Academic Setbacks Research Articles

학교교육 낙오자에서 대학교수가 된 한 중국인 학자의 내러티브 연구

Objectives This study aimed to explore in-depth how a Chinese scholar experienced identity transitions in the process of growing from a school failure to a scholar. By analyzing a male scholar's experiences of rebuilding himself and overcoming academic setbacks from the perspective of transition theory, this study aimed to provide insights into the reconstruction of self-identity in the process of professional transition. Methods Based on Schlossberg's transition theory, this study used a narrative research method to analyze the process of a Chinese scholar's identity reconstruction during a career transition. Through the four aspects of situation, self, support, and strategy, this study explored in-depth how he effectively utilized resources to break through his limitations during the life transition process. Results The results of the study showed that the academic's career development went through several important transition stages. From failing a middle school exam to eventually becoming a doctoral program supervisor, each step was accompanied by complex challenges and identity reconstruction. This study found that an individual's resilience, adaptive capacity, and strategies for effectively utilizing social support systems in the face of academic failure are important factors that influence academic success. Conclusions The study found that the transition from adolescent academic failure to successful university scholar was a dynamic, non-linear developmental process involving a series of “events” and “non-event” experiences. This process entailed an assessment of personal values and career goals, as well as the experience of interpreting and applying them in relation to social contexts such as social responsibility and status. Academic setbacks do not imply failure in academic careers, and education systems should focus on identifying policies and institutions that allowed individuals to develop their long-term potential, rather than temporary outcomes. This will require not only psychological and academic support at the individual level to overcome academic failure, but also detailed institutionalization of the social environment to turn failure into a resource for success.

Academic Setbacks Leading to Evolving Psychosis: A Case Study

We present a case of a 22-year-old male with stress-induced psychotic depression triggered by academic failures. Initially, he was presented with depressive illness but later developed psychotic depression. He was started on antidepressants and antipsychotic that led to significant improvement in his symptoms. This highlights the impact of academic failures on mental health and the substantial role in early recognition, treatment, and involvement of secondary care.

Implementation of Itinerant Classrooms as an Educational Strategy for Pedagogical Knowledge Recovery in Basic Education Students

The global COVID-19 pandemic resulted in academic setbacks due to the loss of learning, the effects of which began to become evident during the progressive return to in-person classes, highlighting the need to work on re-education processes. This study examines the effectiveness of itinerant classrooms in facilitating learning recovery among Basic Education students following the impact of the COVID-19 pandemic. A pedagogical support intervention was implemented for 304 students across educational institutions nationwide. A quasi-experimental design with a quantitative approach was employed, utilizing pre-test and post-test assessments to evaluate mathematics performance. The results demonstrated a significant improvement in student grades after the intervention, with the complete elimination of scores in the lower range. These findings underscore the effectiveness of itinerant classrooms as a mobile educational strategy that addresses the needs of students in marginalized communities. The research highlights the importance of an inclusive approach to pedagogical recovery, promoting collaboration among educators, psychologists, and families to comprehensively address academic underachievement.

To be or not to be: self-compassion and academic buoyancy in university

PurposeAcademic buoyancy refers to a student’s adaptive response to overcome common academic-related stress and challenges. Guided by social cognitive theory, we investigated the relation between students' academic buoyancy and their endorsement of compassionate and uncompassionate self-responding.Design/methodology/approachStudents from a Minority-serving, Hispanic-serving public university (N = 112) completed an online survey assessing academic buoyancy (Martin and Marsh, 2008) and self-compassion (Neff, 2003). We conducted a hierarchical regression analysis with uncompassionate and compassionate self-responding as predictors and academic buoyancy as the outcome.FindingsCompassionate self-responding (i.e. self-kindness, common humanity and mindfulness) explained additional variance above and beyond what uncompassionate self-responding (i.e. self-judgment, isolation and overidentification) explained in the model. Uncompassionate self-responding components emerged as the strongest predictors of academic buoyancy.Originality/valueLimited research exists regarding the relation between self-compassion and academic buoyancy, especially in the higher education setting. This research indicates that student compassionate self-responding is associated with students’ adaptive response to overcoming academic setbacks, stress and challenges. The findings of the current research could have meaningful implications for university officials’ efforts in helping students overcome academic-related setbacks and achieve academic success in higher education. University offices, programs and communities can focus on compassionate self-responding to support students in overcoming common school-related setbacks. Programs could be developed to move students away from uncompassionate self-responding as a means of promoting buoyancy.

Navigating the College Students' Adversities: The Role of Academic Buoyancy and Motivation on Learning Achievement

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities.

My circumstances, their circumstances: An actor‐observer distinction in the consequences of external attributions

AbstractPeople may attribute social phenomena to either internal causes (e.g., people's ability, intelligence, effort, or personality) or external causes (e.g., people's circumstances, access to opportunities, treatment by others). In this review, we focus on external attributions, which have been widely characterized as positive because they help people view marginalized groups and rejected individuals sympathetically. We argue, however, that there exists an important actor‐observer distinction in the consequences of external attributions, giving them the potential to yield both positive and negative consequences: When observers attribute others' setbacks or rejections to external causes, this may help them adopt a sympathetic view. However, when actors attribute their own setbacks or rejections to external causes, this view may harm their mental wellbeing, motivation, or self‐concept. We identify this actor‐observer distinction in three domains: social disparities, social rejection, and academic setbacks. Finally, we discuss some implications of this actor‐observer difference and directions for future research.

Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines

Reading literacy is a fundamental skill essential for academic success and lifelong learning. However, some students in elementary schools face challenges in developing proficient reading skills, leading to academic setbacks. Technology offers innovative solutions to address these challenges and facilitate reading literacy levels among struggling readers. This study assessed the effects of a technology-based reading application READTECH 1.0 on improving the reading literacy level of Struggling Readers in a public elementary school in the Philippines. READTECH 1.0 follows the Analyze, Design, Develop, Implementation, Evaluation (ADDIE) Model in creating learning content. The respondents of this study were 26 Grade Six Struggling Readers. Quantitative methods were used in collecting the data such as conducting pre-and post-reading test assessments. Descriptive Statistics were used to analyze the data and the questionnaires using the five-point Likert Scale. Findings revealed that the implementation of READTECH 1.0 leads to an improvement in the reading literacy level of the Struggling Readers. The integration of technology into education, particularly in the realm of reading, has shown promise in engaging and assisting struggling readers.

Coping strategies of school-going adolescents during the COVID-19 pandemic in the climate vulnerable Manafwa watershed, Uganda

BackgroundThe COVID-19 pandemic disrupted daily life, economies, and health, prompting strict government measures, including nationwide lockdowns and school closures in Uganda, resulting in significant academic setbacks for adolescents. The coping strategies employed by school-going adolescents in Uganda amidst the COVID-19 pandemic remain inadequately understood. This study aimed to assess the coping strategies adopted by school-going adolescents (early, middle and late adolescents) in the Manafwa watershed, recognized as one of Uganda’s most vulnerable regions, during the COVID-19 pandemic.MethodsA cross sectional study design was conducted from I5th May, 2023 to 30th June, 2023 on 762 school going adolescents from government-aided secondary schools within the Manafwa watershed area. The adolescent version of the KidCope tool was used to evaluate adolescents’ coping strategies. Factor analysis identified correlations among adolescents’ coping strategies. Independent Samples t-Test and One-Way Variance of Analysis (ANOVA) was used for comparing the mean score differences of the coping strategies among the gender and adolescents’ stages respectively.ResultsMajority (n = 141, 36.2%) of the participants employed adaptive coping followed by negative-emotion coping (n = 127, 32.6%) and avoidant coping (n = 122, 31.3%). Females employed statistically higher resignation as a coping strategy compared to males, (mean of 1.2 vs. 1.0, respectively; P = 0.026). A higher proportion (n = 88, 69.3%) of middle age adolescents employed negative-emotion regulation (P-value = 0.040). However, those in early adolescence significantly utilized distraction as a coping strategy more than those in middle adolescence (mean difference = 0.36, p = 0.013).ConclusionDuring the pandemic, majority of school-going adolescents employed adaptive coping mechanisms, including positive emotional regulation and social support. However, compared to males, females employed resignation more frequently. Moreover, middle-aged adolescents had a greater propensity for negative emotion copying. Findings from this study contribute valuable information for the development of targeted interventions and support mechanisms for adolescents facing unprecedented challenges.

Education Deserts Mapping of Public Middle Schools in Bogor City: A Step Towards Educational Equity

Limited access to educational resources, stemming from geographical remoteness and transportation challenges, creates education deserts that impede equitable access to quality education. Recognizing these education deserts is crucial for pinpointing areas where students may face academic setbacks and for crafting specific strategies to enhance educational accessibility. This research employs bivariate choropleth maps to delineate education deserts in public middle schools in Bogor City, Indonesia, integrating data on school accessibility and student demographics. The maps highlight education desert areas in the darkest shade, revealing the top five areas characterized by low school accessibility and high student demographics. The insights derived from mapping education deserts in Bogor City contribute to the development of targeted strategies, ensuring that all students, irrespective of their location or socioeconomic background, enjoy unimpeded access to high-quality education, thereby advancing educational equity.

O117: Comparing the effect of using Virtual reality versus Simulation, to manage an acute surgical scenario, on academic buoyancy

Abstract Background Simulation is regularly used in surgical training to allow trainees to practice skills safely. Virtual reality (VR) is a recent simulation modality which offers immersive computer-generated medical and surgical training scenarios. Much of trainee performance can be hindered by stress, self-consciousness, performance anxiety, fear of criticism and self-perceived poor task execution. Academic buoyancy is a learner’s ability to successfully deal with short-term, minor academic setbacks, such as poor grades and exam pressures, and having academic buoyancy can translate into long-term academic resilience. We aimed to compare academic buoyancy between junior doctors after managing an acute surgical scenario using VR and mannequin-based simulation. Method Eighteen junior doctor volunteers (Foundation and Core Trainee Year 1) were recruited, with ten participants randomly allocated to VR and eight to mannequin-based Simulation. Participants assessed and managed a 15-minute pneumothorax scenario. The academic buoyancy scale (ABS), which consists of four questions on a self-rated 7-point Likert scale, was used to measure pre-session and post-session academic buoyancy. Results ABS scores increased for both study groups, although this was only statistically significant for VR participants (p≤0.01), suggesting that VR may provide a more comfortable environment for trainees to hone their clinical skills. VR participants also had higher overall simulation scores than mannequin-based simulation participants, however no correlation was found between ABS scores and overall simulation scores. Conclusion VR as a simulation modality benefits by improving short-term markers of confidence. Future research should establish whether spaced VR teaching sessions translate into improved long-term markers of resilience.

Adapting to Change: Challenges and Opportunities of Hairdressing Students in A National Secondary Technical School

Students faced significant challenges in acquiring practical hairdressing skills as schools transitioned to distance or blended learning. The findings revealed two themes: transitional challenges and beneficial effects. Challenges during the transition include adjustments, drawback, financial constraints, feeling of inadequacy and limited equipment. The shift from modular to face-to-face learning introduced issues like time management struggles and dissatisfaction with the modular approach. These issues lead to more concerns about academic setbacks and motivation upon the transition to face-to-face classes called new normal. Moreover, financial constraints due posed a challenge. Despite these hurdles, participants found the transition beneficial as they appreciate the enriched learning, hands-on interactions, and engagement in extracurricular activities. The new normal was recognized for its practical engagement, facilitating networking, and attracting clients which led to improving communication skills and creating job and entrepreneurial opportunities. The study's findings strongly support the notion that hairdressing students thrive and excel when immersed in a hands-on, face-to-face learning environment. This suggests the need for further research to better improve their experiences and skill development.

Academic Buoyancy Measurements of First Year Engineering Students at the University of Saskatchewan

As part of program evaluation and continuous improvement, the University of Saskatchewan deployed a survey across the common Re-Engineered First-Year (REFY) program in September 2022, and collected just over 300 responses. This survey included four questions developed by Martin and Marsh [3] to measure academic buoyancy, which these authors define as the ability to cope with everyday academic setbacks. In this study, the highest buoyancy question score (slightly positive) referred to dealing with setbacks, and the lowest (slightly negative) referred to the ability to deal with stress. Statistical analyses show a correlation between the responses to the two buoyancy questions related to stress, as well as between the responses to the two buoyancy questions related to setbacks. There is a statistically significant difference in all academic buoyancy scores between male and female respondents (male scores are higher). Buoyancy scores for students participating in high-performance competitive sports also tended to be higher than those in recreational sport activities. Members of clubs also tended to have higher scores than students engaged in other extra-curricular activities.

The Relationship Between Achievement Goal Orientation and Academic Buoyancy in Mathematics among Secondary School Students in FELDA Areas, Malaysia

Multiple studies have found a correlation between achievement goal orientation and academic buoyancy, which is the ability of students to overcome academic setbacks. Nevertheless, there is a lack of reference on achievement goal orientation for academic buoyancy among students in Federal Land Development Authority (FELDA) areas of Malaysia, especially for future workforce development. Hence, this study aims to examine the relationship between achievement goal orientation and academic buoyancy in mathematics achievement among FELDA students. This study employed a correlational research design to collect quantitative data via questionnaires from 462 students. The descriptive statistics indicated that the average academic buoyancy value was moderate. In addition, avoidance of mastery and performance had higher descriptive mean values than mastery approach and performance approach. Academic buoyancy was also found to be moderately positively associated with the mastery approach (r = 0.538), the performance approach (r = 0.411), and the performance avoidance orientation (r = 0.381). Mastery avoidance orientation exhibited the weakest positive relationship (r = 0.184). These findings shed light on how to foster students' achievement goal orientation in their ability to overcome academic setbacks. A sign of mastery avoidance had informed a need to focus on mastery of content for increasing academic buoyancy.

Making space for play in the global post-COVID landscape

ABSTRACT In the last 4 years, over 1.5bn children faced education disruptions due to the Covid-19 pandemic. Approximately half of the world’s children were affected by prolonged school closures and unequal access to remote learning. However, initial global narratives mostly focused on academic setbacks resulting from these changes, known as ‘learning loss’. As such, they did not acknowledge the potential of play in children’s post-pandemic experiences. The Global Symposium on Post-Pandemic Play (GSPPP), held in March 2021, aimed to gather insights from researchers and practitioners working with young children. Data from the symposium highlights how play can mitigate the effects of academic setbacks and promote socioemotional wellbeing in the ongoing post-pandemic context. This paper presents GSPPP findings regarding challenges and opportunities associated with play in post-Covid societies.

Predicting Students’ Failure Risk Education Through Machine Learning

In the evolving landscape of education, the paradigm shift towards online learning has become even more pronounced in response to the prevailing global conditions. This transition, while offering unprecedented accessibility and flexibility, brings forth unique challenges, particularly in the realm of assessing and monitoring student performance. The absence of traditional face-to-face interactions and direct observations necessitates innovative solutions to gauge and predict student success effectively. Recognizing the imperative need for proactive intervention, this project endeavours to harness the power of machine learning algorithms to develop a robust predictive model. By leveraging comprehensive datasets encompassing student activities, grades, interactions with educators and peers, and other pertinent information derived from learning management systems, the aim is to construct a reliable framework capable of forecasting the likelihood of a student encountering academic challenges or failure. The predictive model proposed in this study is poised to revolutionize the educational landscape by enabling early identification of students at risk. Through the analysis of diverse parameters, the model seeks to provide educators with actionable insights, empowering them to take timely and targeted measures to support struggling students. The overarching goal is not only to predict potential academic setbacks but to also equip tutors with the tools necessary to implement tailored strategies that mitigate these risks, ultimately contributing to a substantial reduction in the overall failure rate within educational institutions. In essence, this project embodies a forward-looking approach to education, where data-driven insights pave the way for personalized interventions, fostering a supportive and inclusive learning environment. As we navigate the digital era of education, the development of such predictive models becomes indispensable in ensuring the success and well-being of students, ushering in a new era of educational excellence and adaptability.

The Impact and Implementation of Academic Interventions During COVID-19: Evidence from the Road to Recovery Project

Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts during the 2021-2022 school year. Our estimates suggest the interventions failed to reach the expected number of students and had little detectable impact on students’ test scores. Interviews with district officials highlight a host of challenges districts faced during the 2021-2022 school year. Considering the overall scale of pandemic learning loss, our results raise urgent questions about the adequacy of academic recovery efforts relative to students’ needs. The results also have implications for how districts might respond to disrupted learning in the future (e.g. in the wake of natural disasters).

A Systematic Review of Educational Damages in Children of Divorce

Objective: The primary objective of this study was to examine the educational damages faced by children of divorce. Divorce is a significant life event that imposes stress on the entire family, especially on children. Methods: This study employed a systematic review of existing literature to identify key educational damages faced by children of divorce. A total of 3,296 articles were initially retrieved from databases, and through a rigorous selection process based on relevance, 27 studies were chosen for in-depth analysis. The indicators were categorized into 9 criteria using a coding framework, with each indicator representing a unique educational challenge or damage. Findings: The review identified 72 educational indicators categorized into key themes such as academic decline, dropout rates, concentration and attention issues, cognitive development impairments, and reduced resources for education. The most frequent issues were poor academic performance, lack of concentration, and dropout rates. Children from divorced families exhibited significantly more challenges in school performance, motivation for achievement, and learning compared to those from intact families. The absence of a stable emotional and financial environment exacerbated these issues, further contributing to academic setbacks. Conclusion: The findings highlight the severe impact of parental divorce on children's educational performance and mental well-being. Academic decline, lack of concentration, and emotional maladjustment are common issues, often leading to school dropout. Effective interventions, including parental education and structured support programs, are crucial to reducing the educational damages faced by children of divorce. Schools and counselors must be trained to address these challenges and work collaboratively with parents to create a supportive learning environment.

Mindfulness and Academic Resilience of Suburban High School Students

Being a suburban high school student is complicated. They must overcome numerous challenges, obstacles, and risks to fulfil their role as high school students. High school students need more facilities and infrastructure to develop their full potential, which can result academic setbacks. Academic resilience and mindfulness are two factors that can assist individuals in avoiding experiencing setbacks during the learning process. This study aimed to examine the correlation between mindfulness and academic resilience among suburban high school students. The research employed a quantitative method and correlational design. The study utilized the incidental sampling technique in which the sample comprised of 535 suburban high school students in Semarang Regency. The employed research instruments were the Five Facet Mindfulness Questionnaire (FFMQ) (α = .914) and the Academic Resilience Scale (ARS-30) (α = .958). The data were analysed using Spearman's Rho correlation test. The study demonstrated weak significant positive correlation between mindfulness and academic resilience (r = .162 and sig = .000). This demonstrated that mindfulness was one of the factors associated with increased academic resilience among suburban high school students.

Robots2school: telepresence-mediated learning in the hybrid classroom – experiences in education support for children during cancer treatment: a qualitative study

Children with cancer experience recurring hospitalizations and isolation during treatment, which affect their school attendance. This study explores experiences of children with cancer, their classmates, and teachers with using the telepresence robot as a learning mediator in the hybrid classroom during treatment periods. 31 children with cancer (aged 7–17 years), 30 teachers, and 118 classmates participated in interviews and 19 h of participant observations were undertaken in nine classrooms. The Agential Realism Theory and Situational Analysis framed the data analysis. There was a single overarching theme, “Telepresence robot didactic,“ and five sub-themes (Telepresence mediated learning, school-home collaboration, hybrid robot teaching, intra-actions in class, and inclusive spatiality). This study advocates the complexity of telepresence robot didactics, emphasizing that numerous human and other factors must intra-act and work simultaneously to achieve optimal learning conditions for children during cancer treatment. This includes considerations such as modality availability for the remote child; the teacher’s understanding of telepresence robot didactic and hybrid learning; the classmate’s ability to involve the remote child in groupwork; the child’s own treatment protocol, the robot’s functionalities, and spatiality in the class. Strategies for use and the systematic surveillance of telepresence robots are needed to ensure that children during cancer treatment do not lag in academic achievement. This study proposes that children with cancer can continue participating in class while hospitalized or isolated and consequently reduce social and academic setbacks.

Literature Review of Online Learning Technology in Chemistry Lab Activities

Chemistry learning is inseparable from lab activities. Strengthening scientific concepts, skills and attitudes go through some experiments. Online learning is a consequence of the Covid 19 pandemic. It is a must option to make sure that students do not lose knowledge and skills causing academic setbacks. Online learning technology does not only aim to convey theoretical materials but also facilitates lab activities. This article tries to identify online learning technology applied to support activities in chemical laboratories and identify the advantages and disadvantages of their applications. This researcher writes this paper based on a review of the literature collected using the ERIC search. There are 17 selected readings reviewed manually. The analysis results show that Zoom meetings, video conferencing platforms, and the DryLab20 network technology are useful for synchronous laboratory learning. Video experiments, simulations, online modules, web-assign, Schoology, formative, Canva, and learning management systems can be used for asynchronous laboratory learning. There is a possibility of combining synchronous-asynchronous laboratory learning programs. Online laboratory learning has advantages in visualizing laboratory activities even though it cannot yet practice the skills acquired in real laboratories. There should be deep considerations regarding the use of online learning technology in laboratories after the pandemic regarding its advantages and disadvantages