Academic Intentions Research Articles

The expanded theory of planned behavior for energy saving among academics in Romania, Bulgaria, Turkey, and Slovakia

Given the escalating global energy consumption and the concurrent economic and energy crises, energy-saving behaviour must be adopted on a large scale. Universities that are energy-intensive institutions should be one of the institutions where energy-saving behaviour is widely adopted. Academics devote a substantial portion of their time to their offices, which leads to increased energy usage. However, no study has investigated academics’ energy-saving behaviours in the literature. Most studies focus on students or employees in various organizations. Our study tries to cover the gap by examining the energy-saving behaviour of academics in four countries (Romania, Bulgaria, Turkey, and Slovakia) based on the expanded Theory of Planned Behaviour. A questionnaire was distributed to 228 academics from the four countries to gather data. The research hypotheses were tested using partial least squares structural equation modelling. The findings show that individual factors (attitude and perceived behaviour control) influence the energy-saving intention of academics but not the organisational factors due to the weak identification with their universities. The study offers valuable insights for policymakers seeking to promote energy-saving programs in academic institutions. The academics can be seen as role models for their students which emphasizes the need to study more their sustainable behaviours.

The impact of subtle contextual information on remembering to complete academic goals.

Remembering to complete goals-termed prospective memory (PM)-is critical for success in everyday life, yet minimal empirical work has been dedicated to examining PM within an educational setting. The main goal of this study was to investigate students' ability to complete numerous future-oriented academic intentions (PM tasks) while simultaneously paying attention to a lecture and to see if working memory (WM) capacity and adding subtle contextual information would support the students' likelihood of completing their PM tasks. Participants took part in a 2-hr session of college course-like activities. Throughout the session, there was occasionally the opportunity to complete one of several naturalistic PM tasks. The following findings are based on the results of our Bayesian models. Providing subtle contextual clues about when PM tasks could be completed was found to likely increase performance. The number of PM intentions to be remembered (i.e., load) produced no discernable effect on ongoing task performance or PM performance. Furthermore, individual differences in WM capacity were likely to be predictive of a near-zero change in PM performance. The current findings hold meaningful implications for educators, wherein providing context, even at a subtle level, can enhance students' ability to remember to complete tasks, without altering their ability to focus on the tasks at hand. Moreover, it appears that asking students to remember to complete multiple, prospective in-class tasks is not likely to hinder task completion or their ability to focus on other ongoing tasks.

Parent Education and Adolescent Health Outcomes: The Potential Role of Adolescent Academic Intention

Abstract: Parental educational attainment significantly shapes child socioeconomic status, potentially influencing various aspects of adolescent health. This study aimed to uncover the relationships between parental education and self-reported adolescent health outcomes, including overall health, mental well-being, and body mass index (BMI). Analyzing data from 1,448 participants in the Future of Families and Child Wellbeing Study, we identified notable associations. Our findings revealed that higher maternal and paternal education correlated with reduced odds of adolescent obesity. Furthermore, increased adolescent academic intention was associated with better overall and mental health in adolescents. Notably, it also played a mediating role in lowering adolescent BMI, thereby potentially explaining the association between parent education and adolescent BMI category (overweight vs. obese). These findings emphasize the significant impact of both parent education and adolescent academic intention on adolescent health. Future research should explore interventions leveraging academic intention to positively influence the health trajectory of adolescents.

Exploring Academic Intentions for ChatGPT: A Perspective from the Theory of Planned Behavior

Advancements such as OpenAI’s ChatGPT are part of cutting-edge megatrends in artificial intelligence (AI). ChatGPT has the potential to reshape education. This article applies the Theory of Planned Behavior (TPB) to investigate the correlation between attitude, subjective norms, perceived behavioral control, and the inclination to utilize ChatGPT for academic purposes. Our methodology involved conducting an online cross-sectional survey of 311 university students in Malaysia, a majority Malaysian (82.3%) and female (61.1%) aged 21-23 (66%). We develop three hypotheses and test them with SmartPLS 4. The results suggest that attitude, perceived behavioral control, and subjective norms exert a positive influence on the intention to embrace ChatGPT. From a pragmatic standpoint, it is advisable for universities to actively incorporate AI technologies like ChatGPT into the academic setting, addressing attitudes, subjective norms, and perceived control to prepare students effectively.

Academics' continuance intention to use learning technologies during COVID-19 and beyond.

The COVID-19 pandemic has revolutionized the teaching pedagogy in higher education as universities are forecasted to increase investments in learning technology infrastructure to transition away from traditional teaching methods. Therefore, it is crucial to investigate whether academics intend to continually integrate learning technologies as part of a permanent pedagogical change beyond the COVID-19 pandemic. Drawing upon the Unified Theory of Acceptance and Use of Technology (UTAUT), and Expectation Confirmation Model (ECM), this study examines the salient determinants influencing the continuance intention of academics to use learning technologies in their teaching pedagogy during and after COVID-19. Primary data collected from a private university was analyzed using the partial least squares structural equation modelling technique (PLS-SEM). The findings revealed two sequential mediating relationships which serve as the mechanism linking the relationship between facilitating conditions and their continuance intention to use learning technologies during and beyond the COVID-19 pandemic.

Synthesis and Model Development of Thai Undergraduate Dropout Risk Factors

This study synthesizes existing research to explore factors affecting student attrition in Thai higher education institutions and develop a causal model for dropout risk. The synthesis uses a mixed-method approach following PRISMA 2020 guidelines, drawing on six years of Thai contextual studies on student attrition, academic intention, commitment, and persistence. Through a systematic review of multiple databases, 21 quantitative or mixed-method studies were identified for inclusion, which yielded 107 items representing 186 occurrences related to student dropout or persistence factors in Thai higher education. These items were grouped into nine clusters: academic integration, attitudinal and behavioral factors, classroom and institutional environment, emotional distress, family support, financial considerations, institutional support, social integration, and student satisfaction. The model synthesizes research findings on student attrition in Thai universities, providing a comprehensive framework for understanding the factors influencing students' persistence and dropout risk. By considering the interplay between these factors, the model aids in developing targeted interventions and informed policy decisions that promote academic success and ensure the long-term efficacy of Thai higher education institutions. The model's application can potentially guide researchers, educators, and policymakers in addressing the challenges students face within the Thai higher education system, ultimately fostering a more supportive and conducive environment for academic achievement.

Entendre ces silences : traduire, transmettre et refléter Entendez-vous dans les montagnes… de Maïssa Bey, en italien et en anglais

Listen to those silences: translating, communicating and reflecting Entendez-vous dans les montagnes…by Maïssa Bey, in Italian and English
 Maïssa Bey is a French-speaking Algerian writer whose first works were published in the 1990s, during the "black decade" of the civil war that ravaged Algeria. Algerian people, especially women, of whom the author is an integral part, are the protagonists of her stories and novels that aim to break the silences and censorship, to explore the small stories hidden behind the big story. This article aims to analyse the Italian and English translations of Entendez-vous dans les montagnes..., a novel published in France in 2002 and in Algeria in 2007. The Italian translation, published by Astarte in 2020, is by Barbara Sommovigo, who had already translated Bey’s Puisque mon coeur est mort in 2013, initiating an almost paradigmatic author-translator relationship that allows for an effective approach to a short but complex text like Entendez- vous dans les montagnes... The English translation is by the American Erin Lamm, and is the result of her doctoral thesis, with a clearly more academic intention than the Italian text, whose publishing house Astarte aims to communicate voices from the shores of the Mediterranean. In fact, Bey's work travels between two languages and therefore between two cultures, the French and the Algerian, which intersect in the pages of the story like the lives of the three protagonists. An Algerian woman, an elderly Frenchman and Marie, a young blond woman, meet in the same compartment of a train to evoke memories and thoughts, which lead them to the past and recent history of Algeria, through painful pages among which is evoked the loss of the author's father, killed in 1957 by French soldiers. It is a difficult task for the translators to render this multiplicity of themes and languages from the title: for a French-speaking reader, there is a strong reference to both a line from the Marseillaise and an Algerian patriotic song (Min Djibalina). The Italian title is therefore changed to Dietro quei silenzi…, while the English title is purely literal, Do You Hear in the Mountains... This is just one of the translation choices that will be analysed in this paper, in which the comparison between the strategies and techniques used in the two translation works will be constant, creating a perpetual dialogue with the original text, in the image of the friendship that now exists between the author Maïssa Bey and the two translators.

TO THE MOON AND THE SUN: VOLUMEN 2

Why have we decided to tell these stories? Our academic intentions, as English language educators, are not only to entertain our trilingual learners in Kichwa, Spanish and English, but also to explore and transmit human values such as love, solidarity, compassion, respect, acceptance, appreciation, listening, affection and empathy. In other words, to teach and learn through written life experiences. Therefore, leadership and antagonism are common elements in the development of the stories. Then, animals, natural phenomena, human beings are usually part of the protagonists or antagonists with human values and behaviors. Even though these particular tales discuss fake stories, they provide true opportunities to internalize values and language awareness. Characters may evoke emotions on readers based on their Kichwa, Spanish and English language levels of understanding and imagination. For instance, there may be some cases by which a reader encountered some stories straightforward to understand; however, the same stories could become a little harder to read into another language. That is to say that the language proficiency may vary from one language to another, depending on each learner’s language proficiency. Having said that, the authors have avoided classifying tales into language proficiency levels such as A1 to C2. Additionally, scientifically speaking, it is known that minority learners feel better reading in their L1 because they experience some language transfer from L1 to their L2 and L3. In fact, communicating stories to trilingual minds (learners) turns powerful since those readers have to deal with the messages across different cultural Word views. Notto mention that reading for pleasure while reading in those languages XII will encourage millions of neurons to grow mental networking will encourage millions of neurons to grow mental networking towards a great mind expansion. Finally, this material has been designed for reaching readers whose bibliographic and economic limitations do not allow them to cheer up their trilingual minds.

What motivates academics toward entrepreneurship? Examining the formation of academic entrepreneurial intention from the push-pull perspective.

Although academic entrepreneurship has received considerable attention over the last decades, little attention has been devoted to discussing the formation process of academic entrepreneurial intention underlying the push-pull perspective. This study attempts to explore the mechanism of how academic entrepreneurial intention is shaped, with job-related negative elements as push factors, and entrepreneurship-related positive attractors as pull factors. In this paper, regression analysis and Bootstrap were conducted using SPSS 26.0 and MPLUS 7.0, whose applicability has been widely demonstrated in research. Findings were derived from 1042 academics from Chinese universities. Results showed that both push and pull factors do contribute to boosting academic entrepreneurial intention. Particularly, the entrepreneurship-related pull factors including entrepreneurial opportunity identification and expected entrepreneurial benefits play a dominant role in trigging academic intention to engaging entrepreneurship. Moreover, our findings further confirmed the moderating role of social network in the process of academics pushed by negative job-related factors to emerge entrepreneurial intention. This study extends the research perspective on the factors influencing academic entrepreneurial intention by examines the impact of push and pull factors on academic entrepreneurial intention simultaneously. This deepens the formation mechanism of academic entrepreneurial intention. Besides, the current study identifies a new look at the role that social network plays in academic entrepreneurship.

Pengaruh Tingkat Pemahaman Akuntansi, Persepsi Karir, Dan Prestasi Akademik Terhadap Niat Untuk Mengambil Sertifikasi Profesi Chartered Accountant (CA) Motivasi Sebagai Variabel Moderasi (Studi Kasus Pada Mahasiswa S1 Akuntansi Di Universitas Muhammadiyah

This type of quantitative research uses a comparative causal study, namely
 analysis, that is directed to investigate cause-and-effect relationships. Data was collected
 using a questionnaire method and processed using SPSS Statistics 25 with a sample of 55. This study aimed to determine the effect of the level of accounting understanding, career perception, and academic achievement on the intention to take Chartered Accountant (CA) professional certification motivation as a moderating variable. On accounting students at the University of Muhammadiyah Metro. The results showed that (1) the relationship between the level of accounting understanding and the intention to take chartered accountant (CA) professional certification did not have a significant effect (2) career perception significantly influenced the intention to take chartered accountant (CA) professional certification (3) achievement relationship. There is no significant effect on the academic intention to take chartered accountant (CA) professional certification (4) motivation can moderate the relationship between the level of accounting understanding and intention to take chartered accountant (CA) professional certification (5) motivation can moderate the relationship between career perception and intention to take chartered accountant (CA) professional certification (6) motivation can moderate the relationship between academic achievement and intention to take chartered accountant (CA) professional certification.

Dark personality traits and entrepreneurial intentions among Pakistani university students: The role of executive functions and academic intent to entrepreneurship

This study examined the mediating role of core Executive Functions (EF: working memory and inhibitory control) and moderating role of Perceived Academic Intent to Entrepreneurship (PAIE) in relationship between Dark Personality Traits (SDT) and Entrepreneurial Intentions (EI) of university students. A sample of 539 university students enrolled in various undergraduate and postgraduate programs completed the Short Dark Triad-3 (SD3), Adult Executive Functioning Inventory (ADEXI), and measures for assessing Entrepreneurial Intent and Perceived Academic Intent to Entrepreneurship. The results showed that of SDT, only Machiavellianism was significantly associated with EI. Both of the core executive functions and PAIE were also positively correlated with EI. Moreover, findings showed that EF positively mediated the relationship between Machiavellian disposition and entrepreneurial intention, while perceived academic intent to entrepreneurship moderated the relationship between executive functions and EI. A significant moderated mediation index was also reported. Findings offer useful insight to the interplay among above mentioned variables and guide educational and organizational psychologists to employ core cognitive strategies for promoting entrepreneurial thoughts and channelizing the productive energies of students with malevolent tendencies through academic coaching.

The Application of PLS-SEM in Knowledge Management Processes in Higher Education Institutions

This paper aims to investigate knowledge management (KM) processes in higher education institutions and shed light on the factors that influence the dynamics behind these processes. We focused on understanding how the perceptions about the involvement in KM activities can influence two of the knowledge management skills defined in the literature: absorptive capacity and desorptive capacity. Our work is based on the Theory of Planned Behaviour because it has the power to analyse and explain, through its constructs (attitude, subjective norm, perceived behavioural control), the attitudes of individuals and their perceptions about the implementation of a particular behaviour. The methodology adopted for the empirical investigation is PLS-SEM (Partial Least Squares -Structural Equation Model). The necessary data was collected through a questionnaire sent by email to the potential academics interviewed. The results suggest that the factor impacting the relationship between KM and absorptive and desorptive capacity processes is the behavioural control perceived by academics. In addition, they demonstrate that the organizational climate within the university is an essential predictor of the behavioural intention of academics. The limitations, including the limited number of respondents and suggestions for future developments, are the conduction of a multi-group analysis and building a second-order PLS (Partial least square) model.

COVID-19로 인한 비대면 학습환경에서 대학생의 학교소속감과 교수신뢰가 학업지속의향에 미치는 영향

Objectives The purpose of this study was to investigate the effect on the academic persistence intention by the school belonging and the professor trust of university students in non-face-to-face learning environment due to COVID-19. Methods A survey was held to the university students who have been non-face-to-face learning environment more than a semester in Seoul and Chungcheong cities from April 11 to April 18, 2022. 202 copies were in the final analysis for data analysis, t-test, ANOVA, Pearson’s Correlation Coefficient and Multiple regression was used. Results The school belonging, the professor trust, and the academic persistence intention of university students all showed significant positive correlations with one another. Number of meetings with professors in one semester, the school belonging, the professor trust, accounted for 40.8% of the total variance in the academic persistense intention among university students. Conclusions Therefore, this study could be used as a basic data for the development of student support programs that help students continue their studies by promoting a sense of belonging to their university and intimacy between professors.

Antecedents of crowdsourcing in science: scale development and initial testing

Crowdsourcing in science has become a growing field of research interest. Although the importance of crowdsourcing in science along with its barriers and requirements have been well recognized in the literature, many questions remain open. One of them refers to factors that determine the intention of academics to use crowdsourcing in science. Besides, previous research is held back by the lack of a rigorous measuring instrument. The aim of the article is to identify the antecedents of crowdsourcing in science, as well as the construction and initial testing of the measuring scale. Identifying the antecedents of crowdsourcing in science followed a combined approach, i.e., systematic literature review and nine focus group discussions were used. The process of developing the scale and its initial testing includes a pilot study conducted among 66 researchers. The final scale consists of 38 items covering the five antecedents of crowdsourcing in science.

The Effect of Psychological Capital and Role Conflict on the Academic Entrepreneurial Intents of Chinese Teachers in Higher Education: A Study Based on the Theory of Planned Behavior.

Because academic entrepreneurship is an innovation driving force in China’s economy, teachers are key knowledge creators in the process of entrepreneurship. Therefore, it is particularly important to give attention to the individual psychological mechanism factors at play in the process of teachers in higher education academic entrepreneurship. The purpose of this study is to identify individual psychological capital and role conflict issues among university teachers in China. To accomplish this aim, we investigated the emergence of positive academic entrepreneurial intents, continued through the process of academic entrepreneurship, and clarified the impact of psychological capital and role conflict on entrepreneurial intent. Based on the theory of planned behavior, we constructed a research model from the perspective of entrepreneurial intent prior to entrepreneurial action. We established a cohort of teachers in 17 higher education institutions (N = 525) in southern China, with psychological capital and role conflict as the prior independent variables and the teachers’ academic entrepreneurial intent as the dependent variable. Using quantitative analysis, SPSS 22.0, and AMOS 23.0, we conducted reliability and validity tests, correlation analysis, and structural equation models on the collected data. We reached the following conclusions: (1) psychological capital has a positive effect on attitudes toward academic entrepreneurship; (2) psychological capital has a positive effect on perceived behavioral control; (3) role conflict has a negative effect on perceived behavioral control; (4) academic entrepreneurial attitudes have a positive effect on academic entrepreneurial intent; (5) perceived behavioral control has a positive effect on academic entrepreneurial intent; (6) subjective norms have a positive effect on academic entrepreneurial intent. We also provide some suggestions about academic entrepreneurship for university administrators.

AN EMPIRICAL STUDY TO INVESTIGATE THE COERCIVE MANAGEMENT BEHAVIOR: EVIDENCE FROM ACADEMIA

The current study aimed to investigate the relationship between compulsory citizenship behavior and turnover intention of academics in Iranian universities. The effects of other components, such as the perception of organizational justice and psychological security, on this relationship were tested as mediators. Moreover, some demographic elements were considered as controlling factors. The nonprobability convenience sampling method used to collect the data, which were analyzed statistically by applying CFA and structural equation modeling (Path Diagram followed by the maximum likelihood estimation method). It was determined compulsory citizenship behavior increases the academics’ turnover intention in Iranian universities while mediation elements, such as organizational justice and psychological security, reduce this negative consequence. The result shows that reducing the negative influence of CCB in the organization causes less percentage of turnover intention. Rising the employees’ perception of organizational justice and their psychological security, is helpful for the administration to achieve this goal. Findings notify managers that (1) fairness in all work-related outcomes and (2) making the working environment psychologically secure decreases the academics’ intention to leave although they feel the pressure of doing extra-role duties. The most interesting finding is that psychological security held a substantially stronger effect on reducing the negative consequences of CCB than organizational justice. For organizations and managers, the emphasis should be on preparing work environments supportive of high organizational justice and employees’ psychological security to maintain turnover intention at its lowest levels. Regarding the compatibility of the study with the Journal focus, we can mention that results will allow HR practitioners a better understanding of essential factors they have to focus in their leadership style and management efforts to reduce the financial and spiritual costs of turnover intention.

Feedback in higher education: aligning academic intent and student sensemaking

ABSTRACT Research indicates that effective learner-centred feedback requires learner agency, impact and sensemaking. While scholars are focusing on supporting agency and impact, limited research has addressed sensemaking. This is problematic, because if learners fail to understand feedback, impact is likely to be reduced. In response, this study examines (non) alignment between teacher intent and student sensemaking of authentic feedback comments. The sample included four teachers and eighteen students from two Australian universities. Data were collected via stimulated recall interviews and a feedback coding task. The results suggest that sensemaking of strength-based comments, critiques and actionable information was aided when the comments were clear and specific. On the other hand, sensemaking was limited when comments were designed to mitigate against negative affect, overloaded with multiple intentions, or overly brief. This study informs theory around learner-centred feedback design which, in turn, improves the likelihood that teacher comments will be interpreted accurately by learners.

Constructing STEM identity: An expanded structural model for STEM identity research

AbstractIdentity development frameworks provide insight into why and to what extent individuals engage in STEM‐related activities. While studies of “STEM identity” often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents are scarce, making it challenging for researchers or practitioners to apply a measurement‐based perspective of participation in opportunities billed as “STEM.” In this study, we tested two expanded structural equation models of STEM identity development, building off extensions of science and disciplinary‐identity frameworks, that incorporated additional factors relevant to identity development: gender, ethnicity, home science support, parental education, and experiencing science talk in the home. Our models test theorized relationships between interest, sense of recognition, performance‐competence, and identity in the context of STEM with undergraduate students (N = 522) enrolled in introductory STEM courses at a Hispanic Serving Institution. Our findings support our measurement of STEM identity and its indicators, providing researchers with a predictive model associated with academic intentions across disciplinary domains in STEM. Further, our expanded model (i.e., Model I+) indicates significant contributions of participant gender, which has a larger indirect effect on STEM identity (β = 0.50) than the direct effect of STEM interest (β = 0.29), and of home support in relation to performance‐competence in academic contexts. Our model also posits a significant contribution of family science talk to sense of recognition as a STEM person, expanding our understandings of the important role of the home environment while challenging prior conceptions of science capital and habitus. We situate our results within a broader discussion regarding the validity of “STEM identity” as a concept and construct in the context of communities often marginalized in STEM fields.

Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

대학생의 목표전념, 그릿(Grit), 학업참여 및 학업지속의향의 구조적 관계

본 연구는 대학생의 학업지속의향과 목표전념, 그릿 그리고 학업참여가 어떤 구조적 관계를 보이는지 탐색하고자 구조방정식 모형을 설정하여 분석하였다. 이를 위해 대학생 400명을 대상으로 온라인 설문조사를 실시하여 각 변인간의 관계와 매개효과를 검증하였다. 본 연구의 결과는 다음과 같다. 첫째, 목표전념은 그릿에 영향을 미치고, 그릿은 학업참여와 학업지속의향에 각각 영향을 미치는 것으로 확인되었다. 그리고 학업참여는 학업지속의향에 영향을 미치는 것으로 나타났다. 둘째, 목표전념과 학업지속의향의 관계에서 그릿은 단일매개효과뿐만 아니라 학업참여와 함께 다중매개효과도 가지고 있는 것으로 나타났다. 이러한 결과는 대학생의 학업지속을 예측하는 구체적인 요인을 규명하는 데 기여하고, 대학에서 교육환경과 상담 등에 활용할 수 있는 실제적인 이론적 근거를 제시했다는 데 의의가 있다.