Academic Success In Higher Education Research Articles

Exploring the Correlation between Self-regulated Learning Strategies and Academic Success in Higher Education

This study aims to determine how many Jordanian university students use self-regulated learning strategies, how much these strategies vary by gender and degree of accomplishment, and what the correlation is between students' strategy possession and their degree of academic success. One hundred twenty male and female students made up the sample. The researcher ensured the validity and reliability of the self-regulated learning techniques questionnaire before administering it to them. The results showed that participants were adequately proficient in listening (mean 3.5, SD 0.8), summarizing (mean 3.7, SD 0.6), and arranging (mean 3.6, SD 0.7), among other tactics. There were clear gender differences; men scored higher on the Listening and Arranging tasks, with the former having a significantly higher mean score (p-value 0.042) and the latter having a slightly higher mean score (3.6). Self-regulated learning strategiesAdditionally, there was a correlation between academic performance and strategy proficiency. High achievers tended to have better scores across the board. However, they were solid in the areas of summarizing (mean 3.9, SD 0.4) and listening (mean 3.8, SD 0.5), where there were strong correlations between the two and academic success (mean 0.59). These findings demonstrate that self-regulated learning strategies are crucial for academic success and that improving these abilities might substantially impact educational performance.

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.

Class attendance and academic performance in geography programs

ABSTRACT Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments.

Mentors and sponsors: Making a difference for racially and culturally minoritised academics in Australian universities

AbstractMentorship and sponsorships play a significant role in faculty experiences, career trajectories, well‐being and academic success in higher education. In this study, 23 racially and culturally minoritised (RACM) academics were interviewed about their experiences working in Australian universities, and all spoke about the key importance of their mentoring experiences. Mentorship was understood as both enabling and constricting, with unspoken rules of conduct and an embedded hierarchical relationship that could perpetuate the exclusion of both marginalised scholars and scholarship. In this paper, the theory of practice architectures, part of a wider ‘practice turn’ within education and the social sciences, was used to conceptualise the qualitative analysis of how mentoring arrangements are experienced by RACM academics in Australian universities. Here, we view academic mentoring as a social architectural practice whose power is articulated in discursive, material‐economic and social‐political arrangements and enacted through language (sayings), actions (doings) and relationships (relatings). This study offers insight not only into the structural and experiential landscape of mentoring for RACM academics but also provides an opportunity to envision pathways for its transformation.

Path modeling of factors that predict self-regulated learning

Students can encounter significant challenges when transitioning from high school to university. Students must possess the necessary skills to adjust to the self-directed learning atmosphere of the university, however frequently lack the ability to take responsibility for their own learning. This study employs path-modeling techniques to investigate and analyze the multifaceted relationships between various factors, that can predict self-regulated learning as they impact learners' academic achievements in higher education settings, as informed by an extensive review of existing literature. The population for this study were university undergraduates using a researcher-designed questionnaire for data collection. The data collected was modelled reflectively using partial least squares structural equation modelling (PLS-SEM). Results show that the measurement model assessment showed strong reliability and convergent validity of the latent constructs. However, only technology significantly predicted self-regulated learning as contributing to students' academic success in higher education. The findings from this study contribute significantly to understanding the nuanced pathways through which various learning indicators interact to predict students' self-regulation as influencing students' academic performance in the higher education space. Insights gained from the analysis offer valuable implications for relevant stakeholders aimed at fostering properly tailored conduct that enhances students' academic success in higher education.

Senior Secondary School Education: The Backbone to Prepare Students for Academic Success in Higher Education

Senior Secondary School Education: The Backbone to Prepare Students for Academic Success in Higher Education

Voices of twice-exceptional students in their first year of higher education

ABSTRACT This study analyzed the trajectories of five twice-exceptional students during their first year of higher education. The aim was to identify the personal and contextual barriers they faced and the enabling factors available to them. Based on a qualitative approach and a multiple-case design, narrative interviews were conducted with the participants. Three main themes emerged from the thematic analysis: (1) higher education learning; (2) twice-exceptional student identity; and (3) educational trajectory. Results revealed that, despite the challenges of higher education transition, participants view the experience positively for its diversity and pluralism, which enable them to access a broad knowledge base, achieve greater self-knowledge, and construct an identity as twice-exceptional students. It also gives them the opportunity to analyze their educational trajectory and the turning points that have shaped it. The results serve to guide twice-exceptional students through their university experience, to ease their transition to higher education, and to promote their academic and socio-emotional well-being. Furthermore, they support the formulation of educational strategies and policies that address the specific needs of twice-exceptional students and promote their academic success in higher education.

INDICADORES DO SUCESSO ACADÊMICO NA EDUCAÇÃO SUPERIOR: ANÁLISE SEGUNDO NATUREZA DOS CURSOS

ABSTRACT Academic success in Higher Education is a multidimensional construct, influenced by different variables in the student trajectory. Thus, we assessed the academic performance (CRE) of incoming Higher Education students, taking personal/social, adaptive, and learning-related variables, differentiating the analysis according to the nature of the courses. In this way, 715 students participated (age: M = 22.10 years, SD = 6.92), from 26 Higher Education courses at a Federal Institute of Paraíba (Brazil), whose data were collected in a documentary form and using an online questionnaire. The results indicate that the set of variables in the study explain 89% of the CRE of bachelor students, 85% of undergraduate students, and 84% of the performance of technological courses, with the following variables: emphasis on family income, option in choosing the course, extra-class contact with teacher and extracurricular activities, absences and discipline approvals versus completed disciplines. Implications of these results are highlighted for future interventions focusing on academic success and course completion.

Academic essay writing in an English medium instruction environment: Indonesian graduate students’ experiences at Hungarian universities

Academic writing is a key indicator of academic success in higher education, and high-quality academic text production may pose a great challenge to L2 English students within the framework of English-Medium Instruction (EMI). In Higher Education, one of the genres students are most frequently required to master is the academic essay. This small-scale qualitative study focuses on Indonesian graduate students' challenges when writing high-stakes academic essays in Hungarian EMI environments. The investigation aims to discover what challenges this environment poses to Indonesian students, with a specific focus on in-class and out-of-class support. The participants were four Indonesian graduate students required to write academic essays at Social Sciences Faculties of Hungarian universities. Data was collected using semi-structured interviews and analyzed by applying the technique of qualitative coding. Findings indicate that the extent and quality of support students receive at institutional and subject course levels has a profound influence on academic essay writing achievements. A major implication is that offering courses in English academic writing and providing access to e-library, ensuring subject teachers' sufficient English proficiency levels and pedagogical skills, clarifying the content and requirements of essay assignments as soon as possible, and providing guidance and training regarding secondary research and online writing tools can effectively contribute to the development of students’ English academic essay writing skills.

Cognitive and non-cognitive predictors of academic success in higher education: a large-scale longitudinal study

ABSTRACT How important are learning strategies or personal attributes for learning outside of domain-specific knowledge or twenty-first-century transversal skills when predicting academic success in higher education? To address this question, we conducted a longitudinal study among 1,681 students at one of the leading universities in Hungary. Students took four tests and questionnaires when they entered the university. They measured knowledge from their previous studies (reading and mathematics), twenty-first-century skills like problem-solving and non-cognitive variables in learning strategies, motivation and attitudes. In the next five years, we followed their academic progress with the aim of detecting cognitive and non-cognitive predictors of academic success toward obtaining a degree and developing training programmes for the most important predictors to boost the probability of academic success. The overarching model, which was controlled for students’ socio-economic background, determined 18.4% of the variance in later academic success. Domain-specific knowledge from previous studies and learning motivation emerged as the strongest predictor, learning strategies proved to be the most stable of the other mediating factors as an independent predictor, and twenty-first-century transversal skills proved to be unimportant in earning a university degree. Results highlight the importance of transforming higher education so that it is consistent with the expectations of the twenty-first-century labour market, a future-fit education in Hungary.

Predictors of English Medium Instruction academic success in Vietnamese Higher Education

Abstract Recent research has investigated predictors of English Medium Instruction (EMI) academic success in Higher Education in various contexts; however, mixed findings have been reported, and empirical research in emerging contexts like Vietnam is relatively scarce. In addition, little is known about the associations between tertiary EMI outcome, gender, and high school performance. To fill these research gaps, the present study was conducted to explore the roles of gender, high school grades, English language proficiency and vocabulary knowledge (both receptive and productive knowledge) in Vietnamese tertiary EMI academic achievement. To this end, 78 Vietnamese undergraduates majoring in business studies participated in the study. The participants took the Vocabulary Levels Test (Schmitt et al. 2001) and Productive Vocabulary Levels Test (Laufer and Nation 1999) to measure their receptive and productive vocabulary knowledge. Their English language proficiency test scores, EMI course grades, and high school grade point average (GPA) were also collected for data analysis. Simple linear regression analyses revealed that high school GPA, English language proficiency together with both receptive and productive vocabulary knowledge significantly predicted EMI academic outcome while gender did not. The results are discussed with implications for EMI in Higher Education.

Learning experience during the pandemic: perspectives of foundation students

ABSTRACT This study examines the learning experiences including academic performance and assessments of Foundation students at a British University’s campus in Malaysia during the first year of the COVID-19 pandemic. A focus on foundation students is important because First-Year Experience is crucial to their academic success in higher education. Using a mixed methods approach to enrich our study, we triangulate data from focus group interviews, a structured survey, and student performance – from two cohorts of students. One group transitioned from physical to online learning while the other group had their learning entirely online. The findings reveal challenges they faced as a result of the abrupt change to online learning, their adaptation and mitigation strategies and their responses to online assessments. Findings from this study show that many students struggled with synchronous learning and found it difficult to focus or attend synchronous classes due to a lack of conducive learning environment or technological challenges. Interestingly, students’ performance did not vary between cohorts that joined pre-pandemic and during the pandemic; across quantitative and qualitative modules, even though additional time allowance was allocated for online assessments. These findings are important for us to provide recommendations to improve existing institutional frameworks and strategies necessary to enhance support for student learning experience during times of crisis.

Impact of Emotional Intelligence on Academic Achievement in Secondary Education in Nepal

The capacity to recognize, utilize, comprehend, control, and handle one's own and other people's emotions is known as emotional intelligence (EI). Higher EI holders effectively handle them and work efficiently. Yet, in Nepali practice, nothing has been done to identify pupils' EI. Objective of this study is to determine how emotional intelligence (EI) affects academic success in higher education. Secondary school students in grades 11 and 12 continued to be the study's primary target group. AS a sample, 486 of them were chosen at random from the group of pupils. Students from three districts and two provinces were chosen in equal numbers. To determine the impact of emotional intelligence, the Schutte Self-Report Emotional Intelligence Test (SSEIT) and SEE result were adopted. The ANOVA test was applied to determine the impact of EI on academic attainment. EI and academic achievement have a statistically significant relationship. Yet not all areas have a big impact on academic achievement. For instance, the capacity to use and manage one's own emotions has a significant influence on academic achievement; meanwhile the ability to recognize and manage other people's emotions has little effect on participants' academic performance. While more research is needed to fully understand the relationship between emotional intelligence and academic achievement, the evidence suggests that emotional intelligence may play an important role in academic success.

The Impact of Long-Term Disruptions on Academic Success in Higher Education and Best Practices to Help Students Overcome Them

Disruptions in the delivery of academic content in higher education had been minimal as recently as 2020. Learning obstacles have not only become more frequent but also exhibit increased duration due to climate related natural disasters, and most recently, global health pandemics. The primary investigators explore the negative impacts these events have had on students’ academic success, and the best practices implemented by colleges and universities to help students overcome these issues, and persist in attaining personal and academic goals. Analysis will examine institutional-based efforts for academic student support, guidance, and motivation together with the students’ resiliency efforts. Analysis will also describe the effects on the online delivery of academic content. Findings demonstrate that one of the best ways institutions can encourage academic success is through self-resiliency, and that proactive steps mitigate stressful events.

Influence of equity group status and entry pathway on academic outcomes in higher education

ABSTRACT Higher education participation has increased worldwide given policies devoted to widening participation for under-represented groups, including the use of alternative entry pathways to university. It is, however, unknown if students admitted via alternative pathways perform well academically. This study uses data for 81,874 students from 16 Australian universities to examine academic performance by entry pathway. Students admitted via alternative pathways generally have poorer academic scores in their first year and over their course than peers coming from secondary school, particularly those entering via vocational education. However, students from enabling programs perform better academically than secondary school entrants. Further, students from under-represented groups are outperformed academically by their more privileged counterparts, particularly Indigenous students and those from low SES and non-English speaking backgrounds. These findings reflect the need to review academic support for students from certain entry pathways and equity groups to enhance their academic success in higher education.

Exploring Student-Athlete Grit as a Mediator in the Relationships Between Parenting, Academic Success, and Mental Health Outcomes

Due to demand for high performance inside and outside of the classroom, student-athletes are a unique subsection of college students. Researchers have focused on investigating protective factors, which may enhance student-athlete well-being and academic success in higher education and reduce athlete burnout. The current study examined grit as a mediator between parenting behaviors and academic success, mental health outcomes, and burnout in higher education among National Collegiate Athletic Association Division I and Division II student-athletes (N =202). Overparenting behaviors were negatively associated with psychological autonomy granting, mental health outcomes, and athlete burnout. Psychological autonomy granting behaviors were positively associated with grit and negatively associated with mental health outcomes and athlete burnout. Student-athlete grit mediated the relationship between overparenting behaviors and mental health outcomes. Clinical implications include improving student-athlete parent onboarding protocol; student-athlete psychoeducation; and preventative outreach and health promotion among athletes, athletic staff, and university practitioners. In summary, these findings suggest that parenting behaviors and grit are factors that require more attention in fostering student-athlete success.

Evaluating the Gains of Using Stories in Medical Education–A Pilot Study Example

Objectives: Medical education develops day by day with the effect of its unique dynamics, excessive information load and changing education approach depending on its professional characteristics.The aim of this study wasto determineeffects on the knowledge and attitude gains of story usage in education. Material and Methods: This is a training intervention study with a twenty-five study group and twenty-five control group students. A 20-question test was applied to the students before and after the study, including the topics of course. In addition, students were asked to provide feedback on the educational practice. Results and Dıscussion: According to the results of this study applied with twenty-five students study and control groups; in addition to theoretical lessons, reading and discussing patient stories covering lesson topics significantly increases students’ academic knowledge (p <0.001). 90.4% of the students stated that the study generally met their expectations, 95.2% of them wanted to take this kind of application in other education modules and 89.6% of them stated that the study contributed to their learning. Coclusions: Student-centered interactive education sessions increase students’ academic success in higher education. The student feedbacks we obtained in our study results have guided our future education interventions. Bangladesh Journal of Medical Science Vol. 21 No. 03 July’22 Page: 694-701

Using Learner Analytics to Explore the Potential Contribution of Multimodal Formative Assessment to Academic Success in Higher Education

Blended learning pedagogical practices supported by learning management systems have become an important part of higher education curricula. In most cases, these blended curricula are evaluated through multimodal formative assessments. Although assessments can strongly affect student outcomes, research on the topic is limited. In this paper, we adopted a learning analytics approach to explore student engagement with formative assessments and the power of these assessments to predict student outcomes in an English for Academic Purposes courses in a Hong Kong university. The study retrieved the data logs from 7,815 students and used the data to analyze student engagement with the formative assessments. The results suggested that the students put effort into completing the assessments. The degree to which assessments predict learning outcomes depend on students’ level of subject knowledge and their understanding of the relevance of the assessments. This study showed that learning analytics provided reliable evidence for understanding students’ engagement and identifying at-risk students. Therefore, learning analytics research has the potential to inform pedagogical practice.

Students’ online information use and learning progress in higher education – A critical literature review

ABSTRACT Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.

Estimating Academic Success in Higher Education Using Big Five Personality Traits, a Machine Learning Approach

Estimating Academic Success in Higher Education Using Big Five Personality Traits, a Machine Learning Approach