Negotiating assignment pathways: students and academic assignments

Existing research identifies that students’ approaches to assignments are related to their general approaches to study. It is suggested that students need to better understand the requirements of assignments and acquire new concepts such as ‘argument’. This fine-grained study proposes four qualitatively distinct assignment pathways: gathering, connecting, minimalist and performing. Students negotiate assignment pathways to sustain a sense of control, confidence and connection. Making changes to their approaches to assignments is not straightforward. Suggestions are made for using insights from the research to more effectively support assignments as vehicles for learning.     

Context-related changes in academic self concept development: On the long-term persistence of big-fish-little-pond effects

Academic self-concept (ASC) is subject to substantial change throughout the course of schooling. Besides individual factors, contextual characteristics play an important role in driving changes in self-perception. The abilities of classmates are especially important: Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE). Although the BFLPE has been replicated in different settings, little is known about whether it is important across consecutive contexts. Therefore, we analyze the effects of various contexts on students’ ASCs. We draw on a sample of fourth graders, who transitioned from elementary school to secondary school. Using contextual information from both elementary and secondary school, our results indicate that the BFLPE exists in both elementary-school and secondary-school contexts. Yet, when students moved to secondary-school, the BFLPE from elementary school successively diminished and was no longer discernible after one year.     

Socio-cultural adaptation,academic adaptation and satisfaction of international higher degree research students in Australia

The number of international higher degree research students has grown at a significant rate in recent years, with Australia becoming a hub for attracting such students from around the world. However, research has identified that international higher degree research students often encounter a wide range of academic and socio-cultural challenges in adapting to their new environment, which can have a significant bearing on their levels of satisfaction with their studies. This paper outlines the findings of a mixed method study exploring the experiences and perceptions of international higher degree research students from five different countries in Australia. Findings revealed that the most important issues in terms of satisfaction were not directly related to academic studies. Instead, factors such as integration into the community, interacting with other students, relationships with supervisors, and the provision of adequate desk space were often given the greatest weight. Implications for how university policy can better support international doctoral students are discussed.     

Student engagement as a mediator of the effects of socio-economic status on academic performance among secondary school students in Australia

In this article, we contribute to understanding of the mechanisms through which students’ socio-economic family background can translate into academic performance by focusing on the concept of student engagement. Drawing on theoretical perspectives from disciplines across the social sciences, and a major nationally representative dataset from Australia, which links survey responses with administrative records on school performance, we conduct a series of multiple regression models to investigate the mediating role of student engagement on the relationship between students’ socio-economic status (SES) and academic achievement. We find that, first, low-SES students show lower levels of engagement than other students, particularly in terms of behavioural and cognitive aspects; they also have lower achievement levels as measured by standardised test scores. We further find that lower engagement is associated with lower achievement levels, and that the effects of SES on achievement are partially mediated through student engagement. Although there are clearly other mechanisms in place that operate at the same time, it is important to focus on student engagement since it can be directly influenced by teachers and school leaders, as well as curriculum choices and school resources. This makes it a ripe target for government policies aimed at improving educational outcomes for students from low-SES families, compared with approaches targeting the influences of family environment or peer groups.     

Reimagining the place of students in academic development

ABSTRACT

As calls for student-staff partnership proliferate across higher education, academic development must re-examine and reimagine its relationship to students. Students generally occupy roles with limited agency in academic development. We argue that this needs to change. We propose re-articulating the purpose of academic development toward the creation of conditions that liberate everyone involved in teaching and learning in higher education. We offer four vignettes that illustrate what is possible when students have the opportunity to embrace their essential roles. We conclude by reflecting on the human implications of student agency in academic development and higher education more broadly.     

Unequal opportunities in accessing employability-related programmes: South Asian graduates' experiences in Australia

Limited scholarly work has been conducted on obtaining equal opportunities to participate in employability-related programmes by international students while studying in Australia. Drawing on a qualitative study, 20 South Asian postgraduates were interviewed to explore their experiences in accessing employability-related programmes. Based on the findings, South Asian graduates have experienced unequal opportunities in accessing employability-related programmes as postgraduate international students in Australia. They are disadvantaged by generic career advice and resume assistance offered by their university career office, and companies invited to university career fairs offer internships, placements or graduate programme opportunities mostly to domestic students. As a result, South Asian graduates were unable to gain employment in their field of studies. South Asian graduates have also offered several useful recommendations to facilitate more equal chances of developing employability and thereby gaining successful employment in Australia. These include partnerships with companies in providing employment opportunities, diversification of university career office roles, and establishing connections with alumni. The paper also discusses implications for Australian higher education institutions and higher education policy and practice in Australia.     

Expectations and experiences of off-campus PhD students in Australia

This study describes research examining the expectations and experiences of PhD students undertaking a PhD in off-campus research institutes and hospitals that are affiliated with an Australian research-intensive university. Much of our knowledge of the expectations and experiences of PhD students in Australia stem from those that undertake research training in the classical university structure and that progress towards research training directly from their undergraduate studies. However, increasing numbers of research higher degree students are based in off-campus research institutions, which are becoming increasingly fertile training grounds for research higher degree students in the sector. While participants’ experiences and expectations were largely consistent with our current understanding of the Australian PhD experience, many reported a perceived lack of support programmes. Workload and time commitments, pressure to produce results and their off-campus location potentially conspire to reduce access to on-campus support services offered by the university. Opportunities therefore exist for student advisors, service providers and university leaders to increase accessibility to academic development programmes and pastoral care, including both online and off-campus provision as appropriate, to enhance the PhD experience for this growing cohort of students.     

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.     

学术型硕士研究生教育管理体系的研究

本研究尝试将ISO9000质量管理体系的基本理念和原则应用于学术型硕士研究生的培养中。针对目前存在的问题,建立科学、严谨、有效的学术型硕士研究生高校内部教育质量保证体系,以适应研究生教育发展对教育质量保证的需要,推动学术型硕士研究生教育健康发展。通过体系的建设使教学的理念由"重视结果"转过"过程控制",为研究生教育管理和质量追求提供可借鉴的样本。     

新疆中亚留学生跨文化适应调查与研究

来疆中亚留学生在文化适应方面有着不同的特点,论文以问卷调查辅以访谈的方式,从语言、环境和生活、心理以及学习适应四个角度分析了中亚留学生来华的文化适应性。结论表明中亚留学生在文化适应方面存在的主要问题是心理和学习适应,其次是环境和生活适应,最后是语言适应,由此,教育者应当有针对性地采取措施,提高中亚留学生的文化适应能力,帮助他们更快地适应所在地的生活和学习。     

对中亚留学生汉语教学中的文化教学模式

本为以中亚留学生为研究对象,探讨对其汉语教学中的文化教学模式,通过对现有文化教学模式的研究和对中亚留学生的学习特点的分析,提出了对中亚留学生文化教学的教学原则、教学内容和评价方式等。     

中亚留学生学习汉语量词偏误分析

量词是汉语学习中的一个难点,是中亚留学生学习汉语时出现偏误最多的词类之一。对中亚留学生学习使用量词时出现偏误的原因进行初步的探讨,可以对中亚留学生汉语学习及教学提供便利。     

The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students

BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.     

The flexible learning needs and preferences of regional occupational therapy students in Australia

This study aimed to explore the flexible learning needs and preferences of occupational therapy students from a regional Australian university. Participants (n?=?170) were surveyed using a quantitative survey tool. Findings were analysed using SPSS to determine significant differences between variable attributes of the student cohort. The survey found that students have complex and competing lifestyle demands, which impact on study. In particular, paid work was found to negatively influence study and the university experience. Traditional face-to-face learning suited most students, however, flexible learning options were preferable for students where paid work, family commitments and geographic location interfered with study. These results will help inform the design and implementation of flexible delivery courses for occupational therapy. Further research is required to explore the experiences of staff and students who are involved in health courses run by flexible delivery.     

初中生学业求助特点及对策研究

采用《学业求助量表》对633名初中学生进行了调查,结果表明：1.初二、初三年级学生的执行性求助极显著高于初一学生,初二、初三年级间差异不显著;2.重点学校学生的工具性求助极显著高于普通学校学生,而普通学校学生的执行性求助、回避求助却极显著高于重点学校;3.女生的工具性求助极显著高于男生,男生的回避求助显著高于女生。     

中学生自我概念发展的特点概述

中学阶段是人生的一个重要发展阶段。在这一阶段,青少年的自我意识处于不断的变化发展中,自我概念也同样发生着急剧的变化。了解中学生自我概念发展的特点,对于教育教学有着重要而持久的实践价值。     

中亚留学生语言学习风格调查与研究

本研究通过问卷调查的形式对新疆境内中亚留学生的语言学习风格及其特点进行了调查了解,在比较不同年级中亚留学生语言学习风格的特点的基础上,提出了相应的教学启示,希望能够为中亚留学生的培养提供有价值的参考。     

Achievement goals,academic self-concept,and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students

This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time.