Learning outcomes and dropout intentions: an analytical model for Spanish universities

The dropout rate among Spanish university students is very high compared to the European mean, creating a pressing need for the introduction of policies and programmes aimed at increasing rates of persistence. In this article, we study this problem by combining students’ perceived learning outcomes with their dropout intentions, and we propose a research model that considers subjective factors that might impact this decision. The model is estimated for two degree courses: Business Administration and Nursing. The estimation method uses structural equations based on the partial least squares algorithm. This allows the construction of indices for the variables of interest, enabling us to make comparisons between courses and over time. To reduce dropout intentions, efforts need to be focused on obtaining better cognitive outcomes, as well as on achieving a higher level of student satisfaction with their university experience.     

Explaining student success in engineering education at Delft University of Technology: a literature synthesis

Student success is among the most widely researched areas in tertiary education. Generalisability of research in this field is problematic due to cultural and structural differences between countries, institutions and programmes where the research is done. Engineering education in the Netherlands has not been studied in depth. In this paper, outcomes of studies done outside and inside engineering and outside and inside the Netherlands are discussed to help understand the complexity of student retention issues. Although generalisation is an issue, there are a number of concepts and variables that surface in many of these studies, including students’ background and disposition variables, education attributes, variables concerning educational climate and student behaviour. How these variables are related and how a university can apply the outcomes of research in this field of study are discussed in this paper.     

Demographic,Academic and Psychological Profile of Students Attending Counseling Services at the University of Granada (Spain)

The Spanish educational system, in general, and particularly at the university level, is characterized by the lack of systematic and quantitative evaluative research. This lack of data based research is particularly problematic due to the significant reforms that are currently taking place. Decisions are being made at political, administrative, and educational levels that are not substantiated by meaningful research. To address these concerns, this study focuses upon providing empirical data from students who attend the University of Granada and who have sought services from Counseling Services. This paper provides data concerning the demographic, academic and psychological characteristics that impact students adaptation to the Universitys academic and personal challenges.Ph.D. student at the University of Granada in the Department of Developmental and Educational Psychology.Received her degree in Psychology from the University of Asucion (Paraguay). She is currently a Ph.D. student at the University of Granada and has received a grant to work in Counseling Services.Ph.D. student at the University of Granada in the Educational Intervention in Educational and Developmental Contexts program, offered through the Department of Developmental and Educational Psychology.     

高职院校学生学习倦怠现状调查及对策建议--以江苏航空职业技术学院为例

通过了解高职学生学习倦怠现状,探讨影响高职学生学习倦怠的因素并提出应对措施。通过对520名被试者进行调查分析,研究发现:(1)总倦怠及其各维度的项目均分接近中数,去个性化得分最高;(2)学习倦怠水平在性别上无明显差异,男女学生的学习倦怠基本持平;(3)城镇学生与乡村学生的学习倦怠也基本持平;(4)对口单招学生和统招学生在总维度、情绪倦怠与成就感差异不显著,但在去个性化有显著差异。高职学生学习倦怠问题不容忽视,应采取相应对策,改善学生学习倦怠状况。     

研究生“隐性辍学”问题的若干思考

当前,研究生教育中"隐性辍学"现象较为突出,主要表现为行为层面上的频繁请假、无故缺勤、长期离校和心理层面上的身在曹营心在汉、心理问题多样化。可以从教育进入买方市场,生源结构复杂化;信息传播微型化,个体需求多样化;培养模式刚性化,教育教学本科化;现代教育片面化,心灵关怀缺失化四个方面分析研究生"隐性辍学"现象的诱因,并从健全教育管理机制,践行微型化教育,建构学习共同体,建立学校关怀系统等方面提出弱化"隐性辍学"现象的对策。     

Why did I drop out? Former students’ recollections about their study process and factors related to leaving the doctoral studies

Recent reforms in higher education have provided material for researching different aspects of doctoral studies in a variety of ways. Much of the current literature concentrates on characteristics of effective supervision and doctoral students’ experiences. Less attention has been paid to the study experiences of non-completers – former doctoral students who dropped out of doctoral programmes prior to graduation. In the current study, we explore doctoral studies experiences from the perspective of non-completers and aim to identify factors that were related to dropping out. Data were collected with semi-structured interviews from 14 former doctoral students in the field of education, and qualitative thematic data analysis techniques were employed for data analysis. The results indicate that dropping out from doctoral studies is associated with different factors: for example, (with) students’ personal factors, supervisory arrangements, as well as factors related to institution and the wider learning environment. These results are further discussed and implications for enhancing study arrangements for doctoral studies are presented.     

当前中职教育发展的几点思考

当前,中职教育面临着难得的发展新机遇,作为中职教师应抓住机遇,正确分析中职生的现状,树立科学的学生观,自觉克服职业倦怠.     

浅谈太极拳运动在高校开展的必要性

通过对太极拳运动特点及各项功能的分析,结合目前大学生的生理、心理状况,得出应在高等学校开展太极拳运动的结论。     

基于辍学研究的电大课程教学反思——以“变化中的英语”课程为例

本文基于电大辍学归因研究中的学习负荷问题展开讨论。调查显示,学习负荷过高造成了许多电大学生在学习道路上的无功而返,而学习的高负荷是由课程难度与学生学术水平之间的落差所造成的。本研究旨在通过对电大课程教学过程的审视,探究其学术支持服务手段的有效性。本研究以2011年3-6月上海电大A分校2010春英语专业本科层次"变化中的英语"课程教学为个案,通过面授课堂观察、课程形成性考核记录、网上教学记录、课程期末考试成绩聚焦课程教学效果。研究结果显示,电大的课程教学支持服务手段仍停留于传统教学模式,而作为重要学习辅助手段的网上学习,其形式意义占据和弥漫于抽样所在班级师生的观念中,导致学习支持的可获得性受到制约;同时,由于任课教师在电大体制下被层层嵌于一个庞大的系统之中,教师的能动性在改善课程教学效果时会受到一定程度上的限制;第三,在多方原因的共同作用下,现行教学模式下学生的课业表现与预期课程教学目标之间存有潜在的些微差距,会在一定程度上影响任课教师对自身课程教学的判断和调整。改变这种状况,电大教学组织制度的变革和对教师支持服务力度的加强势在必行。     

以科学发展观为指导做好学生工作——以蚌埠学院为例

科学发展观对高等教育有重要的指导意义,要把科学发展观落实到高校学生工作中去,需要从当前学生工作的环境、对象、内涵中理清工作思路,明确主体、强化责任、理顺机制,构建高效率的学生工作网络,并以学生的发展成才为中心,多措并举,实现对学生的全方位服务。     

大学生学习倦怠与一般自我效能感的相关研究

大学生学习倦怠是当前教育领域的研究热点。本研究通过调查当前大学生学习倦怠的状况,探讨大学生学习倦怠程度与其自身一般自我效能感水平的关系,寻求减缓学习倦怠的方法。     

大学生学习倦怠的现状及其影响因素

为调查大学生学习倦怠的现状,采用大学生学习倦怠量表,对330名大学生进行施测;将学习倦怠总分按照升序排列,取前27%作为低分组,即低倦怠组,取后27%作为高分组,即高倦怠组;从高分组和低分组中各取10人进行访谈,将访谈结果进行总结对比,找出其影响因素,并提出有效可行的干预措施.结果显示：大学生学习倦怠水平较高,行为不当最为严重;在性别上,女生在成就感低上高于男生;在年级上,大二学生的总倦怠高于大四学生,大二、大三学生的情绪低落高于大四学生;在学科上,理科学生的总倦怠、情绪低落、成就感低都高于文科学生;引起大学生学习倦怠的原因是多方面的,需要社会、家庭、学校和个体四管其下,共同努力,其中个体起主要的作用.     

Student teachers’ proactive strategies for avoiding study-related burnout during teacher education

The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers’ burnout.     

坚持党建创新,推进高校发展

随着高校学生队伍的迅速扩大,学生党员的重要性日益凸显,能否创新党建工作,关系到党和国家的长远发展,本文从严把入口关、加强专项培训、推进党支部建设、深入组织领导、提升信念教育和增强社会实践等几个方面,对高校的党建创新工作提出建议。     

多媒体教学对高职高专学生学业倦怠的影响

以310名高职高专学生为被试,采用实验法和问卷法,对多媒体教学对学业倦怠的影响进行探讨.研究显示多媒体教学有助于降低高职高专学生的学业倦怠;多媒体教学对学业倦怠的影响存在性别差异.     

To Be or Not to Be an Academic: The Academic Professional Intentions of PhD Students and Influencing Factors

Abstract

Using survey data on academic PhD students, influencing factors for PhD students’ academic career intentions are explained from the perspectives of individual features and the academic labor market. The study found: (1) There is a diversification of PhD employment, with nearly one-third of academic PhDs going to nonacademic organizations; (2) female PhDs tend to favor stable academic professions, and rural and low-income PhD groups are more inclined to choose employment in academic organizations to become academic elites and realize upward social mobility; (3) PhD students who identify with academic majors tend to choose academic professions, but a considerable portion of top quality PhDs go to nonacademic organizations; (4) academic interests and enthusiasm are important influences on choosing an academic profession; (5) worsening job environments in academic institutions and weakening professional attractiveness had a cooling effect on the academic employment intentions of PhDs.