Student satisfaction in higher education: a meta-analytic study

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.     

Attenuation of the CS-preexposure effect after a retention interval in preweanling rats

The effects of flavor preexposure and retention interval were assessed in 6- and 12-day-old rats. Conditioned aversions to a flavor appeared at both ages. The conditioning of the younger pups was unaffected by conditioned stimulus (CS) preexposure and was not evident after a 10-day retention interval. For the 12-day-old rats, preexposure to either the flavor CS or a different flavor attenuated aversion strength when the rats were tested soon after conditioning. Other 12-day-old rats that were tested 10 days after conditioning also expressed substantial aversions, but with a retention interval of this length, the aversions were equivalent for animals preexposed to the CS and those not preexposed before conditioning. This loss of the CS-preexposure effect over a long interval, which has also been observed in adult rats, identifies the locus of this effect as postacquisition and perhaps at the stage of memory retrieval.     

Peer acceptance and peer status in relation to students’ special educational needs,migration biography,gender and socio-economic status

Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.     

RULER: A Theory-Driven,Systemic Approach to Social,Emotional, and Academic Learning

Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER’s implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER’s current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER’s future directions also are discussed.     

An intervention study to enhance girls' interest,self‐concept,and achievement in physics classes

Many interest studies have shown the decline of students' interest in physics during secondary education, particularly among girls. Research into physics‐related interests of students suggests applying different measures to reduce or reverse that trend such as: (a) suggesting curricular changes that do justice to the specific interests and experiences of girls, (b) improving the ability of teachers to support girls in the development of a positive physics related self‐concept, and (c) changing to an organizational setting that gives girls a better chance to improve their self‐concept about physics. The purpose of this study was to examine whether these hypothetically effective measures lead to an improvement of the situation for girls when implemented in the physics classroom. The intervention took a whole school year of some 60 one‐hour lessons and comprised 12 experimental and 7 control classes of seventh graders (age about 13). Their immediate and long‐term achievements, as well as their change of interest in physics, their subjectively experienced competence, and their physics‐related self‐concept were assessed by written tests at various stages of the intervention. The intervention proved successful and significantly improved most of these indicators for girls (and boys) in the experimental group. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 870–888, 2002     

The Administrator's Contribution to Student Cheating

Motivation is a challenge for educators at every level, given the competition from smart phones, social networking, and other outside distractions. The motivation field is rich with resources, Web sites, multimedia, materials, and books on how to identify motivation challenges and address them. Our motivation group at the Center for Teaching and Learning at California State University Northridge read, reviewed, discussed, and can ultimately recommend six great resources on motivation for instructors at every level.     

The Academic Setting of the Dishonest Student

ABSTRACT

Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced extraordinary engagement and motivation, which they interpreted as being related to the collaborative process, their own agency in the project, and the externalized value of creating an artifact intended for a public audience. A new metaphor for learning emerged from the study based on the concept of authorship. Our authorship learning construct sees learning as a process of authoring understanding and skills while simultaneously authoring at multiple levels of agency, including authorship of processes, roles, goals, artifacts, meaning, self, group identity, and society.     

A New Time Measurement Method Using a High-End Global Navigation Satellite System to Analyze Alpine Skiing

Abstract

Accurate time measurement is essential to temporal analysis in sport. This study aimed to (a) develop a new method for time computation from surveyed trajectories using a high-end global navigation satellite system (GNSS), (b) validate its precision by comparing GNSS with photocells, and (c) examine whether gate-to-gate times can provide more detailed information about alpine skiing performance. The results demonstrated small mean time differences with no systematic bias, with a velocity dependent scatter of time differences, which diminished at higher velocities. Furthermore, the multiple gate-to-gate and lag times demonstrated that the GNSS enabled a more detailed analysis compared to photocells. The measurements using GNSS showed high validity and potential as a tool for more specific analysis of performance in skiing.     

Energy management using virtual reality improves 2000-m rowing performance

Abstract

Elite-standard rowers tend to use a fast-start strategy followed by an inverted parabolic-shaped speed profile in 2000-m races. This strategy is probably the best to manage energy resources during the race and maximise performance. This study investigated the use of virtual reality (VR) with novice rowers as a means to learn about energy management. Participants from an avatar group (n = 7) were instructed to track a virtual boat on a screen, whose speed was set individually to follow the appropriate to-be-learned speed profile. A control group (n = 8) followed an indoor training programme. In spite of similar physiological characteristics in the groups, the avatar group learned and maintained the required profile, resulting in an improved performance (i.e. a decrease in race duration), whereas the control group did not. These results suggest that VR is a means to learn an energy-related skill and improve performance.     

THE DETERMINATION AND EVALUATION OF RESULTS IN THE STUDY PROCESS

Student assessment and grading schemes in higher education institutions should be adapted and applied in such a way that they stimulate students to achieve to the utmost of their abilities. It is not sufficient to simply give a grade to a student for a task accomplished or even to give him an average grade for a series of tasks accomplished during a given time period, a semester, for instance. Rather it is necessary to create an action framework of a kind which links the performance dynamic of both students and teachers so as to ensure the accurate determination, evaluation, and analysis of the joint student‐teacher performance behaviour in such a way that the individual procedures subject to evaluation can be grouped into joint procedures which stimulate self‐determination self‐evaluation, and self‐analysis on the part of students, teachers, and eventually, the employers of graduates. The authors have designed two models which illustrate optimum evaluation procedures of the kind which they favour.