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Maureen Reed Mandivavarira Maodzwa – Taruvinga Elizabeth S. Ndofirepi Raazia Moosa 《Compare》2019,49(6):964-982
ABSTRACTFirst-generation students are often described as disadvantaged in university adjustment, self-efficacy and grades. Yet this deficit model of understanding first-generation students ignores their cultural capital, which could increase resilience and resourcefulness. Here, 844 students (31% first-generation) in South Africa and Canada completed measures of resilience, resourcefulness, university adjustment, academic self-efficacy and self-reported grades. Overall, the results reveal that the characterisation of first-generation students is culturally specific and, in some ways, differs between Canada and South Africa. That is, the deficit model may better describe Canadian than South African first-generation students. Yet, in many ways first-generation students are like their peers and their academic outcomes are predicted by their culturally specific levels of resourcefulness and resilience. This study support the notion that the positives students bring to university should be considered and that students would benefit from being taught the requisite skills involved in increasing resourcefulness and resilience. 相似文献
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Instructional Science - Informal learning environments can be a fun and effective means of introducing visitors to a variety of topics in evolution. Our study examined 120 sixth-grade... 相似文献
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Velde Robin van der Blignaut – van Westrhenen Nadine Labrie Nanon H. M. Zweekhorst Marjolein B. M. 《Higher Education》2021,81(6):1157-1175
Higher Education - The flipped classroom is proposed as an answer to challenges in higher education. However, studies that explore its influence on first-year student motivation are largely... 相似文献
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