Academic Self-management Research Articles

THE RELATIONSHIP BETWEEN ACADEMIC ANXIETY AND ACADEMIC SELF-MANAGEMENT IN 8th SEMESTER UNDERGRADUATE NURSING STUDENTS IN PREPARING A THESIS

More than 1.5 billion students in higher education reported experiencing academic anxiety in April 2020. Personal control is essential to control academic stress, thereby fostering academic achievement. the direction of this research is to define the relationship between academic stress and academic self management in VIII semester undergraduate nursing students. the review study technique uses descriptive quantitative with a cross-sectional approach. The sample used was 79 samples obtained using the technique (total sample). The measurement tools used are Student-life stress inventory (SLSI) and Academic self-management. Data assessment using Rank spearman with a significant level (p-value) 0.05. Results: In the acquisition of research obtained there is no link between academic stress in students with academic self-management of 8th semester, undergraduate nursing students. from the acquisition of data assessment and calculation in this review study it can be concluded that the level of academic stress in final year students at Karsa Husada Health Science College Garut, the majority of informants in the low category, Academic Self-Management of students when preparing a thesis, the majority of informants at a moderate level, and Academic stress levels and academic self-management skills are unrelated in 8th semester undergraduate nursing students writing a thesis

Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

When students repeatedly reflect, it can enhance their metacognitive abilities, including self-regulatory skills of planning, monitoring, and evaluating. In a fluid mechanics course for undergraduates at a large southeastern U.S. university, in-class problem solving in a flipped classroom was coupled with intentional metacognitive skills instruction and repeated reflection to enhance metacognition. The weekly reflective responses were coded by two analysts to identify the recurring themes and uncover evidence of the development and/or reinforcement of self-regulating behaviors for academic management. To enable a comparison, a flipped classroom without the metacognitive instruction and repeated reflection was also implemented (i.e., non-intervention group). The two cohorts completed identical final exams. Based on our preliminary analysis with year one data, a statistically and practically-significant difference between the two cohorts was found with the free-response scores on the final exam in favor of the intervention cohort that had received the metacognitive support ( p < 0.0005; Cohen's d = 0.72). Also, the Metacognitive Activities Inventory (MCAI) indicated a significantly-higher positive change in self-regulatory behavior for the intervention cohort ( p = 0.001; d = 0.50). Focus groups were conducted to gather students’ perspectives on the reflective activity, with differences found by demographic group. In addition, a significantly higher proportion of females (versus males) viewed the reflections in a positive manner ( p = 0.05). Significant associations between themes in the weekly reflections and direct knowledge measures were also uncovered. This included a positive relationship between academic self-management (i.e., diligence and carefulness) and exam performance. Overall, our preliminary results point to a desirable impact of metacognitive instruction and repeated reflection on knowledge outcomes, metacognitive skills, and self-regulatory behaviors.

Academic Self-Management Tendencies Based on Family Socioeconomic Status

Students must have Academic Self-Management skills to develop factors to achieve academic achievement. Family socioeconomic status factors influence academic Self-Management. This study aims to determine the tendency of Academic Self-Management of Class XI Students of SMA PGRI 1 Bandung Academic Year 2017/2018 based on the socioeconomic status of the family. The research approach uses a quantitative approach and a descriptive method. The sample used was SMA PGRI 1 Bandung, with 173 students. The data collection technique uses a questionnaire on the Academic Self-Management scale, which reveals aspects of motivation, learning methods, use of time, physical and social environment, and performance of 50 items with instrument reliability of 0.98. The results showed that students were in the middle category, and there was no significant difference in the level of Academic Self-Management for students from high, middle, or low socioeconomic status categories. Research recommendations are addressed to guidance and counselling teachers and future researchers. Academic Self-Management of class XI SMA PGRI 1 Bandung in the Academic Year 2017/2018 based on family socioeconomic status in the upper, middle, and lower categories is included in the moderate category.

Sinapsi Academic Self-Management Training Group to Promote Well-Being with University Students

Sinapsi Academic Self-Management Training Group to Promote Well-Being with University Students

Relationship of Academic Self-Management and Academic Anxiety Towards Academic Achievement of First Year Students In Institut Teknologi Bandung

This study aims to find the relationship of academic self-management and academic anxiety on academic achievement in first-year students at Institut Teknologi Bandung with quantitative methods on 111 samples of the first-year students. The results of the regression analysis showed that academic self-management and academic anxiety contributed 21.4% of students' academic achievement as measured by the Grade Point Average (GPA). Academic anxiety has a significant negative relationship to academic achievement, moreover, this study also found a significant difference in academic anxiety between students with low, moderate, and high academic achievement. Students with higher academic achievement have lower academic anxiety and vice versa. In first-year students at Institut Teknologi Bandung, the highest component of academic anxiety is the patterns of anxiety-engendering mental activity which indicates low student confidence and self-esteem. The findings of this research can be the basis for PeKa TPB Ministry of KM ITB in designing the character development program for the first-year students.

Relationship of Academic Self-Management and Academic Anxiety Towards Academic Achievement of First Year Students In Institut Teknologi Bandung

This study aims to find the relationship of academic self-management and academic anxiety on academic achievement in first-year students at Institut Teknologi Bandung with quantitative methods on 111 samples of the first-year students. The results of the regression analysis showed that academic self-management and academic anxiety contributed 21.4% of students' academic achievement as measured by the Grade Point Average (GPA). Academic anxiety has a significant negative relationship to academic achievement, moreover, this study also found a significant difference in academic anxiety between students with low, moderate, and high academic achievement. Students with higher academic achievement have lower academic anxiety and vice versa. In first-year students at Institut Teknologi Bandung, the highest component of academic anxiety is the patterns of anxiety-engendering mental activity which indicates low student confidence and self-esteem. The findings of this research can be the basis for PeKa TPB Ministry of KM ITB in designing the character development program for the first-year students.

SELF-REGULATED LEARNING STRATEGIES AS ACADEMIC SELF-MANAGEMENT SKILLS IN MALAYSIAN PUBLIC UNIVERSITIES

It is evident that academic self-management is one of the skills which predict and improve students’ academic outcomes. The present study investigated students’ academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students’ academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students’ academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for life-long learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

Meeting Users Where They Are

Campus portals are one of the most visible and frequently used online spaces for students, offering one-stop access to key services for learning and academic self-management. This case study reports how instruction librarians at the University of Vermont collaborated with portal developers in the registrar’s office to develop high-impact, point-of-need content for a dedicated “Library” page. This content was then created in LibGuides and published using the Application Programming Interfaces (APIs) for LibGuides boxes. Initial usage data and analytics show that traffic to the libraries’ portal page has been substantially and consistently higher than expected. The next phase for the project will be the creation of customized library content that is responsive to the student’s user profile.

Disminución del rendimiento académico con el Plan Bolonia respecto al plan anterior en España

La incorporación del Sistema Europeo de Transferencia de Créditos (ECTS) verá sus frutos en breve con la salida al mercado laboral de los primeros egresados. En este estudio se realiza una primera valoración de los resultados obtenidos, analizando si el plan de estudios (grado o licenciatura) y el uso de las nuevas metodologías docentes han marcado diferencias significativas en el rendimiento académico. Los resultados indican que éste es mayor en los licenciados y para los alumnos que se han beneficiado de una nueva herramienta pedagógica. Se han considerado los datos de dos promociones de doble licenciatura y doble grado. Descartadas, como causas, inputs potencialmente importantes como nivel preuniversitario y opción de bachillerato se plantea, como causa de la disminución del rendimiento, la implantación de los grados con una inversión prácticamente nula, lo que habría supuesto que el alumnado carezca de la disminución de presencialidad requerida para la correcta autogestión académica

Sobre o projeto político pedagógico: a flexibilização curricular

Este artigo apresenta questões curriculares do curso de graduação em Biblioteconomia da Universidade Federal da Paraíba. O objetivo é analisar elementos que subsidiem a proposta de flexibilização curricular para o referido curso. Do ponto de vista metodológico, a pesquisa respalda-se em uma abordagem qualitativa, utilizando documentos legais (Leis, Pareceres, Editais e Resoluções) e documentos institucionais (materiais produzidos pela academia na área pedagógica voltada para discussões referentes ao PPP, currículo e flexibilização curricular e seus enlaces teóricos). Como proposta, verifica-se na flexibilização curricular uma ação estratégica na tentativa de garantir o diálogo permanente entre cursos de formação e mercado de trabalho, favorecendo, assim, a conexão com a realidade social na qual o aluno egresso será inserido. Além disso, a flexibilização curricular amplia o direito de escolha dos alunos, possibilita uma maior participação dos colegiados dos cursos e produz reflexão nos docentes quanto ao atendimento das necessidades internas dos próprios cursos de formação.

A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders

The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range –0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful. Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11). Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66). There was evidence to support a claim of the generalization and maintenance of findings. Implications, limitations, and areas for future research are discussed.

Co-operative learning in a university setting: Evidence for the importance of learned resourcefulness

ABSTRACT We examined the effects of individual learning (group A), co-operative learning (group B), co-operative learning with instruction (group C), and non-attendance (group D) on achievement in an introductory psychology course for 72 university students. The effect of learned resourcefulness on workshop attendance also was examined, as previous research has shown that people possessing low resourcefulness scores are more likely to drop out of programmes promoting academic achievement. Participants completed Rosenbaum's Self-Control Schedule (SCS) measuring learned resourcefulness skills prior to group assignment and the Co-operative Learning Questionnaire (CLQ) assessing the use of group processing skills at the 3-week follow up. At different times, groups A, B, and C attended a workshop on academic self-management skills. These groups were asked to use the self-management skills described to help them prepare for the forthcoming test in psychology. Groups B and C members selected a partner to study w...

Academic self-management counselling: Preliminary evidence for the importance of learned resourcefulness on program success

ABSTRACT The present study was designed to examine the importance of learned resourcefulness skills as measured by Rosenbaum's Self-Control Schedule (SCS) to perseverance in an academic self-management program. As predicted, students who dropped out of the self-management program scored low on Rosenbaum's SCS; that is, they had a limited repertoire of general learned resourcefulness skills. However, both the high and the low resourceful students completing the self-management program implemented the self-management strategies they were taught, and expected and obtained comparable final grades. The possible long-term gains of high resourceful versus low resourceful students received from the program are discussed.