College Student Learning Research Articles

Predicting performance in exams and deep approach to learning in first year university students: a new look at academic success

ABSTRACT This study calls for a broadening of the perspective on academic success. While passing exams is an essential objective of higher education, it should not overshadow another important objective which is the development of students’ skills, such as becoming curious, autonomous and reflective in the learning process. This study used Academic Performance in Exams (APE) and Deep Approach to Learning (DAL) as measures related to these two objectives. The aim was to identify and compare the factors that may influence APE and DAL. The study was conducted on first-year students (2011) at a French university. It was based on a random forest algorithm and took into account a wide range of factors belonging to different dimensions: demographics, social background, educational background, context of the educational programme, behavioural engagement, social environment, psychological and cognitive characteristics. The results show that the most important factors in predicting APE are the educational programme undertaken, student’s educational background and parents’ occupation. DAL was not found to be an important factor in APE. Regarding the prediction of DAL, the results point to the predominant weight of intrinsic motivation and the important weight of elaborated epistemic beliefs. In contrast, demographics and behavioural engagement were found to have negligible weight in predicting both APE and DAL. These findings raise questions about the type of success that is valued in the first year of university and call for reflection on assessment methods. They also allow the identification of levers that teachers can activate to support first year students.

The Relationship between Live Sports Learning and Exercise Behavior in College Students: A Serial Mediation Model.

Physical exercise is crucial to the development of students' physical and mental health. This study explored the relationship between live sports learning and college students' exercise behaviors, and the mediating roles of exercise motivation and exercise commitment, aiming to provide theoretical bases for the future that explain the mechanism of live sports learning in exercise behaviors, as well as practical guidance for the promotion of positive physical exercise behaviors in college students. In total, 1189 college students from China volunteered to complete questionnaires. The results showed that live sports learning positively predicted college students' exercise behavior and that live sports learning was able to affect exercise behavior through the mediating roles of exercise motivation and exercise commitment, with specific mediating paths including the two independent mediating paths and a serial mediating path of exercise motivation and exercise commitment. This study confirmed, for the first time, on live sports learning in the process of promoting exercise behavior. It is suggested that educators instruct college students to regulate their participation in live sports learning and to cultivate healthy exercise motivation and exercise commitment, which is an effective way to facilitate college students' practice of physical activity.

INQUIRY-BASED LEARNING AND COLLABORATIVE WORK IN UNDERGRADUATE STUDENTS

Objetive: The objective of the research was to establish the relationship between Inquiry Based Learning (hereafter IBL) and collaborative work in university students. Method: The research methodology corresponds to a quantitative experimental approach, with a cross-sectional design. The population consisted of 279 students of the Science, Technology and Environment Studies Program (STE) of the Faculty of Educational Sciences (FCEDUC) of the National University of the Altiplano (UNA) Puno, whose sample consisted of 162 students selected by means of a probabilistic sampling, to which the questionnaire was applied, which allowed determining the relationship between the study variables. Results: The results showed that there is a relationship according to Spearman's coefficient rho = 0.521** which is a positive correlation. Conclusions: Concluding that if students work in teams with the IBL strategy, they could better develop their competencies and capabilities. Originality/value: The implementation of this strategy is crucial to enhance meaningful learning in students in relation to the focus on Inquiry-Based Learning and collaborative work.

Exploring College Students’ K-12 Sex Education Reflections Through a FemCrit Framework

Postsecondary institutions need to better understand college student learning associated with K-12 sex education. Learning more about college students’ pre-collegiate reflections of sex education curriculum can support more comprehensive school-based programs as well as collegiate sexual health services and resources on campuses. Through a FemCrit framework, this qualitative study examines college student reflections of their K-12 sex education in the United States. Findings reveal that K-12 sex education curriculum and learning is rooted in systems of cisheteropatriarchy, Christian ideologies, and binary approaches.

Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students

Self-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to investigate the gap between SRL strategy knowledge and its application in more depth, it is necessary to develop instruments that assess conditional SRL strategy knowledge for the whole learning process with sufficient validity and reliability. Therefore, based on four distinct studies conducted in Germany, the development and validation of a new Strategy Knowledge Test for Self-Regulated Learning (SKT-SRL) for college students are described. Study 1 describes the development of the test and the results of expert ratings that speak in favour of the test’s content validity. Study 2, the pilot study, was undertaken to gain insight into the psychometric characteristics of the SKT-SRL, examine its relationship to other SRL assessment methods and academic achievement, and reach a sense of its validity. Studies 3 and 4 present the results of two validation studies for the SKT-SRL; they investigated its psychometric characteristics, convergent validity, factorial structure, test–retest reliability, and its relationship to academic achievement as well as other study-relevant factors. Overall, the results are promising and the SKT-SRL mostly showed sufficiently valid assessments. To conclude, the SKT-SRL is a useful tool for analysing conditional SRL strategy knowledge in college students and can be used for further research on the relationship between SRL strategy knowledge and strategy usage.

The Effects of Learner Characteristics on Learning Flow and Learning Satisfaction in the Flipped Learning of Chinese Beauty Major College Students

The advancement of information and communication technology, a central element in the Fourth Industrial Revolution, is influencing the way people think and act with the introduction of artificial intelligence, augmented reality, and the Internet of Things. In education, there's a notable shift from a teacher-centric approach to a learner-centric environment, emphasizing the flipped learning teaching method that facilitates self-directed learning. This study examined how learner characteristics influence learning flow (classroom class and online class) and learning satisfaction in order to establish a foundation for the effective implementation of beauty education in a flipped learning environment. An empirical study was conducted from July 10 to August 10, 2023, involving 166 surveys administered to beauty-related students in China. The data were analyzed using SPSS 25.0, employing techniques such as frequency analysis, factor analysis, reliability analysis, descriptive statistics, correlation analysis, and multiple regression analysis. The research findings indicated high reliability scores for learner characteristics (3.98), learning flow (3.75), and learning satisfaction (3.77) within the flipped learning environment. Correlation analyses between learner characteristics, learning flow, and learning satisfaction revealed statistically significant correlation, especially in terms of the correlation between learning attachment of learner characteristics and learning self-efficacy in learning satisfaction. In particular, a higher level of learning attachment in learner characteristics was associated with a statistically significant positive effect on learning satisfaction, whether in online or classroom learning contexts. The research findings suggest that flipped learning classes can improve students' satisfaction by boosting their learning attachment, leading to increased learning self-efficacy. This study highlights the importance of a flipped learning instructional approach when designing courses to enhance learning flow and attachment, addressing academic self-regulation and self-determination motivation.

Towards a New Conceptual Model of AI-Enhanced Learning for College Students: The Roles of Artificial Intelligence Capabilities, General Self-Efficacy, Learning Motivation, and Critical Thinking Awareness

In the aftermath of the COVID-19 pandemic, college students have faced various challenges that could negatively impact their critical thinking abilities due to disruptions to education, increased stress and anxiety, less social interaction, and the advancement of distance learning relying more heavily on digital tools. With the increasing integration of AI technology across sectors, higher education institutions have deployed various AI capabilities for intelligent campuses and modernized teaching. However, how to fully utilize AI capabilities to promote students’ thinking awareness on learning effectiveness is still not clear, as critical thinking is an essential skill set holding significant implications for college students’ development. This research adopts the resource-based theory (RBT) to conceptualize the university as a unified entity of artificial intelligence (AI) resources. It aims to investigate whether AI capabilities can foster critical thinking awareness among students by enhancing general self-efficacy and learning motivation. In particular, it examines the causal relationships between AI capabilities, general self-efficacy, motivation and critical thinking awareness. Primary data was collected through a questionnaire administered to 637 college students. Structural equation modeling was employed to test hypotheses pertaining to causality. The results showed that AI capabilities could indirectly enhance students’ critical thinking awareness by strengthening general self-efficacy and learning motivation, but the effect on critical thinking awareness was not significant. Meanwhile, general self-efficacy significantly affected the formation of learning motivation and critical thinking awareness. This indicates that AI capabilities are able to reshape the cognitive learning process, but its direct influence on thinking awareness needs to be viewed with caution. This study explored the role of AI capabilities in education from the perspective of organizational capabilities. It not only proves how AI facilitates cognition, but also discovered the important mediating role of general self-efficacy and motivation in this process. This finding explains the inherent connections between the mechanism links. Furthermore, the study expands research on AI capabilities research from the technical level to the educational field. It provides a comprehensive and in-depth theoretical explanation theoretically, guiding the practice and application of AI in education. The study is of positive significance for understanding the need for the future development of the cultivation of critical thinking awareness talents needed for future development through AI capabilities in education.

OPTIMASI TINGKAT KEPUASAN MAHASISWA UNIVERSITAS BUDI LUHUR MELALUI PENDEKATAN ANALISIS FAKTOR

This research aim to evaluate of student satisfaction at Budi Luhur University. This approach involves identifying the factors that determine satisfaction and determining the factors that are most dominant in the quality of UBL Teaching and Learning, as well as looking for indicators that make up these dominant factors. Data for this research was obtained through distributing questionnaires to students from 4 faculties, with a total sample of 302 students. Data analysis was carried out using two main methods, namely Descriptive Analysis and Factor Analysis. The purpose of Descriptive Analysis is to provide a general description of the factors that influence student satisfaction with Budi Luhur University student learning activities. Meanwhile, Factor Analysis is used to identify the main factors that student satisfaction. The research results show that overall, students have a sufficient level of satisfaction with teaching and learning activities at Budi Luhur University. The most dominant factor in determining student satisfaction is tangible. Therefore, increasing student satisfaction can be increased by increasing other factors which level of mastery is still low. The implications of these findings can be used as a basis for developing strategies and improving student teaching and learning activities, to improve the student experience at Budi Luhur University.

The relationship between self-control and learning engagement among Chinese college students: the chain mediating roles of resilience and positive emotions.

As the main driver of talent cultivation in colleges and universities, the learning and development level of college students is a core indicator of the quality of talent cultivation. The current status of college students' learning has always been a heavily researched topic. However, there is a lack of academic research on the potential mechanisms of self-control about how it affects college students' learning engagement. This study explored the relationship between college students' self-control and learning engagement and the potential mechanisms underlying this relationship with reference to a large sample. A total of 765 college students from Guangxi, China, completed the self-control scale, the resilience scale, the positive emotions scale, and the learning engagement scale. SPSS 26.0 was used to conduct common method bias tests, descriptive statistics, correlation tests, and regression analyses. Structural equation modeling was constructed using AMOS 26.0, and mediation effects were tested. This article mainly used questionnaires to collect data and, on this basis, examined the relationship between self-control, resilience, positive emotions, and the learning engagement of college students. The results showed that (1) self-control positively affected college students' learning engagement; (2) resilience partially mediated the relationship between self-control and college students' learning engagement; (3) positive emotions partially mediated the relationship between self-control and college students' learning engagement; and (4) resilience and positive emotions played a chain-mediating role between self-control and college students' learning engagement. The present study identifies the potential mechanism underlying the association between the self-control and learning engagement of college students. The results of this study have practical implications for enhancing the learning engagement of Chinese college students by increasing their psychological resources and improving the teaching of university teachers.

The effects of immersion in virtual reality environment on oral English learning for Chinese university students

The effects of immersion in virtual reality environment on oral English learning for Chinese university students

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I

Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.

Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II

This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H01, H02, H03, H04, and H09, were accepted (i.e., unrelated variables) and null hypotheses H05, H06, H07, and H08 were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.

The Role of Artificial Intelligence Autonomy in Higher Education: A Uses and Gratification Perspective

With the rapid development of artificial intelligence (AI) technology, AI educators have become a reality. The advancement and increasing applications of AI technology in higher education not only provide more efficient tools for teachers in long-term and focused teaching, but also provide new active and independent spaces for sustainable self-motivated learning for college students. It is of great importance that the effects of AI educator design are understood to ensure the sustainable development and deployment of AI-driven courses at universities. This paper investigates the influences of AI educators’ autonomy design on students’ usage intentions by delving into how the artificial autonomy of AI educators satisfies students’ needs. Drawing on the uses and gratification (U&G) framework, we theoretically elaborate on how AI educator autonomy (i.e., sensing autonomy, thought autonomy, and action autonomy) influences students’ intentions to use an AI educator through the mediating effects of U&G benefits (i.e., information-seeking gratification, social interaction gratification, and entertainment gratification). By conducting an online survey (N = 673) on college students, we found that the sensing autonomy of AI educators is positively associated with usage intention due to the mediating effects of social interaction and entertainment gratifications; the thought autonomy of AI educators is positively related to usage intention, mediated by information-seeking and social interaction gratifications, and the action autonomy of AI educators is positively linked with usage intention through the paths of information-seeking and entertainment gratifications. Our findings provide both theoretical contributions and practical implications.

WhatsApp for English Language Learning of University Students

Teachers must be conscious of adapting educational philosophies and practices to new generations of learners. One of the social media used is WhatsApp. WhatsApp is currently often used for English learning by students. This research aims to analyze the effectiveness of WhatsApp as an English learning medium for students. The data source for finding social problems in this research uses a qualitative approach using a descriptive design. The subjects of this research were 67 State Islamic University students from several faculties, with an age range of 18 to 25 years. Data collection in this research used questionnaires and interviews. The results of these two methods will be integrated holistically to present a comprehensive and in-depth picture of the phenomenon being studied. The results of this research were that 79.1% of 67 students concluded that it was effective and 20.1% considered it less effective than WhatsApp for learning. The use of WhatsApp is effective as an English learning medium for students because WhatsApp is an application that is often used so it is very easy to use as a learning medium.

"„Einfach machen!“ – Feiern von plurilingualer Schreibkunst in einem Schreibwettbewerb für Studierende

The Simon Fraser University Student Learning Commons holds an annual interdisciplinary, under-graduate writing contest. The writing contest provides an exciting opportunity to chal-lenge deficit frameworks within writing and academic success centres. Through the contest, the writing centre is empowered to actively seek out and showcase excellence in under-graduate writing. Throughout the five years of the contest, the organizers have tweaked the contest’s submission categories to reflect the needs and interests shared by students and faculty member, to ensure that thecontest supports the centre’s larger goals. This paper des-cribes the creation of the contest’s Plurilingual Prize category, emphasizing the ways that this prize advances the writing centre’s commitment to both linguistic diversity and linguistic justice. The paper also provides context for the decision to use the term plurilingual to describe this contest category, as opposed to other terms used in writing centre discussions, such as English Language Learner (ELL), English as an Additional Language (EAL), English as a Second Language (ESL), and multilingual learners.

The Impacts of College Students’ Professional Values and Identity on Learning Engagement in China

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development. Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.

FSLSM-Based Analysis of Student Performance Information in a Blended Learning Course Using Moodle LMS

Abstract Over the past decades, blended learning using a flipped classroom approach has become an increasingly important part of global learning development and has gradually revolutionized educational environments. However, in the online part, individual differences of learners are often not considered and treated in an equipollent way, neglecting their needs and personal characteristics, which results in a poor quality of the learning service. Thus the need to improve both the content of e-learning systems and their adaptability requires a careful examination of the direct behavior of students in distance learning platforms. Our study is based on a dataset from the FOAD_FSBM e-learning platform involved in the learning of Moroccan university students. This work is motivated by the fact that professors seek to better understand students’ learning styles, which are founded on the Felder and Silverman Learning Style Model (FSLSM) so that they can offer them adaptive and personalized courses. In this article, we first describe the basic environment of this study and the reasons that led us to choose the Moodle e-learning platform. We also present the format of the courses created to conduct our experiments, and its advantage in e-learning. Then, we highlight the development tools that we used to conduct our studies. Finally, we present the results of our statistical analyses in relation to the performance of the students.

Social Support, Academic Burnout, and Life Satisfaction of International Students

This study aims to explore the internal relationship between academic burnout, social support, and the life satisfaction of Chinese overseas students using the College Student's Learning Burnout Scale, the Social Support Scale, and the Life Satisfaction Scale to survey 167 international students. It is indicated by the results that the overall academic burnout of international students is at the upper-middle level, the level of objective support, subjective support, and overall social support of female international students is greater than that of male international students, but there is no significant difference in the utilisation of support between female and male international students. Social support has a significant and positive predictive effect on life satisfaction, while the relationship between social support and life satisfaction is negatively moderated by academic burnout.

The Effects of the ADMIRE Program on the Learning Motivation and Self-regulated Learning of University Students

<p style="text-align: justify;">Learning motivation and self-regulated learning are prominent and essential characteristics to possess in this time of change, leading to lifelong learners. The aim of this study was to investigate the impact of the ADMIRE program on the learning motivation and self-regulated learning behavior of undergraduate students. The research consisted of a quasi-experimental design conducted for two months. The participants were divided into two homogenous groups including the intervention group (n = 85) and the control group (n = 79). Data were collected before and after the intervention using the learning motivation scale and self-regulated learning behavior scale. Finally, data were analyzed using MANOVA. The study results revealed that the ADMIRE program made a significant impact on the learning motivation and self-regulated learning behavior. Therefore, it can be concluded that the use of the ADMIRE program can lead to greater learning motivation and self-regulated learning behavior in the intervention group compared to the control group. The ADMIRE program gives students the opportunity to participate in initiatives to reach the desired learning outcomes. Instructors can also use the ADMIRE program during the process of proactive learning in various forms.</p>

Retracted: Quality Evaluation and Satisfaction Analysis of Online Learning of College Students Based on Artificial Intelligence

Retracted: Quality Evaluation and Satisfaction Analysis of Online Learning of College Students Based on Artificial Intelligence