Learned Resourcefulness Moderates the Relationship Between Academic Stress and Academic Performance

People high in learned resourcefulness are purported to be better than others at controlling their negative emotions and managing stressful tasks. We hypothesised that highly resourceful students would be more effective than others at protecting themselves from the adverse effects of academic stress, and not allowing that stress to impact their grades. A sample of 141 first-year undergraduate students completed measures of academic stress and learned resourcefulness. Their first-year grade point averages were obtained from university records. Analyses revealed that academic stress was negatively associated with academic performance. As expected, this negative association was moderated by learned resourcefulness. High academic stress adversely impacted the grades of low resourceful students but had no effect on high resourceful students. We discuss the implications of these findings for improving academic performance.     

Academic Achievement of First-Generation Students in a Canadian University

Previous research has shown that first-generation students confront greater problems than traditional students. In order to determine if this disadvantage extends to first-year grade-point averages (GPAs) in a commuter university in which the majority are first-generation students, 1,849 students at York University in Toronto were surveyed at the end of the first year and survey results were merged with information on grades from administrative records. The results of stepwise regression and classification and regression tree analyses show that traditional students enjoy a slight advantage in terms of GPA, and that while traditional students have higher levels of involvement than first-generation students, for both student groups involvement in various university activities contributes to GPA.     

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.     

Intelligence and Achievement of Jewish Day School Students

The title of my contribution could as well be “Cassandra Lives,” though one might hope that even this precarious reading of the future may have a more salutary effect than those of the star-crossed ancient seer.     

Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-academic Factors

This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on the aforementioned non-academic constructs. Eighty-three students with disability were administered the Motivated Strategies for Learning Questionnaire, the World Health Organisation QOL questionnaire, and the Depression Anxiety Stress Scale. Grade-point average was used as the measure of academic achievement. The results showed that measures of social relationships and self-efficacy were significant explanatory variables that could clarify the variance in academic achievement. Secondly, students with MHD differed from students with other disabilities on measures of psychological health, physical health, and social relationships. The findings have consequences for learning services provided to students with disability. It highlights the importance of examining the influence of disability type on student’s cognitive and behavioural dimensions such as their motivation to learn, engagement, persistence and academic attainment.     

五年制高职生成就目标与学业成绩的调查研究

采用成就目标取向量表(ADG)对阜宁高等师范学校250名学生进行施测,用SPSS软件对所得数据进行整理统计分析,分析高职学生成绩目标取向对学生学业成绩的相关关系,得出如下结果:(1)五年制高职生成就目标取向在男女性别和年级上不存在显著差异。(2)信息技术专业与其他三个专业在掌握目标方面均存在显著差异,在成绩目标维度不存在显著差异,其他专业之间在两个维度均不存在显著差异。(3)掌握目标与学业成绩呈显著的正相关,成绩目标与学业成绩相关不显著。     

Raising the Achievement of All Students: Teaching for Successful Intelligence

This article describes how we can teach students more effectively by teaching for successful intelligence. Teaching for successful intelligence involves instructing and assessing analytically, creatively, and practically, as well as for memory. Such teaching helps students recognize and capitalize on strengths, and at the same time recognize and correct or compensate for weaknesses. The article describes how to teach for successful intelligence and presents empirical evidence that teaching for successful intelligence really works in the classroom in raising student achievement.     

非能力因素对大学生就业的影响

在影响大学生就业的因素中,就业政策、就业歧视、社会资本、就业观念、个体特征等非能力因素扮演着重要的角色,系统地分析它们对大学生就业的影响,探索解决问题的对策,对优化大学生就业环境、促进其顺利就业具有重要意义。     

不同学习成绩学生有意遗忘效应发展的实验研究

本研究使用单字方式,对小学五年级、初中一年级和高中一年级优生和差生的有意遗忘效应进行探讨.结果发现:优生有意遗忘的认知抑制能力水平高于差生.优生和差生的有意遗忘认知抑制能力发展均存在关键期,且优生的关键期早于差生的.     

The Relationship between Intelligence,Approaches to Learning and Academic Achievement

Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.     

Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned

This article examines students’ experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students’ adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. Drawing on a qualitative study conducted in New York City at two international schools, as well as program staff from an outside organization that often collaborates with international schools hosting refugee and asylee students, the article documents promising practices and offers practical recommendations for teachers working with refugee students.     

论学术资本主义对高校学生的影响

在学术资本主义理论中,高校学生被看作是运用国家资源来进行创造知识新循环的一个不可或缺的因素。学术资本主义对高校学生的影响,不仅表现在学生入学规模、学生成为核心顾客、新型的师生合作关系等领域,还表现在高校学生创业以及留学机会增大等方面。究其原因,学术资本主义对高校学生的影响离不开政策的改变、市场的需求、院校的课程调整和学生及家长的要求。     

The Structure of Peers: The Impact of Peer Networks on Academic Achievement

Research in Higher Education - Peer effects are an important contributing factor in the learning process. Most of the prior literature on peer effects focuses on the characteristics of peers rather...     

First Generation College Students: Motivation,Integration, and Academic Achievement

The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.     

Achievement among first-year university students: an integrated and contextualised approach

This paper presents a prospective study aimed at identifying the predictors of academic achievement among first-year university students. It tries to develop an inclusive view of academic achievement by taking into account the possible differential impact of several predictors in two different faculties of the university. Some 317 university students from the two faculties (science and physical education), who were in their first year at university, participated in the study. During the academic year, these students completed a questionnaire. The outcome variable was their average academic mark at the end of the year. Multiple regression analyses were performed to identify the most powerful predictors of achievement. The results showed that past school failure, parental education and self-efficacy beliefs predicted achievement in both programs. Age, secondary-school specialisation, reasons for choosing the program, deep processing, time spent studying and intention to persist have also been highlighted as significant predictors of success, but only in one of the two faculties. Self-efficacy was the most powerful predictor of achievement in physical education courses, whereas intention to persist was the most powerful predictor in science. These results show the importance of adopting an integrated and contextualised approach to exploring the predictors of academic achievement at university.     

谈对大学生进行学术规范教育

教育部《高等教育哲学社会科学研究学术规范(试行)》的发布实施，对于规范学术研究活动、加强学术道德自律、树立优良学风具有重要意义和现实针对性。作为学术活动重要阵地的高等学校如何采取切实有效的措施深入贯彻落实好《规范》，笔针对高校实际提出，当前除了高校教师和科研人员要率先垂范外，应当从四个方面对在校大学生进行实际有效的学术规范教育。