Academic Ability Research Articles

A comparative study of home and host country effects on the academic performance of Chinese students in transnational education

ABSTRACT This study examines the impact of intercultural learning, from the perspective of home versus host country, on the academic performance of Chinese students in an Australian university’s transnational education program. It integrates transformative learning theory and cognitive load theory as the conceptual framework and compares the academic performance of students who remained in China with those who went to Australia to complete the same Australian university degree. Using a difference-in-differences approach, our analysis revealed a significant performance difference between the Australia-based and China-based groups by year level after controlling for academic ability. The findings have practical and policy implications for student support and transnational education program management in Australian universities. The study highlights the need for tailored support to help Chinese (and possibly other international) students during their first year of arrival in Australia. It also calls for embedding intercultural learning into discipline-specific programs.

Aesthetic Learning Spaces: An Investigation into the Status in Danish Early Childhood Teacher Education

The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.

Implementing a Trauma-Informed Approach in Undergraduate Nursing Student Clinical Education: Strategies for Clinical Nurse Educators

AimTo discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment. BackgroundUndergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders. DesignA discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences. MethodWith relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students. ResultsThe key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during and after experiences. ConclusionA trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families and their colleagues.

Implementasi Metode Dan Evaluasi Pembelajaran Di Pondok Pesantren Jareqje Pambusuang Kabupaten Polewali Mandar

The implementation of teaching methods must align with educational objectives, the material taught, and evaluation tools to measure teacher effectiveness and student success. This study aims to analyze the teaching methods at Pondok Pesantren Jareqje Pambusuang, which integrate traditional (salafi) and modern (khalafi) approaches. The research method used is descriptive qualitative, involving observation, interviews, and document analysis. The results show that the sorogan, bandongan, and outdoor learning methods enhance active student engagement and collaboration, which are essential for optimal learning outcomes. A supportive learning environment also plays a role in influencing student interest and engagement. Evaluation is comprehensively conducted through diagnostic, formative, and summative assessments that evaluate both academic abilities and character development of the students. The implications of this research suggest professional development for educators, the integration of technology in teaching, and health programs to improve the effectiveness of learning and student well-being.

Current Status and Challenges of Korean Medical School Admissions Policies

Medical school admission policies vary from country to country. In Korea, medical school admission policies reflect the policy choices made by the Ministry of Education. After the Korean War, universities implemented their own entrance exams, and since then, various admissions processes have been implemented with consideration of the fairness of the exam and the increase in private education expenses. The introduction of the medical graduate school system has led many universities to implement tests separate from the academic ability test. Currently, 40 medical schools have been approved by the government and are responsible for providing medical education, but there is a growing movement to open new medical schools in various regions. The excessive interest in medical school admissions in Korea is creating an unfavorable social atmosphere, where academies are even being operated for elementary school students to help them achieve an eventual goal of entering medical school. Furthermore, an irresponsible and sudden increase in the number of students admitted to medical school is causing a disruption in medical education. Medical schools need unconditional government support to strengthen their role in the community and the nation, and policy consideration is needed to ensure that universities are as autonomous as possible.

Mentoring Relationships Within a School-based Environment

Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning’s (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.

Capturing authentic academic ability: The role of mental health in youths’ academic lives

Capturing authentic academic ability: The role of mental health in youths’ academic lives

A qualitative case study on the development of the scholarship of teaching and learning: Centred on primary and secondary school teachers

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.

Risk Scores for Five Early Life Domains and Odds of Obesity and Hypertension Comorbidity

Abstract Background For outcomes such as obesity and hypertension, determinants are likely to be complex and multidimensional. Therefore, to design realistic interventions, epidemiological research should incorporate information from multiple risk exposure domains to assess the effect on health. In this paper we explore risk scores for five early life domains and odds of obesity and hypertension comorbidity. Methods We used data from 17,196 participants in the 1970 British Cohort Study. The outcome was obesity (BMI of ≥ 30) and hypertension (blood pressure>140/90mm Hg or self-reported doctor’s diagnosis) comorbidity at age 46. Early life domains included: ‘prenatal, antenatal, neonatal and birth’, ‘developmental attributes and behaviour’, ‘child education and academic ability’, ‘socioeconomic factors’ and ‘parental and family environment’. Stepwise backward elimination selected variables for inclusion for each domain. Predicted risk scores of obesity and hypertension for each cohort member within each domain were calculated. Logistic regression investigated the association between domain-specific risk scores and odds of obesity-hypertension, controlling for demographic factors and other domains. Results In unadjusted models, higher domain-specific risk scores were associated with increased odds of obesity-hypertension comorbidity. In adjusted analyses, higher domain-specific risk scores remained associated with increased odds of obesity-hypertension comorbidity, with the strongest associations to the parental and family environment domain (OR1.11 95%CI 1.05-1.18) and the socioeconomic factors domain (OR1.11 95%CI 1.05-1.17). Conclusions Appropriate modelling choices of combined effects of early-life risk factors need to be explored and tested. Targeted prevention interventions aimed at population groups with shared early-life characteristics could have an impact on cardiovascular risk in adulthood. Key messages • Targeted prevention interventions aimed at population groups with shared early-life characteristics could have an impact on obesity-hypertension prevalence. • Appropriate modelling choices of combined effects of early-life risk factors need to be explored and tested.

It’s the will, not the skill: How malleability narratives affect Belgian adolescents’ academic development

ABSTRACT The current experimental study among 451 Belgian adolescents examined how televised narratives that suggest that academic performance can change with hard work and effort (i.e. malleability narrative) compared to narratives that focus on inability to change academic performances (i.e. fixed narrative) differently affect academic self-perceptions, motivation, and well-being. Additionally, this study explores how adolescents’ reactions to malleability versus fixed narratives may differ based on their academic self-discrepancy levels (that is, the difference between their perceptions of current and ideal academic performance). According to the results, exposure to a malleability narrative, as opposed to a fixed narrative, increased adolescents’ confidence in their academic abilities (i.e. academic “can-self”), which resulted in a stronger motivation for academic engagement. However, adolescents exposed to a malleability narrative also reported feeling more academic performance pressure than those exposed to a fixed narrative. No moderation effects were found for academic self-discrepancy levels. Televised malleability narratives can thus be beneficial to adolescents’ academic self-perceptions and development, but can simultaneously be harmful to well-being as adolescents feel pressure to excel academically, as well.

Social Comparison, Belongingness, Self-Doubt, and Stress: The Case of Hispanic Students at Hispanic Majority Institutions

Social comparison processes can affect academic and interpersonal outcomes for minoritized college students. However, the literature has not addressed how these processes play out for Hispanic students who attend Hispanic Majority Institutions, in which Hispanic students comprise more than 50% of the population. In this study, such students ( N = 191) completed online assessments for social comparison orientation (SCO), belongingness, academic self-concept, and perceived stress. Results showed that, regarding belongingness, SCO was positively correlated to rejection/exclusion, but not acceptance/inclusion. Regarding academic self-concept, SCO was positively correlated to self-doubt, but not self-confidence. Mediation analyses showed that perceived stress fully mediated the relationship between SCO and rejection/exclusion, and partially mediated the relationship between SCO and academic self-doubt. In other words, SCO was associated with increased stress, which was then associated with increased feelings of rejection/exclusion and self-doubt about academic abilities. These findings offer additional insight into Hispanic college students’ experience.

High School Curricular Rigor and Cognitive Function among White Older Adults.

Most research on the strong relationship between education and cognitive aging has focused on years of schooling. Using data from the Wisconsin Longitudinal Study-a sample of White persons born in 1939-we explored whether greater curricular rigor in high school was also associated with better cognitive function in later life. We estimated multilevel structural equation models in data from 2,749 participants who attended 308 Wisconsin high schools, graduating in 1957. Independent of academic ability and performance and school-level financial and material resources, a more rigorous high school curriculum was associated with significantly better global cognitive functioning in 2020, when most participants were 81 years old. There was also a significant mediation via eventual degree attainment. The mediation was moderated such that men and participants from high socioeconomic status families benefited most from a rigorous curriculum. We discuss implications for modern educational policy.

How neighbourhood effects vary by achievement level

Abstract After long-standing calls for research into ‘for whom’ neighbourhood matters, the literature has recently gained traction, focussing on background characteristics such as gender, race, and socioeconomic background. However, there is still scarce and only indirect evidence on whether neighbourhood effects vary by children’s academic ability. In this paper, we combine the Neighbourhood Choice Model with quantile regressions to investigate whether neighbourhood effects vary by children’s academic proneness. Using Norwegian register data, we demonstrate heterogeneity in the effects of neighbourhood deprivation as a function of students’ proneness to academic achievement. Students with the very lowest and highest academic potential are the least affected by neighbourhood disadvantage, while those with below average—but not at the lowest end—are most strongly affected. Moreover, while girls are less affected than boys, and children from less educated and affluent families are more affected by neighbourhood disadvantage than their more privileged peers, the effects of these observed moderators are considerably smaller than the heterogeneity observed as a function of academic proneness. Overall, our use of quantile regressions opens up new venues for understanding ‘for whom’ neighbourhoods matter, with individual-level academic vulnerability and strengths being an influential source of neighbourhood effects variation.

Penerapan Media Postcard untuk Meningkatkan Keaktifan Siswa SMK Ma’arif NU Kajen Tahun 2021/2022

The learning model applied during the COVID-19 pandemic has changed the way students learn, so that student activity in the learning process in class is still low and there are many student absences after the pandemic. Almost 2 years of the pandemic have required students to study from their respective homes so that students are increasingly lazy or less active in learning. This is the basis for the idea of ​​how to make them more effective in learning by using postcard media. Postcard media is a media containing questions related to learning that must be answered by students by taking lucky coupons. The purpose of this study is 1) To describe the teacher's process in implementing postcard media in building student activity in learning in class XI of SMK Ma'arif NU Kajen. 2) To analyze the level of student activity of class XI of SMK Ma'arif NU Kajen through the application of postcard media in learning. This classroom action research was conducted at SMK Ma'arif NU Kajen with the research subjects of class XI students totaling 72 students with almost the same academic abilities, able to understand simple materials, but the level of student activity is low, the majority are less brave in expressing ideas, ideas and opinions. Data collection techniques include questionnaire sheets and documentation. Data analysis used is qualitative and quantitative data analysis. The results of the study showed that the process of implementing postcard media which was carried out through three stages, namely the process of designing a learning plan, the process of implementing learning, and the process of evaluating the use of learning media has been implemented well by teachers. In cycle I, the results of the questionnaire showed that the application of postcard media to increase student activity was successful with an average score reaching 86%. In cycle II, the application of postcard media to increase student activity was successful with an average questionnaire score reaching 88%. Postcard media has proven to be effective in increasing student activity in learning. For teachers, it is expected to be able to improve learning media so that students can be encouraged to be active in class. For schools, it is expected to be able to provide adequate facilities, especially the provision of teaching aids so that teachers can be more free in creating a creative learning process.

Mathematical skills classification through primary education

By the end of primary school, children are expected to acquire a range of mathematical skills that progressively develop. This study aimed to gain insight into how a large number of numerical and geometrical measures are grouped and whether the structures shift or remain invariant along child’s development based on the data obtained from a sample of 1346 s to sixth grade children. On the basis of correlation analyses and exploratory factor analyses, we came up with an invariant four-factor structure for each grade. The four factors obtained were the following: (a) early and retrieval skills (subitizing, enumeration, number facts) (b) transcoding and ordinality skills, (c) numerical advanced skills and (d) visual-spatial advanced skills. Confirmatory factor analyses showed that the four-factor model fits well to the data (RMSEA < 0.06, CFI > 0.95, GFI > 0.93, SRMR < 0.05) at all grades. The associations between the mathematical measures were captured in each factor and the revealed invariant structure is discussed and compared with previous classification models of mathematical skills. Given that the difficulties in learning mathematics is currently being viewed as a continuum of academic abilities instead of a distinct problem, the underlying invariant four-factor structure can facilitate experts and educators to better understand how a broad area of mathematical skills are related across the primary education, in order to carry our comprehensive assessment of both the mathematical strengths and weaknesses of their students and to apply the appropriate customized teaching strategies.

Effective prevention of early resignation of newly graduated nurses: a transactional analysis

BackgroundNew employees often exhibit stress reactions to changes in their environment and some of these may result in resignations. Employees in medical institutions are no exceptions. Considering the shortage of nurses in Japan, countermeasures are needed against the resignation of newly graduated nurses. Many studies have indicated that multifaced factors affect the resignation of newly graduated nurses. Even though individual characteristics are important factors in this regard, training and support for newly graduated nurses do not focus on the nurses’ characteristics. The purpose of this study is to examine the characteristics influencing the early resignation of newly graduated nurses and suggest ways to support them and prevent their early resignation based on their characteristics.MethodsWith the approval of the Ethics Committee, various characteristics of 353 newly graduated nurses (personality, interpersonal relationships, trait anxiety, nurse orientation, desire to be a nurse, and self-proclaimed academic ability) were assessed using a transactional analysis, the State-Trait Anxiety Inventory, and self-reporting numerical rating scales. The characteristics of those who resigned within 1 year (case group) and those who did not (control group) were compared using chi-square test and logistic regression analysis.ResultsOur sample of 353 participants included 32 nurses from the case group and 304 nurses from the control group. Most participants showed similar personality traits. However, the control group had a significantly lower percentage with negative self, strong trait anxiety, negative self and strong trait anxiety, and low orientation compared to the case group. Our logistic regression analysis showed that strong trait anxiety and low nurse orientation are significantly related with the early resignation of nurses.ConclusionsThe early resignation of newly graduated nurses may be prevented by understanding their characteristics at the time of gaining employment and implementing early intervention programs, such as education programs to reduce anxiety, and helping those with strong trait anxiety and low nurse orientation to find meaning in work.

Perencanaan Strategi Pemasaran Pondok Pesantren Darul Ilmi Wal Amal

The purpose of this research is to determine the strategic positioning and alternative marketing strategy that can be carried out by Darul Ilmi wal Amal Islamic Boarding School. The method used in this research is a descriptive method with a qualitative approach. The data analysis used is SWOT analysis (Strength, Weakness, Opportunity, Threat) which is measured through internal factors (Internal Strategic Factor Analysis Summary/IFAS) and external factors (External Strategic Factor Analysis Summary/EFAS). The results obtained from IFAS and EFAS show that Darul Ilmi wal Amal Islamic Boarding School is in quadrant I, which is a position that shows a strong organization with great opportunities. The strategy that is in accordance with this position is a development strategy (progressive/aggressive/expansion) which includes preparation towards a muadalah-based boarding school; expansion of promotion by involving various related parties and using various effective methods; expansion of cooperation with various related parties, especially in admitting new students, education and training; determining affordable prices/fees, scholarship programs for students and organizing the learning process based on the different academic abilities of students in the form of study groups.

Factors Influencing Students’ Academic Self-Efficacy in Related Domains

The importance of a person’s belief in their own academic abilities cannot be overstated when it comes to pursuing further education and selecting a career aligned with their studies. This research investigates the influence of family dynamics and background, behavior and values, school experiences and out-of-school experiences on academic self-efficacy (ASE). The study also examines how sub-variables of behaviors and values mediate the development of self-efficacy. The research employs a quantitative cross-sectional survey with a convenience sample of 350 intermediate students from various academic domains. The data analyzed using Smart PLS 4 software, revealed that students’ behaviors and values, as well as their out-of-school experiences have a significant impact on the development of self-efficacy. All variables related to behaviors and values show a significant positive impact, except for decision-making skills, which have no significant effect. However, the indirect influence of technology is also noticed. On the other hand, most background factors and school experiences have no direct influence on ASE. This study offers valuable insights into the multifaceted factors that play a crucial role in family education, teacher education, and career counseling. Additionally, it provides a foundation for future research in this area and contributes to the understanding of adolescents; self-efficacy in academic domains.

The Relationship Between Children's Physical Fitness And Academic Ability As Seen From Japan's National Data

The Relationship Between Children's Physical Fitness And Academic Ability As Seen From Japan's National Data

유아기의 자아존중감과 사회적 유능감이 학습준비도를 매개로 초등학교 시기 학업능력에 미치는 영향

Objective: To analyze the relationship between self-esteem, social competence, and academic ability in early childhood and to verify the mediating effect of learning readiness on the effect of self-esteem and social competence in early childhood on academic ability in elementary school. Methods: The structural equation model was applied and analyzed based on the data of 830 students in the 7th (2014) and 8th years (2015) of the 1st grade of elementary school. The data came from the Child Care Policy Research Institute. First, skewness and kurtosis were identified through descriptive statistical analysis. Second, through correlational analysis, the correlation coefficients between children’s self-esteem, social competence, school readiness, and academic ability in elementary school were calculated. Third, after checking the reliability of each scale, Cronbach’s alpha coefficients were calculated. Fourth, confirmatory factor analysis was performed to verify the validity of each factor and the suitability of the research model, and bootstrapping was used to verify the mediation effect. Results: First, self-esteem, social competence, school readiness, and academic ability were found to have a positive correlation among the variables. Self-esteem had a positive effect on social competence, learning readiness, and academic ability; social competence had a positive correlation with school readiness; and academic ability and school readiness had positive correlation with academic ability. Second, the results of the structural model analysis showed that self-esteem and social competence not only directly affected academic ability but also had a major mediating effect in the path from self-esteem and social competence to academic ability through school readiness. Conclusions: This study has implications for elementary school preparation through cooperation and the path of elementary schools through cooperation and families.