to gain a more in-depth understanding of their motivation cognitions in strength training. Results showed that the strongest achievement goal orientations reported from all athletes were task-orientation and social-approval. Additionally, five higher-order themes (significant others, improvement, competitive demands, being stronger than others, and miscellaneous) were consistent among the interviewed athletes when describing how they stay motivated during strength training. Whereas all athletes were able to describe at least one motivational strategy they employed during strength training, the dominant achievement goal orientation of some athletes influenced their motivational strategy. By employing the T.A.R.G.E.T. model (), strength coaches can foster adaptive achievement goal orientations and thereby enhance intrinsic motivation for athletes engaging in strength training.
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Chang, Chiung-Sui; Huang, Ya-Ping; Chien, Fei-Ling
2014-01-01
This study aimed to explore the attitude and learning effectiveness in game based simulations from college students' perspective. The participants included 189 business college students in Taiwan. The main instrument employed in this study was McDonald's video game. Additionally, participant selection, data collection and analysis, and results…
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DaCosta, Kneia
2006-01-01
This qualitative investigation explores the responses of 22 U.S. urban public high school students when confronted with their newly imposed school uniform policy. Specifically, the study assessed students' appraisals of the policy along with compliance and academic performance. Guided by ecological human development perspectives and grounded in…
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Raju, Dheeraj; Schumacker, Randall
2015-01-01
The study used earliest available student data from a flagship university in the southeast United States to build data mining models like logistic regression with different variable selection methods, decision trees, and neural networks to explore important student characteristics associated with retention leading to graduation. The decision tree…
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Exploring student learning profiles in algebra-based studio physics: A person-centered approach
Pond, Jarrad W. T.; Chini, Jacquelyn J.
2017-06-01
In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.
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Career expectations and influences among dental students in Malaysia.
Che Musa, Muhd Firdaus; Bernabé, Eduardo; Gallagher, Jennifer E
2016-08-01
It is important to understand career expectations of emerging dental graduates if human resources are to be harnessed in support of oral health. The aims of this study were to explore students' career expectations and their perceived influences, and to examine variation according to student and school characteristics. All final-year students registered for 2013/2014 across 11 dental schools in Malaysia were invited to participate in a self-administered questionnaire (n = 530). The instrument explored short- and long-term career expectations, influences and students' background using a mix of open- and closed-ended questions. The chi-square test was used for comparison according to student and school characteristics. Three-hundred and fifty-six (83%) students, across eight schools, completed the questionnaire. In the short term, undertaking specialist training (46%) was the most commonly cited career goal, and achieving financial stability (79%) was the greatest influence. In the long term, 59% planned to specialise (with a significant difference found according to ethnic group), and 67% considered working full-time, with men significantly more likely to do so than women (P = 0.036). More Malay students (90%) ranked childcare commitments as an important influence on the number of sessions they planned to work per week compared with Chinese students (75%) and Others (74%; P = 0.001). Work-life balance (95%) and high income/financial security (95%) were the main influences on respondents' long-term goals. There was a high level of interest in specialisation and a desire to achieve financial stability and work-life balance in the group of dental students who responded to the survey. Long-term career expectations varied according to student but not according to school characteristics. © 2016 FDI World Dental Federation.
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Using Goal-Setting in "P(paw)LANS" to Improve Writing
Patel, Pooja; Laud, Leslie E.
2009-01-01
We taught a fifth grade student in resource room how to set goals and monitor his progress toward achieving them in the area of story writing by using the self-regulated strategy development model. The steps of this approach are included in the mnemonic PLANS (Pick goals, List ways to meet goals, And make Notes, Sequence notes). These steps were…
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Students' Experiences with Community in an Open Access Course
Blackmon, Stephanie J.; Cullen, Theresa A.
2016-01-01
Online open access courses have become regular offerings of many universities. Building community and connectedness is an important part of branding and success of such offerings. Our goal was to investigate students' experiences with community in an open access course. Therefore, in this study, we explored the sense of community of 342…
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Khoshlessan, Rezvan
2013-01-01
This study was designed to explore the relationships between the international students' perception of professors' instructional practices (the usage of active and collaborative learning techniques in class) and the international students' study anxiety. The dominant goal of this research was to investigate whether the professors' usage of active…
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Self-Determined Motivation and Social Achievement Goals in Children's Emotions
Mouratidis, Athanasios; Michou, Aikaterini
2011-01-01
In this cross-sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students' emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students' engagement in class activities because…
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Wellness works: community service health promotion groups led by occupational therapy students.
Scott, A H
1999-01-01
In the context of a group process course, occupational therapy students learned health promotion skills through working on personal wellness goals and leading community-based health promotion groups. The groups targeted topics such as smoking cessation, improving diet, reducing stress through yoga, meditation, tai chi chuan, ROM (Range of Motion) Dance, aerobics, and a variety of other activities. After identifying a personal wellness goal and developing it in a Wellness Awareness Learning Contract, each student used a Goal Attainment Scale (GAS) to predict an expected outcome for achieving the goal and to measure his or her progress toward attaining the goal. Students also used the GAS to measure progress in attaining group leadership skills within the community groups, which they outlined in a separate Group Skills Contract. Students kept weekly logs to foster reflective thinking, and the logs were used for interactive dialogue with the instructor. To further evaluate lifestyle change, students compared pretest and posttest scores on a Self-Assessment Scorecard, which surveyed six areas of health and human potential in body, mind, and spirit. Students monitored their own change process on both their personal health lifestyle goals and their group leadership skills while developing a richer appreciation of the dynamics of working for change with clients in community and traditional settings. Differences on the Self-Assessment Scorecard indicated improvement on two of the six scales for physical health and choices. Students experienced firsthand the challenges of developing healthier lifestyles on the basis of their personal goals as well as through fostering group changes. The two GAS learning contracts provided them with concrete evidence of their growth and learning. This experience--embedded in the context of a group process course with a community service learning group practicum--provided most students with a positive initial experience with group leadership
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Social Cognitive Career Theory and the Goal of Becoming a Certified Public Accountant
Schoenfeld, Jerry; Segal, Gerry; Borgia, Dan
2017-01-01
A primary goal for professors in academia is to facilitate the career success of their students by providing them with the necessary subject knowledge, skills, experience, and confidence. In this paper, we propose the Social Cognitive Career Theory (SCCT) model as a useful tool to explain how accounting students' career interests, goals, and…
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Badenhorst, Elmi; Mamede, Sílvia; Hartman, Nadia; Schmidt, Henk G.
2015-01-01
Research has indicated that misconceptions hamper the process of knowledge construction. Misconceptions are defined as persistent ideas not supported by current scientific views. Few studies have explored how misconceptions develop when first year health students conceptually move between anatomy and physiology to construct coherent knowledge…