Academic Outcomes Research Articles

Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices

The development of self-regulated learning leads to positive academic, social, and emotional outcomes for learners. For many educators, teaching towards self-regulated learning is challenging. This study investigated contextual and motivational features within teacher education programs that support or hinder teacher candidates' motivation to development self-regulated learning practices. Zimmerman's model of self-regulated learning (2008), along with Perry, Hutchinson, and Thauberger’s (2008) descriptions of self-regulated learning practices and Ryan and Deci's (2017) self-determination theory informed this process. Codes and categories drawn from interviews, documents, and in-class observations and reported upon in previously published work was analyzed to identify themes that are supportive or constraining of teacher candidates' motivation to develop practices that foster self-regulated learning in the classroom. Results reveal five themes: (a) opportunities for teacher candidates to see their school mentors' formation of classroom participation structures, (b) the provision of freedom for teacher candidates to experiment with practices along with in-situ scaffold support, (c) adequate support for teacher candidates to integrate self-regulated learning content into their practice, (d) teacher candidates' perceptions of alignment across their learning experiences, and (e) adequate time and support for teacher candidates to establish relationships in their practicum settings.

Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports

Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported social-emotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.

Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes

Interpersonal and systemic racism and discrimination persist in our educational system—from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that students of color feel less safe, are disproportionately exposed to harsh discipline, question their belonging, and question commitments to diversity. The negative sequelae are concurrent and last into adulthood. In addition, there are several advances in theory and measurement, including assessing gendered and racial biases in teachers’ attributions about students’ abilities, frameworks for mitigating colonial and racialized trauma, and domains of antiracist activism to bring racial justice and equity to schools.

Marijuana Use and Breastfeeding: A Survey of Newborn Nurseries.

Marijuana use has increased nationally and is the most common federally illicit substance used during pregnancy. This study aimed to describe hospital practices and nursery director knowledge and attitudes regarding marijuana use and breastfeeding and assess the association between breastfeeding restrictions and provider knowledge, geographic region, and state marijuana legalization status. We hypothesized that there would be associations between geography and/or state legalization and hospital practices regarding breastfeeding with perinatal marijuana use. A cross-sectional, 31-question survey was sent electronically to the 110 US hospital members of the Academic Pediatric Association's Better Outcomes through Research for Newborns (BORN) network. Survey responses were analyzed using descriptive statistics to report frequencies. For comparisons, χ2 and Fisher exact tests were used to determine statistical significance. Sixty-nine (63%) BORN nursery directors across 38 states completed the survey. For mothers with a positive cannabinoid screen at delivery, 16% of hospitals universally or selectively restrict breastfeeding. Most (96%) nursery directors reported that marijuana use while breastfeeding is "somewhat" (70%) or "very harmful" (26%). The majority was aware of the potential negative impact of prenatal marijuana use on learning and behavior. There were no consistent statistical associations between breastfeeding restrictions and provider marijuana knowledge, geographic region, or state marijuana legalization status. BORN newborn clinicians report highly variable and unpredictable breastfeeding support practices for mothers with perinatal marijuana use. Further studies are needed to establish evidence-based practices and to promote consistent, equitable care of newborns with perinatal marijuana exposure.

Utilization of interactive E-book in bridging the least learned competencies in statistics and probability

This experimental study with purposive non-probability sampling focused on investigating the results before and after using interactive e-books by the Grade 12 students at Southville 1 Integrated School during the academic year 2022-2023. This study was conducted among 108 students in Grade 12 who answered the 20-item pre-test and 20-item post-test with a 5-point Likert scale survey. This study used mean, standard deviation, and mean percentage scores to determine the effectiveness of interactive e-books in bridging the least learned competency and a paired sample t-test test to analyze the significant difference between the respondents' performance before and after utilizing the interactive e-book. The study showed a significant mean difference in pre-test and post-test scores, indicating a significant decrease in scores before the intervention. However, interactive e-books resulted in a considerable performance improvement, as evidenced by the t-value and low p-value, which revealed a significant difference between the two scores. The effect size of 1.93 was likewise adequate, showing the magnitude of the observed effect. The findings indicate that interactive e-books can increase students' academic performance and learning outcomes as digital learning materials. The study finds that using interactive e-books in the classroom can increase student engagement, comprehension, and overall academic achievement.

Effectiveness of Teachers’ use of Motivational Skills to enhance Student’s Academic Learning outcome

In this study, the researcher has a purpose to inform all our teachers, students, and parents about the impact on the effective use of teachers' motivational skills in the teaching-learning process. The purpose and importance of motivation should be clearly understood by the teachers. The fundamental aim of effective use of teacher's motivational skills is to stimulate and facilitate any learning activity. So teachers have a lot to do with student's motivational learning as an effective form of learning is not possible without motivation. A student may attend the class with a certain degree of motivation, but the teacher's behavior, teaching styles, the nature of the classroom environment, and informal interaction with students all have a large effect on student motivation. Since motivation help students to concentrate better and gain satisfaction, teachers need to provide continuous motivation in every teaching lesson. This paper was a qualitative study based on in-depth semi-structured interviews which were limited to eighteen key informants due to the small size of the community. Data were analyzed with a content analysis approach. The study was conducted in two different schools in the same district. The study determined that most of all our teachers in their various workplaces are experiencing numerous challenges and hardships while working hard to make teaching-learning interesting and meaningful. Some of the impeding factors included: lack of resources and training, lack of parental support and guidance, behavior and feedback, and the teacher-student relationship. The findings revealed that to encourage learners to learn more effectively and become lifelong learners, our teachers need to enhance their knowledge and skills through the provision of various training, workshops, seminars, and other exchange programs on regular basis. If only then teachers motivate students, they will ultimately realize the learning purpose and achievable goal.

Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning.

Collaboration improves multiple academic and social outcomes. Accordingly, computer-supported collaborative learning (CSCL) can be beneficial in distance education contexts to overcome the issues specific to online learning (e.g., underperformance, low identification with university). Distance universities often attract a substantial number of non-traditional students (e.g., students with disability, students with migration background). Despite their representation, non-traditional students face negative stereotypes and associated social consequences, including social identity threat, diminished sense of belonging, and less motivation for social interactions. In the context of online learning, where there is little individuating information, social categories like socio-demographic group memberships become salient, activating stereotypes. Consequently, socio-demographic group memberships can have detrimental consequences for the integration of non-traditional students. The purpose of the present study was to (a) determine the extent of social identity threat for students in higher distance education, (b) explore the social consequences of this threat in the same context, (c) validate these findings through longitudinal analyses embedded in a CSCL task, and (d) use learning analytics to test behavioral outcomes. In a longitudinal study with three measurement occasions over 8 weeks (N = 1,210), we conducted path analyses for cross-sectional associations and Random Intercept Cross-Lagged Panel Models for longitudinal predictions. The results showed that non-traditional students mostly reported higher social identity threat than traditional students. While the expected longitudinal within-person effects could not be demonstrated, we found stable between-person effects: students who reported higher levels of social identity threat also reported lower sense of belonging and lower social approach motivation. Exploratory analyses of actual online collaboration during CSCL offer potential avenues for future research. We conclude that social identity threat and its social consequences play an important role in higher distance education and should therefore be considered for successful CSCL.

Digital Distractions with Peer Influence: The Impact of Mobile App Usage on Academic and Labor Market Outcomes

Digital Distractions with Peer Influence: The Impact of Mobile App Usage on Academic and Labor Market Outcomes

Enhancing Learning Experience: Engineering Students’ Views on Google Classroom and Academic Achievement

Aim/Purpose: This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.

Psychological and educational aspects of students’ adaptation in the context of digitalization

This article aims to identify the factors that influence the academic performance of undergraduate students, focusing on digital literacy, digital knowledge and skills, as well as personal characteristics in the digital economy. To identify these relationships, surveys were conducted among students using appropriate online questionnaires, and the Big Five Personality Traits (BFPT) testing methodology was chosen to assess the personal qualities of undergraduate students. The findings of the study are consistent with the research in the field indicating a correlation between digital skills and student academic success and simultaneously the inverse impact of social media on academic performance. In addition, the study showed that there is also a positive relationship between some personal traits as conscientiousness, agreeableness and academic performance outcomes. Research illustrates the significant role of gender in academic achievement, explaining how differences in male and female personality traits can influence academic performance and adaptability. The results confirm that academic success and, thus, the ability to adapt to the changing conditions can be explained by personal traits and digital technologies used while the other possible factors can include gender, professional and cultural background.

Academic self-efficacy and engagement in learning science of Junior High School students: the mediating role of peer relationship

Academic self-efficacy, peer relationships, and student engagement are interrelated constructs that play important roles in shaping students’ academic experiences and outcomes in science learning. In view of this concept, this study aimed to determine the significant mediating effect of peer relationship on the relationship between academic self-efficacy and engagement in learning science. This study was quantitative, non-experimental research design utilizing descriptive-correlational, and path analysis techniques. Employing cluster sampling technique, a total of 150 junior high school students from selected private schools in Davao City – third district were selected to participate in this study and answered the adapted survey questionnaire. The study revealed high levels of self-efficacy, peer relationship, and engagement in learning science, with a strong positive correlation between academic self-efficacy and engagement, and moderate positive correlations between academic self-efficacy and peer relationship, as well as the correlation between peer relationship and engagement. Overall, peer relationships do not significantly influence academic self-efficacy and engagement in learning science among junior high school students. The impact of peer interactions on these relationships is small, suggesting that their significance may be less pronounced than in older students. Future researches may be undertaken to examine the potential mediating influence of peer relationships on the association between academic self-efficacy and engagement in subjects beyond science.

Does sleep link child maltreatment to depressive symptoms among incoming first-year college students?

We examined whether sleep (i.e. quality, regularity, and duration) mediated associations between child maltreatment (CM) and depressive symptoms among emerging adults undergoing the major life transition of starting college. Students (N = 1400; 44% male; 48% non-Hispanic white, 20% non-Hispanic Asian, 15% Hispanic all races, 7% non-Hispanic black, and 10% non-Hispanic other races) completed daily sleep diaries for 9 weeks, followed by the Childhood Trauma Questionnaire-Short Form, Pittsburgh Sleep Quality Index, and the Center for Epidemiologic Studies Depression Scale (CES-D). DSD data were used to compute participants' Sleep Regularity Index and average 24-hour total sleep time. We used a nonparametric structural equation modeling bootstrap approach and full information maximum likelihood to account for missing data. In model 1, we controlled for sex and race and ethnicity. In model 2, we further adjusted for baseline CES-D scores. The prevalence of self-reported moderate-to-severe CM was 22%. Small but significant indirect effects of CM on greater depressive symptoms through worse sleep quality (β = 0.06, 95% CI = 0.04, 0.09) and lower sleep regularity (β = 0.02, 95% CI = 0.005, 0.03) were observed in model 1. In model 2, only the indirect effect of sleep quality remained significant (β = 0.03, 95% CI = 0.01, 0.06). Poorer sleep quality may partially account for associations between CM and depressive symptoms during the first semester of college. Including sleep as a target in student health interventions on college campuses may not only help buffer against poor mental health outcomes for students with CM, but also poor academic and socioeconomic outcomes long-term.

Evaluating mental health awareness and attitudes among international students in Japan during the COVID-19 pandemic

ObjectivesInternational students in Japan face unique mental health challenges stemming from cultural and linguistic differences, potentially accentuated by the COVID-19 pandemic. However, research on the mental health of this demographic is scarce. This study aims to describe their mental health status, awareness of mental health resources, and attitudes toward seeking mental health support. MethodsThis study conducted analyses based on data collected though an online survey at a national university in Japan during October and November 2022. International students were surveyed about their mental health status, awareness, and attitude. Descriptive statistics and Chi-square tests were employed to examine the associations between survey responses and demographic variables. ResultsAmong the 116 surveyed participants, 6.9% reported experiencing poor mental health, 16.4% rated their mental health as fair, and 1.7% expressed uncertainly about their mental health status. Similarly, 4.3% indicated poor physical health, 21.6% rated their physical health as fair, and 0.9% expressed uncertainty about their physical health. Additionally, 16.4% felt that their mental health adversely affected their daily life and academics, and 12.1% believed that their physical health had a similar negative impact. Awareness of mental health resources was notably low, with only 25.9% of students being informed. Furthermore, limited awareness was observed among older students (χ2 = 8.176, p < 0.01), degree-seeking students (χ2 = 4.727, p < 0.05), and those from African countries (χ2 = 4.721, p < 0.05), compared to their counterparts. A total of 10.4% expressed reluctance to pursue informal mental health support, and 9.5% showed similar reservations about seeking formal support. ConclusionThe study underscores the critical need for targeted outreach and the development of accessible, culturally sensitive mental health interventions for international students in Japan. Enhancing awareness and accessibility of mental health resources can contribute to the wellbeing of this demographic, potentially improving academic outcomes and fostering a more inclusive, supportive environment for international students, thereby advancing international collaboration and understanding.

Impact of Smartphone Usage on Academic Performance: A Study on Higher Education Students

As smartphones become increasingly integrated into academic settings, understanding their impact on student performance is crucial. This study investigates how interaction competency which means communication skills, smartphone self-efficacy, and behavioral intention to use a smartphone affect academic performance. A mixed-methods approach was employed, combining surveys and interviews. Results indicate a significant positive relationship between interaction competency, smartphone self-efficacy, behavioral intention, and academic performance. Students with higher interaction competency and smartphone self-efficacy tend to perform better academically. Additionally, a strong behavioral intention to use smartphones positively influences academic outcomes. Interviews highlighted nuanced perspectives on smartphone usage and confirmed the quantitative findings. Participants described how interaction competence facilitated effective communication and collaboration, positively impacting their academic endeavors. Moreover, smartphone self-efficacy influenced confidence in utilizing educational resources and managing study routines. Thus, promoting interaction competency and smartphone self-efficacy among students should be combined with strategies to develop responsible smartphone usage for academic purposes. However, limitations in the study include potential biases in self-reported data and the generalizability of findings to broader populations.

Analysis of Literature Education Strategies and Learning Behaviors in the Age of Big Data

Abstract In the contemporary era of big data, the educational landscape is undergoing significant transformations. Literature education, as a vital component, faces both emerging opportunities and challenges. This study develops a framework for analyzing learning behaviors specific to literature education. It employs both an enhanced K-means clustering algorithm and a refined Apriori algorithm for mining data on student learning behaviors. Through cluster analysis and the investigation of association rules, this research explores the interconnections between students’ learning behaviors and their literary education. The findings categorize students into four distinct groups based on their learning behaviors. Students in Category 1 are identified as the most proficient learners, consistently achieving test scores above 85. Conversely, Category 2 students display the least motivation and effectiveness, with their examination scores not exceeding 70. Students in Categories 3 and 4 exhibit comparable levels of performance. Crucially, the analysis reveals that the most significant predictors of students’ literary achievement are their regular and examination scores, with correlation coefficients of 0.627 and 0.653, respectively. This segmentation and analysis of student behaviors facilitate the early detection of atypical learning patterns by educational practitioners, enabling timely intervention strategies to enhance academic outcomes.

Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms

Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.

Improvement of Students’ Sports Performance in VR-Based Smart Sports Teaching in Colleges and Universities

Abstract In the complex landscape of educational information, the integration of Virtual Reality (VR) technology into secondary school physical education presents a promising avenue to enhance both teaching quality and efficiency. This article delineates the construction of a VR-based smart sports classroom, focusing on the overarching structure of the teaching program and the pivotal teaching processes. It discusses methods for analyzing and editing sports teaching videos and details the integration of VR with sports posture estimation. This includes the development of a virtual human body motion imaging model and corresponding motion-solving algorithms. An empirical study was conducted within a secondary school sports classroom to assess the feasibility and impact of VR technology on physical education. The study involved a comparative analysis of physical quality between an experimental group taught using VR technology and a control group taught using traditional methods. Additionally, the study examined changes in learning interest pre- and post-intervention in both groups. Statistical analysis revealed that the p-values for the three evaluated physical tests—20-meter sprint, shuttle run, and 30-second rope skipping—were all above 0.05, suggesting no significant difference in physical performance due to the VR intervention. However, significant improvements were observed in the dimensions of sports participation (p &lt; 0.05), positive interest (p = 0.013 &lt; 0.05), and focus on sports (p &gt; 0.05), indicating an enhancement in students’ engagement and attitudes toward learning. Conversely, the negative interest dimension also showed significant changes (p &lt; 0.05). These findings underscore the beneficial role of VR technology in enriching the learning experience and potentially improving academic outcomes in college-level physical education.

Role of Gender in shaping learning style preferences and academic outcomes of secondary students- a study from Andhra Pradesh, India

Everyone is a continuous learner. The way that we learn differ from person to person which is known as learning style (LS) of a person. Perceptual modalities of learning style points out that learning happens through senses. Accordingly there are six types of learning styles. They are visual, auditory, tactile, kinaesthetic, individual and group learning styles. The researcher studies the major, minor and negligible learning styles of secondary students and influence of gender of the learner on learning styles. The researcher also focus upon the relationship between learning styles and academic achievement of the learner. The researcher followed descriptive survey method for the study and a sample of 2901 secondary school students were considered for the study. The findings of the study point out that Visual and Group learning styles as Major learning style preferences and Auditory, Kinesthetic, Tactile and Individual learning styles as Minor learning style preference. Moreover, gender of the student influences learning style preferences of the students whereas it does not influence the academic achievement of the student. Researcher also establish a positive correlation between learning styles and academic achievement of the students.

Multi-dimensional and Multi-task Facial Expression Recognition for Academic Outcomes Prediction

Multi-dimensional and Multi-task Facial Expression Recognition for Academic Outcomes Prediction

The Usefulness of Peer Tutoring and its Impact on Nursing Students' Academic Performance, Psychological Empowerment, and Satisfaction: Pre-Post Design.

The entry to a professional course such as nursing is challenging for the students, due to its multifaceted curriculum and learning expectations. This study investigates the impact of peer tutoring on academic performance, psychological empowerment, and satisfaction among first-year nursing students. A quantitative approach with one-group pre-test post-test design was utilized. The study participants were 104 students, with 98 completing both pre- and post-test assessments. Findings revealed a significant increase in academic performance following peer tutoring (t = 8.97, p < .001), particularly among female participants (t = 4.14, p < .001). Analysis of perceived usefulness showed higher ratings among peer tutors compared to tutees (t = 4.380, p =< .000). Additionally, students with lower GPAs (Grade Point Average) demonstrated significant improvement in academic performance post-tutoring in the ANOVA (F = 6.214, p < .001). A positive correlation was found between psychological empowerment and the perceived usefulness of peer tutoring. Peer tutors reported high levels of satisfaction and positive experiences (r = 0.639, p = 0.001). This study emphasises the value of peer tutoring in enhancing academic outcomes and highlights the significance of demographic variables in educational interventions. The need for widespread implementation of peer tutoring programs, personalized approaches addressing gender biases, and comprehensive support for students with diverse academic backgrounds would enhance academic outcomes. The correlation between psychological empowerment and the perceived usefulness of peer tutoring climaxes the importance of addressing students' psychological needs in educational interventions.