A correlational study on attachment dimensions,academic performance and self-regulated learning of university students in South Africa

ABSTRACT

An association between attachment and academic performance appears to be consistently found in children; however, reports on such an association in adolescents are contradictory. This study aimed to determine whether the attachment dimensions of anxiety or avoidance significantly correlate with a student’s academic performance at university. Moreover, since individual differences in attachment index distinct self-regulatory capacities, this study aimed to determine whether any correlation exists between a student’s attachment dimensions and measures of self-regulated learning. Attachment dimensions were determined by the Experiences in Close Relationships-Revised questionnaire, while self-regulated learning was determined by the Learning and Study Strategies Inventory, in a sample of university students (n = 185). Neither attachment dimensions correlated significantly with measures of academic performance. However, attachment dimensions did significantly correlate with measures of self-regulated learning in this study.     

Providing transparency and credibility: the selection of international students for Australian universities. An examination of the relationship between scores in the International Student Admissions Test (ISAT), final year academic programs and an Australian university’s foundation program

Throughout 2003–04 five cohorts of students in their final year of school studies in various Malaysian colleges and a group of students completing an Australian university foundation year in Malaysia sat the International Student Admissions Test (ISAT). The ISAT is a multiple‐choice test of general academic abilities developed for students whose first language is not English. Both sets of scores were examined to investigate the relationship between skills measured by the academic programs and the generic reasoning skills measured by the ISAT. The data were examined by looking at correlations and patterns of the ISAT scores, and the total academic program scores and individual subject scores. As well, multiple regression was used to examine if the ISAT could act as a predictor for academic program scores. Although the ISAT and measures of achievement in the academic programs are two completely different instruments, the study showed that: (i) the scores were positively and significantly correlated; (ii) patterns of co‐variation of the ISAT and academic program scores demonstrate a positive relationship; and (iii) there is evidence that achieving a high score in the academic programs requires high reasoning skills, as measured by the ISAT. The findings of this study indicate that the ISAT is a useful predictor of student ability for use in the university selection process for international applicants.     

Experimental inquiry and naturalistic inquiry: An evaluation

In recent years, questions have been raised about the usefulness of experimental inquiry in educational research and evaluation. An alternative paradigm, called naturalistic inquiry has been advocated by some and appears to be growing in acceptability. In this article, these two approaches are described and compared using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Investigators are urged to seriously consider both paradigms in planning research and evaluation studies.     

Effects of conceptual systems and instructional methods on general chemistry laboratory achievement

Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning.     

Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge

Educational technology research and development - Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often,...     

Problematizing the Practicum to Integrate Practical Knowledge

This article examines the influence of a practicum teaching experience on two pre-service science teachers. The research is focused on examining a practicum in a secondary science department that actively promotes the teaching and learning of science as inquiry. We investigated the process through which the pre-service science teachers integrated their practical knowledge, and examined this in the context of the quantified reformed instruction they enacted. Using a mixed methods design, we have quantified these pre-service science teachers’ practice using the Reformed Teaching Observation Protocol (Piburn et al. 2000), in concert with a narrative methodology drawn from in-depth interviews. Our analysis of the data indicates two important conclusions. The first is the importance of a consistently reformed image of science education being presented and practiced by both science teacher educators and cooperating teachers. The second is the recognition that a consistently reformed image may not be sufficient, of itself, to challenge pre-service teachers’ views of science education. Pre-service teachers appear to be heavily influenced by their biographies and own science education. Consequently, it appears the extent to which a pre-service teacher identifies problems of teaching and learning, and then works toward possible resolution, influences their progress in shaping reformed views of science education.