Achievement In Higher Education Research Articles

Factors influencing menstrual regularity among female workers: a cross-sectional analysis study

BackgroundRegularity of menstrual cycles is an important indicator of women’s health and fertility, and female workers are exposed to several factors, such as sleep disorders, stress, and shift work, that affect their menstrual regularity. This makes it necessary to comprehensively identify the determinants of menstrual regularity. Therefore, this study identified the factors affecting menstrual regularity among female workers from physiological, psychological, and situational dimensions based on the theory of unpleasant symptoms.MethodsThis was a secondary analysis of the 2010–2012 Korea National Health and Nutrition Examination Survey and utilized the data of 2418 female workers. Based on the theory of unpleasant symptoms, physiological factors included age, age at menarche, childbirth experience, body mass index, and sleep duration. Psychological factors included stress level, depressive mood, and suicidal ideation. Situational factors included education level, household income, consumption of alcohol, engagement in smoking, and work schedule. The χ²-test and hierarchical logistic regression analysis were performed, reflecting the complex sample design.ResultsAge at menarche, childbirth experience, and body mass index among physiological factors and education level and work schedule among situational factors were found to be related to menstrual regularity. A higher risk of menstrual irregularities was found among those who had given birth (versus those who had not), had a high age at menarche (versus those with a low age at menarche), were obese (versus those who had a normal body mass index), had elementary school-level or lesser educational achievements (versus those with college graduate-level or higher educational achievements), and who had a shift work schedule (versus those with a fixed schedule).ConclusionsIntervention is needed for female workers who have these risk factors, and special attention must be paid to female workers who have a shift work schedule. Additionally, since body mass index can be controlled, intervention concerning body mass index is necessary to reduce menstrual irregularity.

Stretched Thin: How a Misalignment Between Allocation and Valuation Underlies the Paradox of Diversity Achievement in Higher Education

Racial inequality is remarkably resilient in organizational and labor market contexts despite efforts to resolve it, which raises significant questions about the mechanisms underlying its persistence. We argue that organizational efforts that increase the inclusion of underrepresented racial groups in the short term may conceal an emergent mechanism that paradoxically results in exclusion over time. The emergent mechanism stems from an acute misalignment between the scope of allocation in the matching process and the scope of valuation in the evaluation process, which ultimately increases voluntary and involuntary turnover among underrepresented racial groups. We examine this paradox through a revelatory case in higher education. Drawing on comprehensive administrative and research performance data from a large (R1) U.S. public university, we find that Black assistant professors are significantly more likely than their White colleagues to be allocated to non-standard positions, i.e., formally appointed in two academic departments with shared compensation. Our results demonstrate that such non-standard appointments are associated with a significant decline in research productivity, which remains central during the evaluation process. The end result is that jointly appointed assistant professors—among whom Blacks are disproportionately represented—experience lower likelihoods of retention.

Learning Styles and Motivation: Their Role in Academic Performance

This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments. Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024

On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education

Students' academic achievement relies on a variety of pedagogical, affective, and individual factors. The investigation of academic emotions and epistemic cognition has been a focal point in existing research. Previous studies have predominantly delved into the essence of students' epistemic cognition and academic emotions. Nonetheless, the correlation between the epistemic cognition, academic emotions, and academic success of Chinese undergraduate students remains inadequately explored. This research delves into the interconnectedness of these variables and examines which facets of epistemic cognition and academic emotions can forecast students' academic performance. A total of three hundred and eighty (380) Chinese undergraduate students were chosen via random sampling for this study. Their self-reported academic achievements were taken into account. Additionally, they completed questionnaires tailored to evaluate their epistemic cognition and academic emotions. The participants' scores underwent Pearson correlation and multiple regression analyses. The findings indicate that positive emotions correlate positively, while negative emotions correlate negatively with students' academic success. Furthermore, positive emotions and three categories of epistemic cognition were found to be predictors of students' academic accomplishments. In conclusion, it is deduced that both epistemic cognition and positive emotions play a role in enhancing students' academic success. The implications of these findings extend to educational psychologists, educators, and students, both theoretically and practically.

수업 체계성과 일관성이 대학생의 학업 성취도에 미치는 영향 분석

This study explores the association between instructional practices and college students’ achievement. Using National Assessment of Student Engagement in Learning(NASEL) data from Korean Educational Development Institute, we conducted random effect and fixed effect models to verify whether the increase in instructional organization and coherence moderates the achievement of students, especially for those with low level of cognitive competence. Results revealed that both instructional organization and coherence were positively related to student achievement. Furthermore, these instructional practices appeared to improve achievement especially for students with lower level of cognitive learning competence. These findings suggest that instructional organization and coherence may be an effective instructional practice in enhancing underprepared students’ achievement in higher education.

Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies

Harmonious passion refers to engaging in an activity out of personal volition and sense of meaning, which motivates individuals to devote substantial time and energy while internalizing the activity as part of their identity, and it underpins the promotion of sustainable behaviors and mindsets. The present study aimed to investigate the relationship between harmonious passion and academic achievement among university students in higher education, as well as the mediating role of exploratory and exploitative learning behaviors in this association. Exploratory learning involves seeking new knowledge and skills, whereas exploitative learning involves refining and applying existing knowledge and skills. Data were collected from 528 university students across multiple institutions in China. Using structural equation modeling and multiple regression analysis, results revealed that harmonious passion had a significant positive effect on academic achievement. Furthermore, exploratory and exploitative learning played a chain-mediated role in the relationship. These findings provide insights into how harmonious passion could promote students' academic success in the context of innovation-driven and socially sustainable development, via the facilitation of sustainable learning strategies. Therefore, this study has broader implications for personal and societal sustainability, by emphasizing the role of harmonious passion and sustainable learning strategies in enhancing academic achievement and, ultimately, contributing to a more sustainable society.

Development and evaluation of a new instrument that measures motivation towards academic achievement (IMLA) in higher education

Academic motivation in teaching and learning processes, both in general and in particular in higher education, has been of great interest in educational research, since it is the basis of academic success. In this work, the model "Expectations-Value of achievement motivation" has been considered, which uses a socio-cognitive perspective to design an inventory that allows measuring the motivation for academic achievement in higher education. With this objective, the Motivational Inventory of Academic Achievement (IMLA) is created, supported by a rigorous methodological process in order to make this instrument reliable and valid. The psychometric properties of the IMLA were determined from the analysis of content validity, reliability and construct in a sample of 464 higher education students from a Chilean and a Spanish university. The results indicate that the IMLA has 9 factors that explain 64.11% of the total variance and a Cronbach's alpha of .913, a rating considered high according to the requirements of a measurement instrument. In this way, this study contributes with the creation of a tool that integrates important motivational aspects focused on internal cognitive beliefs, based on expectations and the value of the task, as well as incorporating the assessment of the environment, for which reason it is estimated. that the IMLA is an instrument with a high potential for the educational and scientific field.

IJCM_314A: Risk perceptions of heat related illnesses, assessing vulnerability and adaptive capacity of brick- kiln workers in a rural Puducherry: A Cross-Sectional Study

Background: Heat is one of the physical hazards that can cause health problems in the workplace, Brick field workers are widely exposed to risk factors for heat-related illnesses. Knowledge, attitudes, and practices (KAP) are three of the most important means of preventing such illnesses. Objectives: To determine the predictors of risk perception and to assess the vulnerability and adaptive capacity regarding heat-related illness among brick field workers in Rural Puducherry. Methodology: A cross-sectional study was conducted from March to June (2023). A total of 280 Brickfield workers were recruited from five rural commune areas of Puducherry, using the Multistage random sampling method. The data was collected on demographic characteristics, risk perception and spontaneous adaptation behaviours through KAP scores using structured questionnaires. Chi-square tests, correlation matrix and Linear Multiple regression models were employed to analyze the data. Results: 15.4% of the subjects suffered from HRIs, and 68.2% never received health education about HRIs. The mean for knowledge (K-score) was 13.5 (SD = 6.008) for attitudes (A-score) 4.21 (SD = 2.167) for practices (P-score) 4.23 (SD = 1.988). There were noticeable differences in KAP-score with respect to educational level (P < 0.05), income level (P < 0.05) and work relevant experience (P < 0.05). Eventually, higher educational achievements, higher income status and relevant years of work experience were positive predictors for higher risk perception. Conclusion: There is a large room for improving health risk perception and adaptation capacity to heat waves among the brickfield workers. It will be very important to develop health educational programmes and enrich systematic educational resources to raise awareness.

Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?

AbstractStudying Latin in secondary education is still widespread in Europe and believed to result in cognitive benefits, even beyond the linguistic domain. In this study we explored the relation between such study and later academic achievement in higher education (N = 1,898). First, we demonstrated that Latin students exhibit increased levels of study achievement in higher education, particularly in study programs other than those covering science, technology, engineering, and mathematics (STEM). Second, we explored where the instruction of Latin was a significant predictor in models of academic achievement, explaining incremental variance over 21 other cognitive, attitudinal, and demographic variables. Latin instruction was included as a variable in the prediction models in 42% of the programs (mainly in the non‐STEM ones), but the incremental predictive validity was substantial only in the linguistic programs. Our results highlight how the study of Latin can be a valuable predictor of academic achievement in other study fields.

The Effect of Classroom Debate on Students' Academic Achievement in Higher Education: an Overview

The use of classroom debate as an instructional technique is prevalent, particularly in secondary and higher education. There have been several studies examining the effects of classroom discussion in areas such as second language acquisition, philosophical thinking, psychology, and pure science, there is a lack of particular research in the subject of administrative science. Multidisciplinary fields that focus on critical and analytical examination of administrative ideas, management principles, and methods. The review papers covered organisational and leadership theories. Therefore, the study aims is to provide a thorough examination of how classroom debate affects students' academic performance in higher education, in various academic settings, and across all departments and disciplines of study. The research findings indicate classroom debates are beneficial and relevant to many academic subjects because they allow students to think more critically and express creative ideas, which improve their academic performance. A theoretical framework shows a clear connection between student academic success and the advantages of conversation in the classroom.

Meta-analyzing the effect of online education on learning achievement in higher education during Covid-19 pandemic

Meta-analyzing the effect of online education on learning achievement in higher education during Covid-19 pandemic

Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA

The benefits of reading aloud to young children for their reading development are well documented, and international large-scale assessments (ILSAs) offer an opportunity to explore its unique contribution to literacy achievement at both the primary and secondary levels. Using Portuguese data from ILSAs, this study shows the relationship between reading to young children in the home context and their later reading performance. Specifically, we use the Program for International Reading Literacy Study (PIRLS) 2011, which tests fourth-grade students, and the Program for International Student Assessment (PISA) 2018, which is used for the assessment of 15-year-olds. Data sources from these surveys include the mean reading performance of similar cohorts of students and home/parental questionnaires that include questions about the frequency of home book-reading, as well as other background variables. Linear regression analyses show a positive and significant relationship, both at the fourth-grade level and in secondary school, between students’ performance and having been read to at home during early childhood. These findings indicate that the advantages associated with book reading in the early years are maintained throughout students’ schooling. In addition, the analysis shows that, in both surveys, girls score higher than boys in reading, and that there is a positive association between parental education and reading achievement. Implications about how children’s early literacy development sets the foundation for future educational achievement are discussed, namely in the context of country-specific reading initiatives and reading practices.

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

PurposeAcademic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.Design/methodology/approachThe study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.FindingsThe results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.Originality/valueThis comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.

Enhancing EMI pedagogical curricula to prepare pre‐service English teachers for socioculturally diverse classrooms

AbstractWith the rise of English as a global academic lingua franca, the implementation of English medium instruction (EMI) in South Korea's higher education system has grown substantially. This mixed‐methods study contributes to the scholarship on EMI policy and practice by drawing on data from the training experiences and self‐assessment of 327 pre‐service English teachers (PSETs) regarding their preparation to serve as secondary English teachers, the latter being key to high school students’ achievement in higher education. We examine teachers’ English competencies and explore their challenges and associated needs in implementing EMI for their professional success. Our quantitative analysis shows that, for PSETs, English‐speaking skills are the most challenging aspect of learning and teaching English. Moreover, current opportunities to improve their English proficiency through EMI courses appear to be inadequate. Subsequent analysis shows that English proficiency serves as a significant mediator of the association between EMI satisfaction and self‐efficacy about teaching English through English. Our qualitative analysis further confirms that PSETs have less exposure than expected to language‐related resources in their educational context, and they express a need for greater knowledge of student well‐being and linguistic and cultural diversity. We provide a set of recommendations to enhance the quality of EMI policies and curricula, including offering tailored language modules to develop well‐qualified secondary English teachers.

Application of The Learning Strategies and Motivation Questionnaire (LEMO) at the University: Reliability and Relation to First-year GPA

As part of efforts to enhance academic achievement in higher education, incoming first-year students are becoming more and more subjected to surveys and assessments, e.g., regarding motivation and learning strategies. The Learning Strategies and Motivation Questionnaire (LEMO; Donche, Van Petegem, Van de Mosselaer, & Vermunt, 2010) is one of these surveys, applied mostly in professional bachelor programmes. The current study examines the reliability and predictive validity of the LEMO questionnaire in a sample of 416 first-year university students. All 13 scales were included in the study, i.e. Concrete Processing, Analysing, Memorising, Critical Processing, Relating-Structuring, External Regulation, Self-Regulation, Lack of Regulation, Amotivation, Controlled Motivation, Autonomous Motivation, Self-Efficacy, and Learning Together. In line with its reliability in previous studies, Cronbach’s alfa of most LEMO scales was below .70, which is the minimum threshold for scientific research, as was the Composite Reliability of eight of the 13 LEMO-scales. A confirmatory factor analysis showed that several factor loadings were below .70, resulting in an average variance extracted (AVE) below .50 for 11 of the 13 scales. Most scales had no or only a limited correlation to first-year GPA (FYGPA). Only Self-Efficacy and Analysing correlated ≥ .20 with FYGPA. These two scales explained 10.4% of the variance in study success. Hereby, Self-Efficacy is the most important predictor. The other 11 scales had no significant contribution to the prediction of academic performance in addition to Self-Efficacy and Analysing (ΔR2 = 3.4%, n.s.). Additional analyses showed that the correlation between the LEMO scales and FYGPA varied according to Bachelor programme.

Influence Rate Evaluation by Students’ Opinion: University, Library, Courses and Professors

This paper describes a cooperative study of university lecturers with a focus on figuring out influence factors of students’ achievements in higher education. The evaluation survey is applied as the main method for research. Several lecturers (research team) who teach different courses in the university together developed influence factors in the form of survey questions, which are divided into four core groups: university, library, courses, and professors. The research team plans to collect as much data periodically from all universities in the country which is open to supporting this study. This paper showed the analyses of the first step of the study. 291 students from eight different universities voluntarily sent responses to an online survey.The collected data is processed by structure-oriented evaluation (SURE) model and by standard statistic function. The SURE evaluation score was calculated as 0.88 which we can read that all defined influence factors received evaluation scores from students with very high positive answers. The statistic maximum scores emphasized some factors that influence a lot to students’ achievement and students confirmed by their responses that some factors are very important for them. Further statistic ANOVA test was made for the case of the university group with 13 factors.For the ANOVA test, the null hypothesis. H0 – Null hypothesis stands for no difference between groups. No influence of study years on evaluation scores. By the ANOVA test, the null hypothesis isn’t proven. This concludes first step analyses as not significant statistically. Therefore, the researchteam needs to continue data collection and may apply some other statistical methods to compare the first results.

Grade goal effects on the interplay between motivation and performance in undergraduate gateway mathematics courses

Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement in higher education. Furthermore, students’ ongoing development in domain knowledge and interest can also offer insight on the student experience beyond the gateway course. The current study investigated the interplay between performance, short-term, and long-term motivations in a first-year online mathematics course at a research-intensive university in Pacific-Asia. Participants (n = 175) completed a pretest, four formative quizzes, and surveys measuring self-efficacy (beginning, middle, and end) and interest (beginning and end). Participants were randomly assigned to one of control (no explicit instructions), course-grade-goal, or quiz-grade-goal conditions (i.e., explicit instructions to make goal(s) for the overall course or each subsequent quiz respectively, with feedback on each quiz in relation to goals). Analyses included MANOVAs for difference testing, and testing a longitudinal fully-forward (all past variables simultaneously predicting future variables) latent SEM model. In the face of an uncertain context, self-efficacy remained a salient reciprocal predictor of performance, while students’ interest experienced initial dissonance with performance, realigning by the end of the semester. SEM results indicated that participants who set course-level goals had greater middle-of-term self-efficacy, but also lower interest at the end of the course. Theoretical and practical implications are discussed.

Geographic location of students and course choice, completion, and achievement in higher education: A scoping review

Higher education provision is a critical enabler of local, regional, and national social and economic development. Benefits of participation are well understood, but less is known about the relationship between the geographic location of students (relative to higher education institutions), their study choices, and subsequent outcomes. This scoping review explored existing evidence about the impact of geographical location (place) on course choices, completion rates, and achievement. Findings suggest that greater distance of students from institutions negatively impacts achievement and program/course completions. Distance to study institutions may also influence study choices, including level and field of study. Higher education providers must consider how best to spread resources regionally and better enable access for those from regional, remote, and/or rural backgrounds. Policymakers should consider location as a key factor in improving access and addressing inequalities in higher education.

FORMATION OF EDUCATIONAL INDEPENDENCE AS A CONDITION FOR ACADEMIC PERFORMANCE

Introduction. Improving the academic performance of students is one of the urgent problems of modern higher education, since academic activity is a determining indicator of the readiness of university graduates for professional activities. Academic achievement depends on many factors, among which the authors emphasize the ability and desire to study as the basis of educational independence.
 The purpose of the study. The purpose of the study is to examine the degree of influence of the formation of the motivational sphere and skills of independent work, determining the educational independence, on the academic performance.
 Materials and methods. The following methods were used to achieve the research objectives: questioning, testing, comparative and correlation analysis. The results were processed by methods of mathematical statistics in SPSS Statistics 26.
 Results. The results obtained allow us to conclude that the formation of independent work skills has a relationship with academic performance, while strong positive relationships were identified between the indicators for all five blocks of independent work skills, as well as internal and external positive motivation. Practical recommendations on maintaining the optimal motivation of students are presented.
 Practical implications. The results can be used to further investigate the factors that influence academic performance and find ways to improve it.
 Conclusion. After analyzing the results, the authors concluded that the important conditions for academic performance are the formation of the structure of independent educational activities of students, as well as the leading role of their internal and external positive motivation. Higher educational achievements are possible only with high levels of formation of the structure of students’ own educational activities and their positive motivation. From here follow two main directions related to the prevention of academic failure and dropout of students: the formation of optimal ways for them to independently solve educational, and in the future, professional problems and, in addition, high positive motivation at all its hierarchical levels.

Social anxiety in digital learning environments: an international perspective and call to action

The research focused on digital learning environments has identified various challenges for learners, such as technical problems, lack of community, motivation, self-regulation, self-efficacy, and social anxiety. Social anxiety is conceptualized as an emotional disorder that may impede achievement in higher education. The project reported here investigates N = 666 students' social anxiety in digital learning environments at four higher education institutions located in Australia, Germany, Latvia, and Turkey. This range of contexts allowed the research to cover a wide variety of cultural and institutional idiosyncrasies. Findings revealed different levels of social anxiety in higher education digital learning environments across countries and their cultural contexts. In addition, gender plays a significant role in social anxiety for peer interactions with female students reporting higher social anxiety than male students. The findings suggest that it is worth tertiary educators pausing to consider social anxiety's role in reducing interactions within digital learning environments. Additional research is required to establish the causes of social anxiety in digital learning environments and, as a result, to develop strategies to minimise its effect.Graphical