Academic Trajectories Research Articles

The Impact of Urban-rural Parental Migration on Children's Academic Performance in China

The academic performance of migrant children in China has been a subject of growing concern. With a significant number of parents migrating for work, these children often face unique challenges in their educational journey. While some studies have shown a positive impact of parental income on academic outcomes, it remains uncertain whether this effect outweighs the consequences of reduced parental time and neglect of educational investment. This research aims to investigate the various factors contributing to the divergent academic performances of migrant children in the context of parental migration. This article reviews the literature on parental migration and highlights the complex interplay of factors shaping the academic trajectories of migrant children. While parental income can positively influence academic performance, its efficacy is contingent on mitigating the effects of reduced parental time and educational neglect on children’s cognitive and non-cognitive development. Furthermore, the external environment significantly impacts the mental health of these children, necessitating enhanced support systems for their psychological needs. In conclusion, this study's findings emphasize the significance of creating focused interventions and assistance programs to meet the particular difficulties experienced by migrating children in China.

«Напишу фольклорный диплом, чтобы отделаться от фольклора…»: интервью с Г.А. Левинтоном

We publish here an interview with George Levinton, a prominent specialist in philology, folklore and literary criticism, professor at the European University at St Petersburg, on the occasion of his 75th birthday. Professor Levinton recalls his teachers and those who influenced his academic trajectory: his father Akhill Levinton, Vladimir Toporov, Vyacheslav Ivanov, Boris Uspensky, Kirill Taranovsky. He talks about his academic career, atypical for a scholar in Soviet times, and about the institutions he worked in. He talks about the James Bond novels that helped him learn English and explains why he never worked ‘in the field’. Levinton’s interlocutors asked him to explain where the ‘wedding’ topic came from, and how he felt working with his co-authors (such as Albert Baiburin, Nikita Okhotin, Alexander Dolinin, Yury Kleiner, Viktor Lapin), and why he stopped teaching a course in poetics. They also tried to find out which of his numerous publications he considered the most important methodologically for science and for himself.

Part 5: Higher Education Futures

Abstract In this section, five authors reflect on Sue Wright's academic trajectory, her work in creating disciplinary and interdisciplinary networks and her engagement – as both an activist and scholar – in institutional change-making. They also reflect on her research on university reform, neoliberalisation and higher education futures.

관광에서의 진정성 연구에 기여한 주요 학자들

The concept of authenticity has played a crucial and unique role in the history of tourism studies, resulting in theoretical advancements through vigorous debates. Focusing on the fundamental mechanism of tourism, the normative characteristics of the authenticity concept have facilitated diverse academic perspectives and traditions to interact with one another. The current study aims to introduce four prominent scholars who significantly influenced the authenticity discussion in tourism studies and their conceptualization of authenticity. Daniel Boorstin pointed out mass tourism as a symbolic phenomenon of American society, which is full of fakes that seem to be real, and asserted that tourists only seek pleasure without interest in authenticity. Dean McCannell argued that tourists pursue authenticity, which is believed to exist behind commercialized tourist attractions, by using the concept of ‘staged authenticity’. Erik Cohen suggested that each tourist pursues authenticity to various degrees and that authenticity is not a fixed value but a negotiable value that continuously changes. Ning Wang proposed the concept of existential authenticity, arguing that the concept of authenticity can be applied to the subjective experiences of tourists. Each scholar's concept of authenticity reflects not only the scholar's view on tourism but also his/her academic trajectory, worldview, and historical context. This study provides an opportunity to reflect on how humans have established the normative value of ‘real’ in the behavioral context of tourism amid the progress of human civilization.

(Dis)continuities in academic middle management career trajectories: a longitudinal qualitative study

ABSTRACT Department heads are central in the university setting as an important buffer between university leadership and academic staff. However, taking on a middle management role can lead to significant disruptions in academic careers. To investigate the career trajectories of 31 academics in middle management roles, two waves of semi-structured interviews were conducted in 2015–16 (N = 31) and 2021 (N = 26). By exploring (dis)continuity in academic careers and (dis)engagement with participants’ managerial roles, we identified four types of trajectories that appeared to influence participants’ possibilities of future academic career development. We labelled these trajectories as follows: temporary managers, early managers, duty-served senior managers, and acclaimed managers. We argue that temporary managers, who are appointed to a fixed-term managerial position early in their academic careers, face the highest risk of disruptions in their academic career development, while duty-served senior managers, who are appointed to a fixed-term managerial position later in their careers, represent the most sustainable group.

Magic of feminist bridging

Are feminist coalitions magical enough to survive and endure while questioning and shaking the colonial/racist foundations of Swedish academic knowledge production and the overall Swedish society? Can feminist bridging and collective writing remain a magical process even when grappling with difficult experiences and memories of othering and racialisation? This is a creatively and collectively written article on feminist coalition building, and its importance in thinking, articulating and deconstructing race, racialization and racist structures. More than two years ago, seven interdisciplinary gender studies scholars of mixed ethnic and racial origins, came together to explore our differently situated experiences of disidentifying with Swedish academia and society in a collective we call Loving Coalitions. Against the background of Swedish exceptionalism, historical amnesia of Sweden’s colonial past and present, and the deafening silence on Swedish whiteness and racism, we are sharing our poems, letters, texts and testimonies of racist interactions in Swedish academia and society. While doing so, we discuss how moving away from conventional ways of doing research and experimenting with creative methodological alternatives, such as automatic writing, epistolary formats, poems, fiction, collective memory-work, allow us to acknowledge and embrace our different life backgrounds and academic trajectories as a mode of knowledge production. We hope and believe that our experiences, refl ections and ways to resist racism and Othering in Sweden and Swedish academia through alternative coalition building, based on mutual care and love, can be relevant in a Danish context as well.

The Influence of Generative Artificial Intelligence on High School Students Academic Planning ChatGPT

The advent of Generative Artificial Intelligence (AI) has ushered in a new era in education, profoundly reshaping the way high school students approach academic planning. The globe has been awed by the AI tool ChatGPT, a language model created by OpenAI, for doing incredibly difficult jobs. Since ChatGPTs outstanding ability to handle challenging tasks in the field of education appears to change present educational praxis, teachers and students have differing attitudes to this development in AI. Curriculum and content have been customized and adapted based on student needs using machine learning and adaptability, which has increased student uptake and retention. This has enhanced the learning experience for students as a whole. This comprehensive study investigates the multifaced impact of AI, particularly platforms like ChatGPT, on students academic trajectories. This review article synthesizes extant literature to offer some potential benefits of ChatGPT in promoting learning and academic planning for high school students. By delving into its influence on course selection, learning methodologies, and academic objectives, this research sheds light on the transformative potential of AI in education and offers recommendations on how ChatGPT could be leveraged to the high school students academic planning.

Overcoming Oral Presentation Anxiety: A Systematic Review of Tertiary ESL/EFL Students’ Challenges and Strategies

This systematic review addresses the widespread fear of oral presentations among ESL/EFL students at the tertiary level. Based on a comprehensive review of academic literature from 2016 to 2023, it identifies and summarises the factors contributing to such anxiety and evaluates effective intervention strategies to alleviate it. Key factors include environmental, psychological, language and resource challenges. Environmental constraints include the complexity of managing large classes and insufficient practice opportunities, while psychological elements include stress, motivation and nervousness. Linguistic challenges relate to aspects such as intonation and the influence of students’ mother tongue. In addition, the lack of authentic teaching materials and the limitations of the curriculum highlights resource-related problems. Various intervention strategies were highlighted, focusing on technology-enhanced teaching methods, assessment techniques and student-centred approaches. These strategies aim to promote oral presentation skills while reducing associated anxiety. Significantly, the educator’s role in creating a conducive learning environment and the need to integrate technology into modern educational environments was emphasised. While the findings offer valuable insights, they are often context-specific or regionally limited. Therefore, an all-encompassing solution remains elusive. The review highlights the urgency of addressing oral presentation anxiety as it affects students’ academic and career trajectories. It argues for a more nuanced, holistic approach that combines traditional and technologically advanced methods to meet student’s diverse needs and challenges in the globalised educational landscape of the 21st century.

Disease course and psychosocial outcome for children and adolescents with anti-N-methyl-D-aspartate receptor encephalitis.

Explore psychosocial outcome and impact of persisting deficits on quality of life (QoL) and global functioning after anti-N-methyl-D-aspartate receptor encephalitis (anti-NMDARE) in children and adolescents. Four female patients (age 7-16y) and their caregivers participated in the study. Information was collected from the medical records and the caregivers via a questionnaire. Both the patients and their caregivers were interviewed by means of the structured clinical interview for DSM-5 disorders, junior version (SCID-5 junior). CGAS and mRS scores were defined and the Pediatric Quality of Life Inventory (PedsQL) was used to assess quality of life of patients and caregivers. After the acute phase of the disease patients go through a post-acute phase in which several persisting physical, cognitive and psychiatric symptoms gradually resolve during the following months to a year. In long-term follow up these symptoms partly resolved, but deficits persisted on several domains. Psychiatric symptoms, fatigue and mild cognitive deficits were present in three out of four patients at current assessment. In three patients their academic trajectory was altered. These deficits can have an impact on the quality of life and the global functioning of the patients and caregivers.

Long-Term Effects of Study Abroad

Amidst U.S. higher education institutions (HEIs), there exists a prevailing notion that global citizenship education (GCE) serves as a driving force in furnishing students with aptitudes suited for the 21st century. As a result, study abroad programs have been used as a common method to promote GCE and provide intercultural experiences for students. However, not much research has been conducted to measure the long-term effects of GCE and such study-abroad programs and how these experiences can impact participants’ characters. Employing a qualitative approach, this research delved into phenomenological interviews to reveal how study abroad has worked as GCE to foster global citizens. The subjects of this study experienced semester-abroad programs during their undergraduate program1 at a U.S. university. The research outcomes showed a multitude of insights: (1) research participants developed comprehensive perspectives regarding the concepts of global citizenship and contributing to society, irrespective of their diverse backgrounds; (2) the enduring influence of GCE and study abroad became evident in the decision-making processes related to their career and academic trajectories post-graduation; and (3) study abroad experiences substantially nurtured interviewees’ ability to navigate diverse cultures, to take purposeful action based on their established connections with others, and to perceive differences and interconnectedness. Furthermore, the research outcome showed that enduring skills and traits as global citizens could be acquired throughout the undergraduate program on a daily basis, and these skills include intercultural competence, dialogue, and understanding of interconnectedness. These results not only fill out the existing research gap but also reinforce the effectiveness of young people’s character-building as global citizens through GCE and study abroad programs.

Code Switching as a Teaching and Learning Strategy: Opinions and Perceptions of University-Level Students of French as a Foreign Language (FFL) in Ghana

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

Feature statistical analysis and comparison of machine learning models for university admission prediction

In recent years, the pursue for academic degrees has intensified, leading to a surge in the number of undergraduate students applying for graduate programs at renowned universities worldwide. Consequently, universities have adopted a multifaceted approach to evaluate applicants, moving beyond traditional metrics like GPA to assess their overall potential. This study aims to comprehend the criteria employed by universities to select graduate applicants and assist undergraduate students in planning their academic trajectory. To achieve this, a diverse set of machine learning models are compared, including multiple linear regression and K-nearest neighbors, decision trees, support vector machines, and Bayesian classifiers. These models were trained with online admission probability data to predict the likelihood of admission and uncover the primary factors guiding university selection processes. The findings reveal that while research experience can enhance competitiveness in graduate admissions, academic indicators such as GPA, GRE scores, and language proficiency remain critical determinants of acceptance. Moreover, higher-ranked institutions exhibit a higher proportion of applicants with research experience. For candidates with strong GPAs, it is essential to demonstrate competitive language proficiency, augment research experience through well-crafted recommendation letters and personal statements. Conversely, applicants with lower GPAs should strive for outstanding GRE scores to compensate for academic performance.

Diagnóstico de perfil de ingreso de la Licenciatura de Médico Cirujano. Una experiencia de evaluación para la formación médica inicial.

The educational training of general practitioners is a permanent challenge for everyuniversity-level school system. The early detection of strengths and learning needs favors timely and relevant action to support the academic trajectory of students and the achievement of a comprehensive training that benefits society. The Diagnosis of the Entry Profile of the Surgeon Degree of the Faculty of Medicine of the National Autonomous University of Mexico is a reflection of the conjunction of medical, educational and technological knowledge to achieve this goal. Keywords: Evaluation; diagnosis; admission profile; knowledge; English; vocational profile.

Learning Experiences of Future Healthcare Support Workers Enrolled in a Dual Mode Vocational Training Programme.

With life expectancy increasing, there is a growing need to train healthcare support workers who provide care for dependent people in healthcare centres and at home. This qualitative study, based on Gadamer's hermeneutic philosophy, aimed to understand the learning experiences of future healthcare support workers currently enrolled in an intermediate, dual modality vocational training programme with regard to caring for dependent people. Convenience sampling was used to recruit the participants, who were all students enrolled in an intermediate level vocational training programme in care for dependent people. Fourteen in-depth interviews and one focus group session were conducted with the students. Atlas.ti 8.0 software was used to analyse the participants' accounts. The students highlighted the vocational nature of their studies and the need to feel competent and useful as a healthcare support worker for dependent people. Practice-based learning and the need for training in core competences are complementary and essential elements of the training process. The participants' previous experiences were key in determining their academic trajectory and reflect their motivation and interest to learn. However, they feel vulnerable, unprotected, and lack training in psychosocial skills. Educational institutions should focus training programmes on the practice and development of psychosocial skills that motivate students to acquire transversal competences.

A process model of mindsets: Conceptualizing mindsets of ability as dynamic and socially situated.

Mindsets of ability (i.e., "fixed" and "growth" mindsets) play a pivotal role in students' academic trajectories. However, relatively little is known about the mechanisms underlying mindset development. Identifying these mechanisms is vital for understanding, and potentially influencing, how mindsets emerge and change over time. In this article, we formulate a comprehensive theoretical model that purports to account for the emergence and development of ability mindsets: the process model of mindsets (PMM). The PMM is rooted in complex dynamic systems and enactive perspectives, which allow for conceptualizing psychological phenomena as dynamic and socially situated. The PMM accounts for how mindset-related behaviors, action tendencies, beliefs, and social interactions can become codependent and robust over time. We discuss how the model helps to further our understanding of the efficacy of mindset interventions and the heterogeneity thereof. The PMM has a broad explanatory scope, is generative, and paves the way for future process studies of mindsets and mindset interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Supporting and Uplifting New and Diverse Scientists in HIV Research (San Diego SUN): A Research Education and Training Program to Promote the Success of Black, Indigenous, and People of Color Predoctoral and Postdoctoral Fellows.

We implemented a mentored research education and training program for underrepresented minorities (URMs) and Black, Indigenous, and People of Color (BIPOC) predoctoral and postdoctoral fellows called San Diego SUN (SD SUN): Supporting and Uplifting New and Diverse Scientists in HIV Research. The SD SUN program aimed to prepare fellows for an academic career trajectory in HIV science focused on ameliorating HIV-related disparities in communities of color. The program leveraged a strong interinstitutional collaboration between San Diego State University and the University of California, San Diego, that share commitments to diversity, equity, and inclusion and an established history of training programs for URM/BIPOC investigators. During a 9-month training period, launched in February 2022, fellows supported by a mentoring team completed ten 3-hour training sessions (core curriculum) and a mentored research project. The curriculum included seminars on building skills for a productive academic research career and reflective discussions around issues uniquely faced by URM/BIPOC investigators. Standardized measures developed for Center for AIDS Research Diversity, Equity, and Inclusion Pipeline Initiative (eg, around benefits gained) were used to evaluate the program. Six fellows participated in the SD SUN program. The results demonstrated a successful first year. Fellows were highly engaged and reported positive experiences, satisfaction with their mentor(s), various benefits gained from the program, and gains in numerous skillsets. Challenges were faced during implementation (eg, teaching grant writing to fellows at different skill levels). Time constraints were reported by some faculty mentors with limited bandwidth. We describe insights and solutions to the major challenges to sustaining the successful SD SUN program.

Impact of Leadership Practices of Principals and Teachers on Classroom Management and School Environment Towards an Institutional Leadership Training Program

School leaders can facilitate the development of students’ educational competence to face challenges. Farr (2011) asserted that when school leadership is strategically examined, factors such as classroom management; school environment (i.e., internal and external to the school); and academic performance emerge. School leadership practices (i.e., those of principals and teachers) can change the academic trajectory of a school. Danielson (2010) emphasized that change itself comes from the collective efforts of teachers, schools, and communities. The school is an organization of learning and knowledge development within the community. School performance centers on academic achievement, and teachers are the core component of such achievement. School leadership assists in managing and shaping the flow of cultural information to support students’ academic progress. Good leadership may help children learn by encouraging them and boosting teacher participation and coordination. The study examines how school leadership approaches affect classroom management, school climate, and student achievement. The key results of this study will help principals/School Heads and teachers to develop and improve leadership skills and practices. A proposed training program was also crafted to help principals/administrators and teachers to enhance the classroom management, school environment, and academic performance of the students. In an era of higher standards and greater accountability, it is critical that schools have leaders who are prepared to do everything necessary to improve teaching and learning. Done right, principal preparation programs can help states put a quality principal in every school who knows how to lead changes in school and classroom practices that result in higher student achievement.

Unraveling the Lived Experiences: Mathematics Learning Challenges and Coping Strategies of Dyscalculia Students

Purpose: The lived experiences of students with dyscalculia in the context of learning mathematics are explored in depth in this research work.
 Design/Methodology/Approach: Students with dyscalculia, a distinct learning condition that affects numerical and mathematical abilities, have particular difficulties that have an impact on their academic performance and educational trajectory. Qualitative research techniques, such as interviews and observations, were used to get deeper insights into the subjective realities of dyscalculia kids. The study included a broad group of dyscalculia kids from various educational levels and used thematic analysis to gain a thorough grasp of their learning obstacles and coping mechanisms.
 Findings: The results show how complicated dyscalculia students' problems can be, from feelings of anger, anxiety, and low self-esteem to issues with understanding mathematical language and concepts. The study also illustrates how resilient and adaptable dyscalculia students are in navigating their academic journey.
 Implications/Originality/Value: The results of this study have consequences for legislators, parents, and educators, promoting a better knowledge of dyscalculia and how it affects math learning. By recognizing the lived experiences of dyscalculia students, educational institutions can develop more inclusive and supportive environments, tailored interventions, and teaching methodologies to enhance their mathematical learning outcomes.

Research on dynamic evaluation method of individual scientific impact under multiple key nodes

Introduction. The purpose of this paper is to research an evaluation method for the development trend of the scientific impact of individual scientists before and after different key nodes in scientific careers. Method. This paper focuses on scientists at universities in Shanghai who obtained their first key programmes from the National Natural Science Foundation of China (NSFC) from 2011 to 2015. A two-node piecewise linear regression is used to divide the scientists’ individual academic trajectories. The Boston Consulting Group matrix (BCG-M) model is used to propose four types of talent. Analysis. The pr(y)-index is applied to evaluate the scientists’ impact. Several characteristics of the trajectory of the impact of individual scientists are defined by the change in the pr(y)-index growth rate. Results. The scientific impact of most scientists (66% and 62%) increased after they first obtained NSFC funding or their first key programme, respectively. The pr(y)-index of a 5-year time window is more sensitive to judge the of influence on scientific career. Conclusion. The two-node piecewise linear regression model successfully divided the academic trajectories of individual scientists into three stages。NSFC funding promotes academic influence. The talents are divided into star talent, focus talent, question talent and taurus talent.

Making it to the Academic Path in a Tracked Education System: The Interplay of Individual Agency and Social Origin in Early Educational Transitions.

Little is known about the role of agency in transitions in tracked education systems or whether it varies by socioeconomic background. This study addressed this gap by estimating structural equation models based on longitudinal data that are representative of the German- and French-speaking parts of Switzerland (N = 1273 individuals, surveyed from age 6 to 18, mean age at wave 1: Mage = 6.54, SDage = 0.50, female = 49%). The findings reveal that agency (captured by study effort and occupational aspirations) and socioeconomic background (measured by parental education and family income) significantly predicted students' transitions to academically demanding tracks in lower- and upper-secondary education. In the transition to upper-secondary education, students with fewer socioeconomic resources benefitted less than their more advantaged peers from ambitious aspirations, but they benefitted more from exerting effort. These findings suggest that both an optimistic forward-looking orientation and the exertion of effort are required to make it to an academic track. Effort may serve as a "substitutive" resource for less socioeconomically advantaged students, whereas ambitious aspirations may enhance the positive effect of family socioeconomic resources on academic educational trajectories. Overall, the evidence from this study calls for greater attention to investigating not only how agency shapes adolescents' educational trajectories and opportunities but also how its role differs across social groups.