Academic Task Completion Research Articles

Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism

The current study aims to establish a connection between students' behavioral concerns, namely stress and anxiety, related to the completion of academic tasks, and their integration of technology using the Technology Acceptance Model (TAM) through the utilization of Chat-GPT via ubiquitous learning (UL) procedure. To achieve this objective, data was collected from 156 students studying management science who were engaged in their final year research projects or internship reports from selected universities in Pakistan. The gathered data underwent analysis through Structural Equation Modeling (SEM) using Smart PLS software. The findings reveal a significant relationship: students' stress contributes to the emergence of anxiety, which in turn motivates the adoption of technology-assisted solutions, specifically Chat-GPT, to efficiently complete assigned tasks within deadlines working through any device from anywhere. Consequently, the perceived ease of use and usefulness associated with Chat-GPT's AI-generated text contribute to shaping students' favorable attitudes toward utilizing Chat-GPT and also play a role in reducing their stress levels. Furthermore, the study confirms that the development of a positive attitude in students acts as a driving force, compelling them to engage with Chat-GPT through ubiquitous learning (UL) procedure, ultimately resulting in increased actual usage of Chat-GPT. This pattern, in turn, contributes to stress and anxiety reduction among management science students. The study's outcomes corroborate the TAM model, which aligns with the social exchange process, demonstrating its applicability within the context of the educational setup in management sciences and its potential to enhance the learning experiences of researchers.

ROLE OF META-COGNITIVE AWARENESS & PROCRASTINATION IN GENDER AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS

Few of learners cannot complete their academic tasks not because that they are unintelligent or dull, however because of postponement in completion of academic tasks and it is due to procrastination. This research study focused on exploring meta-cognitive awareness and procrastination and its effect on students’ achievement. Quantitative approach with survey technique was employed. Sample comprised of 700 students studying at undergraduate and postgraduate programs in HEIs, selected by paying multistage sampling. The instruments applied in present analysis were Metacognitive Awareness Inventory organized and standardized by (Schraw & Dennison, 1994) and Aitken Procrastination Inventory (Aitken, 1982) Results showed there exists significant difference in the meta-cognitive awareness and procrastination of students based on gender. It was found that there was a significant influence of meta-cognitive awareness in addition to procrastination on educational achievement of undergraduates & postgraduates in HEIs of Islamabad. So, it was suggested that students of various disciplines should be taught many strategies & procedures.

Factors Influencing the Digital Literacy Competency of College Students in the Industrial Revolution Era 4.0

This study aims to identify the factors that influence digital literacy competence in students in the era of industrial revolution 4.0. This research found that at the Faculty of Economics, the University of Kadiri, the sampling technique used was purposive sampling, and the number of respondents was one hundred students. The analysis used Confirmatory Factor Analysis, the results of the study show that three factors that influence the level of digital literacy competence of students, including 1) Environmental support factors consisting of the campus environment and family roles, 2) Socio-economic conditions factors which include individual financial conditions and criticality of the media, and 3) The intensity factor of media use which includes the use of digital media in daily activities and completion of academic tasks

Factors Influencing the Digital Literacy Competency of College Students in the Industrial Revolution Era 4.0

This study aims to identify the factors that influence digital literacy competence in students in the era of industrial revolution 4.0. This research found that at the Faculty of Economics, the University of Kadiri, the sampling technique used was purposive sampling, and the number of respondents was one hundred students. The analysis used Confirmatory Factor Analysis, the results of the study show that three factors that influence the level of digital literacy competence of students, including 1) Environmental support factors consisting of the campus environment and family roles, 2) Socio-economic conditions factors which include individual financial conditions and criticality of the media, and 3) The intensity factor of media use which includes the use of digital media in daily activities and completion of academic tasks

The motivational system of task values and anticipated emotions in daily academic behavior

This study integrates theories of achievement motivation and emotion to investigate daily academic behavior in an undergraduate online course. Using cluster analysis and hierarchical logistic regression, we analyze profiles of task values and anticipated emotions to understand expectations and completion of academic tasks over the duration of a week. Students’ task specific interest, opportunity cost, and anticipated satisfaction and regret varied across tasks and were predictive of both their expectations of task completion and actual task completion reported the following day. The results shed light on the important role of achievement motivation as situated and dynamic, highlighting the interplay between task priorities, task values, and anticipated emotions in academic task engagement.

Teachers’ mediation in students’ development of cognition and metacognition

ABSTRACT Enhanced metacognition among students is imperative for the optimum completion of academic tasks. Therefore, empowering teachers to mediate and teach metacognitive skills is of enormous importance. This study explores the implementation of a workshop designed teacher mediation method by focussing on the patterns of teacher-student interactions and consequent student’s transfer of learning from cognition to metacognition. This qualitative study employs phenomenology and involves three secondary school teachers of Mathematics, English and Science and their students in China. The teachers were trained via an instructional design workshop to use language as a tool to develop and facilitate the metacognitive skills of students during problem-solving. Subsequent to the workshop, data was collected by observing a dialogic talk between teachers and students. Observational data were further scrutinised and explicated under three themes: mediation through assessment as learning, consolidation of prior knowledge and promoting autonomy. By unravelling the patterns of teacher-student interactions vis-à-vis the researcher-designed mediation process, this study highlights an explicit method in the facilitation of students’ metacognition which could be further validated and refined.

Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue

Αcademic procrastination, characterized by self-regulation difficulties in delaying the start or completion of academic tasks (Ferrari, 2010), is widespread among university students. One of the most widely used measures of academic procrastination is Procrastination Assessment Scale Students (PASS, Solomon &Rotblum, 1984). However, there is adearth of research investigating its factorial structure using confirmatory factor analysis. Greek studies on academic procrastination are also scarce. The present study investigated academic procrastination among Greek university students (n = 865),as well as the factorial structure of PΑSS. Results from a CFA supported a one factor solution. Moreover, 40.5% of students were characterized as frequent procrastinators, towards reading for the exams, writing essays or attending classes. The reasons students gave for procrastinating were “fear of failure”, “task aversion”, “fear of success /peer pressure” and “lack of assertiveness/ time management skills”. No major, age, or gender differences in academic procrastination were detected. Finally, most students wished to participate in a future anti-procrastination program. Findings increase the ecological validity of current literature and could be potentially useful for counselors and researchers

As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination

ABSTRACT Academic procrastination can be described as the delayed completion of academic tasks. This behavior is pervasive among students from different grade levels and cultures. A structural equation model was run to analyze the relationships between prior knowledge and procrastination in mathematics mediated by self-regulated learning and self-efficacy in mathematics. The model was analyzed using a sample of 1,000 Mozambican students from the 10th and 12th grades. Results indicated that both self-regulated learning and self-efficacy in mathematics were positively explained by prior knowledge in mathematics. Moreover, self-efficacy in mathematics was found to be positively related to self-regulated learning, and both were negatively related to mathematics procrastination. Finally, self-regulated learning and self-efficacy in mathematics mediated the effect of prior mathematics knowledge on mathematics procrastination. The study discusses these findings as well as their consequences, possible educational implications, and suggestions for educational practice.

Penelusuran Informasi pada Pemustaka Universitas Negeri Padang

Information search is important in supporting the activity of “Tri Dharma PerguruanTinggi”. Student information search results are often found to be very similar to statementsin the reference used. Skills in the use of information reflect the understandingof college librarians against information literacy. The research method used in compilingthis article is by qualitative research. In this research used information tracingmodel with stages namely: starting, chaining, browsing, differentiating, monitoring,extracting, verifying, and ending. The study was conducted on 143 users from StateUniversity of Padang (UNP) and University of Andalas (Unand). The results showedthat the lecturer is an important source of information for the user to know the initialreference that will be used in the completion of academic tasks. In addition, collegelibrarians have a high dependence on internet resources. In terms of the formulationof information retrieval results, some readers use the full statement in reference. Inother words, the user does not formulate the search results according to his or herunderstanding. However, some others

Academic Help Seeking: a Framework for Conceptualizing Facebook Use for Higher Education Support

This purpose of this study was to understand how higher education students, specifically preservice teachers, used Facebook to seek academic help. Results indicated that participants who regularly used Facebook to seek academic support formally and informally, considered the network to be social in nature, generated a sense of community through online interactions, and sought help for academic task completion. A framework for understanding help seeking is provided for higher education personnel working to support the academic success of students.

Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism

This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development, but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented.

PARENT EDUCATION INTERVENTION RESULTS IN DECREASED CHALLENGING BEHAVIOR AND IMPROVED TASK ENGAGEMENT FOR STUDENTS WITH DISABILITIES DURING ACADEMIC TASKS

Children with developmental disabilities and attention deficit hyperactivity disorder often engage in challenging behavior when presented with academic demands. Parents of school‐age children with such diagnoses are commonly asked to assist their child with academic tasks but may struggle to do so as a result of challenging behavior. This study evaluated the effects of a parent education intervention on the challenging behaviors and task engagement of three school‐age children with disabilities during academic activities. Parent education consisted of (i) weekly didactic instruction; (ii) modeling; (iii) role‐play; and (iv) in vivo coaching and performance feedback. Using a non‐concurrent multiple baseline across participants with embedded individual multi‐element design, this study demonstrates that a parent education intervention results in decreases in challenging behavior and increases in task engagement. These results suggest that parent education focused on addressing challenging behavior during one‐to‐one instruction may facilitate completion of academic tasks. Implications for practice and suggestions for future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

FURTHER ANALYSIS OF VARIABLES THAT AFFECT SELF‐CONTROL WITH AVERSIVE EVENTS

The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion were measured. The effects of manipulating values of those parameters on self-control then were assessed. For all participants, self-control increased as a function of one or more changes in task parameter values. In study 2, the effects of a commitment response on self-control was assessed. Results indicated that for all participants, levels of self-control were higher when the opportunity to commit to the immediate aversive event was available.

EXAMINING THE GENERALITY OF CHILDREN'S PREFERENCE FOR CONTINGENT REINFORCEMENT VIA EXTENSION TO DIFFERENT RESPONSES, REINFORCERS, AND SCHEDULES

Studies that have assessed whether children prefer contingent reinforcement (CR) or noncontingent reinforcement (NCR) have shown that they prefer CR. Preference for CR has, however, been evaluated only under continuous reinforcement (CRF) schedules. The prevalence of intermittent reinforcement (INT) warrants an evaluation of whether preference for CR persists as the schedule of reinforcement is thinned. In the current study, we evaluated 2 children's preference for contingent versus noncontingent delivery of highly preferred edible items for academic task completion under CRF and INT schedules. Children (a) preferred CR to NCR under the CRF schedule, (b) continued to prefer CR as the schedule of reinforcement became intermittent, and (c) exhibited a shift in preference from CR to NCR as the schedule became increasingly thin. These findings extend the generality of and provide one set of limits to the preference for CR. Applied implications, variables controlling preferences, and future research are discussed.

Computer aided self‐monitoring to increase academic production and reduce self‐injurious behavior in a child with autism

AbstractSelf‐monitoring to increase the on‐task behavior of students with learning disabilities has been the focus of numerous studies in the literature. This study examined the effectiveness of computer aided self‐monitoring of academic task completion to reduce self‐injurious behavior in a 13‐year‐old male student with autism. Using an ABAB design, data were collected over 22 sessions in a resource‐reading classroom. Visual and statistical analyses indicated that when self‐monitoring of activity completion was implemented, rates of completion increased and maladaptive behaviors such as self‐injurious behavior and tantruming decreased. Discussion follows for implications for self‐monitoring with students with autism. Copyright © 2009 John Wiley & Sons, Ltd.

Culturally mixed groups on international campuses: an opportunity for inter-cultural learning

One of the major educational goals of the internationalisation of higher education is to prepare students to function in an international and inter-cultural context. Cultural diversity on university campuses creates ideal social forums for inter-cultural learning, yet, one of the most disturbing aspects of the internationalisation of higher education in Australia is the lack of interactions between local and international students from Asian backgrounds. This article examines the factors which students believe are affecting the formation of mixed groups for the completion of academic tasks. It also explores the nature of change in students' perceptions after a successful experience of mixed group work. The focus on both local and international students' appraisals of the situation highlights the two-way, interactive nature of group formation and shows how both parties share some responsibility in the lack of cultural mix.

Implementation of a Comprehensive Schoolwide Behavioral Intervention: The ABC Program

The Academic and Behavioral Competencies (ABC) Program, a schoolwide program to reduce classroom disruption and encourage rule following, academic task completion, and homework completion, is described. The program was initially developed and implemented in an elementary school with a high-risk population. Data from teachers, parents, and children indicate high levels of satisfaction with the program. In addition, unobtrusive measures of program impact, reported as reductions in referrals to the principal’s office, suspensions, and increases in homework completion rates relative to the year prior to implementation of the program, suggest a preliminary positive impact of the program. A replication is reported for another school district, with teacher evaluations of satisfaction and effectiveness reported, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents preliminary data on the process of implementation and stakeholder satisfaction.

The Effect of Information Framing on Academic Task Completion

Information framing was investigated as a classroom management technique for academic task completion. Framing effect refers to the finding that people's choices are affected by how pre‐decisional information is framed (Tversky & Kahneman, 1984). In five 3rd and 4th Grade classrooms, teachers observed task completion rates of their students under five different framing conditions: unframed instruction; positively framed instruction with (a) group and (b) individual consequence; negatively framed instruction with (a) group and (b) individual consequence. Task completion rates were significantly greater under all framed instruction conditions than unframed, with effect sizes ranging from 0.21 to 0.32 and much greater at the class level. Improvement rates corresponding to effect sizes ranged from 20% to 70% at the class level, showing the usefulness of framing instructional directives.

Culturally Mixed Groups on International Campuses: an Opportunity for Inter‐cultural Learning

One of the major educational goals of the internationalisation of higher education is to prepare students to function in an international and inter‐cultural context. Cultural diversity on university campuses creates ideal social forums for inter‐cultural learning, yet, one of the most disturbing aspects of the internationalisation of higher education in Australia is the lack of interactions between local and international students from Asian backgrounds. This article examines the factors which students believe are affecting the formation of mixed groups for the completion of academic tasks. It also explores the nature of change in students’ perceptions after a successful experience of mixed group work. The focus on both local and international students’ appraisals of the situation highlights the two‐way, interactive nature of group formation and shows how both parties share some responsibility in the lack of cultural mix.

A Microcomputer-Networked Information System for Daily Academic Activity by Low-Achieving Secondary Students

A local area network of six microcomputers provided 32 seventh-grade, LD and Chapter One students and their teachers with increased capabilities to access information associated with academic performance. Specific information in the system included descriptions of all academic tasks assigned to students, as well as such basic specifications as date due and point value. As each quarterly period of instruction within the school year progressed, the system accumulated a complete performance record for each student. Students, resource teachers, and mainstream teachers were able to request up-to-the-moment reports of pending assignments, missing work, grades on particular tasks, and estimated overall course grade. Findings obtained during a 27 week field test underscored the feasibility and potential significance of such a system. System use by students and teachers occurred at high levels. All participants indicated that system use was a positive experience and that system operation was important. A significant, positive correlation was obtained for student use and completion of academic tasks. Further potentials for such a computer-assisted information system are evident, including significant forms of home-school linkage and automatic recognition of student performance.