Probation Students Research Articles

학사경고자를 위한 학업적 정서조절 프로그램 효과검증

Objectives The program based on the academic emotion regulation program was applied to academic probation students and verified its effectiveness. Methods Academic emotional control tests were conducted before and after application of the program to confirm the results. As a result of the ANCOVA of 52 academic probation students(26 experiments, 26 controls), academic emotion control of academic probation students was significantly improved. Results The four sub-factors of academic emotion regulation, emotion awareness, goal-matching behavior, positive re-evaluation of emotion, and approach to emotion regulation strategies all showed positive effects. By analyzing the self-reflection statements of academic probation students, specific effects could be confirmed. In the results of the self-reflection analysis, there were changes in academic emotions, changes in class attitude, changes in behavior according to goals, and positive changes in academic performance. Conclusions The program is effective for the learning experts to improve the academic emotion control of academic probation students. Through the academic emotion regulation program, it was possible to have a positive effect on the improvement of the academic emotional regulation of the academic probation. In particular, through this program, academic probation students were aware of their emotions and performed a positive reevaluation of their emotions and goals appropriate to their academic situation.

Predicting Academic Entitlement for College Students on Academic Probation Using Factors of Life Balance and Gaming Addiction

The purpose of this study was to explore the relationship between academic entitlement, gaming, addiction, and life balance. College students (n = 230) on academic probation (cumulative GPA < 2.0) enrolled at a large, public southern university participated in the study. We were able to successfully predict entitlement using life balance subscales; specifically, global health and quality of relationship subscale scores predicted academic entitlement. We did not find a significant relationship between gaming addiction and life balance. Additionally, we found that the probation students in this sample lead fairly balanced lives in most domains, but struggle with stress and academic entitlement to some degree. Implications and recommendations are also discussed.

학사경고자를 위한 학업적 정서조절 개입모형 개발

Objectives The purpose of this study is to develop an academic emotion regulation intervention model for academic probation students. Methods The study was conducted according to the ADDIE model. First, in the draft model development stage, the process, details, and approach of academic emotion regulation intervention for academic probation students were derived through literature analysis, and each key element of the model was designed so that it could be systematically sequenced to develop a draft model. Second, in the implementation process, the developed preliminary model was applied to academic probation students of actual university sites to confirm the effectiveness of the model. The results of ANCOVA of 22 academic probation students(11 experiments, 11 controls) showed a significant effect on improving academic emotion regulation. In order to analyze the effect, participants' evaluations were analyzed and reflected in the intervention. Third, the evaluation process verified the usefulness and value of the preliminary model. An expert formation evaluation was conducted in a focus group interview composed of nine learning experts. The output from the implementation was reviewed and the value of the developed model was evaluated. Finally, the final model was developed by modifying and supplementing the model. Results The research results of this study are as follows. First, first, this model organically linked the academic warning overcoming process, academic emotion, and academic emotion regulation process. Second, this model suggests a systematic procedure for learning experts to effectively solve the academic emotional regulation problem of academic warnings. Third, this model presented a 4x3 matrix type of intervention method according to the approach for academic emotion regulation intervention. Fourth, in this model, the academic emotion regulation was cyclically performed in consideration of the academic emotions of the academic warning. Conclusion This study is meaningful in developing a model that can be used by actual learning experts to intervene in academic emotional regulation for academic warnings by fully reflecting the emotional characteristics of academic warnings and the experiences and needs of learning experts. Conclusions This study is significant in developing a model that can be used by actual learning experts to intervene in academic emotional regulation for academic probations by fully reflecting the emotional characteristics of academic probations and the experiences and needs of learning experts.

The cost of academic dismissal and attrition from students on academic probation

AbstractPolicies on academic probation and dismissal have existed in the American higher education system for decades to maintain academic quality and encourage students to improve their performance. Research has aimed to clarify the relationship between academic probation, dismissal, and retention, yet differing results emerge. Furthermore, the literature is sparse on the financial implications incurred as a result of academic dismissal or student attrition once on academic probation. The aim of this study explores financial implications experienced by one college as a result of academic dismissal or dropout from 136 academic probation students among 5 years of student cohorts. Findings show a loss of $842,650 in revenue to be earned due to these 136 students not completing their baccalaureate degrees after being on academic probation. The author provides recommendations to support students on academic probation to avoid further attrition and thus loss of revenue.

Words of Warning: A Randomized Study of the Impact of Assorted Warning Letters on Academic Probation Students

Objective: Superiority experiments supply a critical lens to probe higher education interventions because they can dismantle the collective effect of a program and identify the relative contribution of the core components. However, such lines of inquiry are generally absent in higher education literature. We draw on experimental data to probe the dominant mechanisms of a simple but promising academic probation intervention. Methods: We used a 2 × 2 factorial experiment designed to unpack the effects of an academic probation intervention and identify the dominant mechanism. Within this framework, 500 academic probation students were assigned to one of four treatment conditions or a control condition. Treatment groups were assigned to receive notification of academic probation status by either certified or regular mail (factor A) that contained either a standard or embellished letter (factor B). Results: We found that students who received embellished warning letters significantly improved subsequent academic performance. The impact on performance was 0.35 grade points when notification sent by regular mail and amplified to 0.48 grade points when sent via certified mail. The routine notification communication message did not differ from the treatment as usual method regardless of mail delivery method. Conclusions: These findings suggest the availability of low-cost, scalable interventions are available and can be identified to positively impact at-risk students’ academic achievement.

EXPLORING THE REASONS OF ACADEMIC PROBATION AMONG PRIVATE UNIVERSITY STUDENTS IN BANGLADESH

A significant number of private university students are placed on academic probation, especially in their first year and many of them hardly succeed in their future academic careers. Students on academic probation are more probable to face numerous academic difficulties, are unfortunately more likely to drop out of the university. Therefore, it is imperative to identify the students who end up on academic probation and the reasons of academic probation. Hence, this study was conducted to determine the reasons of academic probation among the students at a private university in Bangladesh. A semi-structured questionnaire was designed to categorize different reasons of academic probation like various academic concerns, personal concerns, study practices, preferences in learning techniques and learning materials etc. In the study, responses from a total number of 344 probation students from different semesters were collected. The results of this study revealed poor study habits and lack of seriousness in studies; weak writing and presentation skills; difficulty in understanding the English language; previous weak academic background; difficulty with test/ exam taking; wrong course or study subject selection; poor interaction with teachers; unfamiliar with grading system; irregular in class attendance and lack of academic goal setting; health problems; family problem; residential issues, too much involvement with unimportant and unnecessary activities, lack of self-motivation are the identified accusable reasons by the probation students. The findings may help the university authority to design and administer the required academic and non-academic support programs for the probation students to retain the number of dropout students.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0917/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Self-directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID-19 pandemic.

ObjectiveThe emergence of the COVID‐19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self‐direction and motivation to learn. This study explored self‐directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL.MethodsThe study, which followed a descriptive, cross‐sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self‐Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales.ResultsNursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = −0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = −0.155; p = 0.022).ConclusionAcademic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL‐aimed teaching and learning strategies that appeal to a variety of learners.

Evaluation of the Effectiveness of Anxiety and Stress Management on Reducing Anxiety and Stress of Conditioned Students

The purpose of this study was to evaluate the effectiveness of training anxiety and stress management skills (cognitive-behavioral) on the reduction of anxiety and anger in conditional students. The statistical population included all of the conditioned university students. The sample consisted of 30 probation students, 15 experimental group and 15 control group who were selected by available sampling method. The instruments used in this research included Beck Anxiety Inventory (BAI) 1990 with validity and validity of 0.92, 0.75 and Welsh's Interrogations Questionnaire (MWQ) 1997 with validity and validity of 0.88, 0.79. For the experimental intervention (stress management skills training), the training package Saramak Immar (2001) was used for 8 sessions of 90 minutes. Data were analyzed using descriptive methods and inferential statistics methods including covariance analysis (MANCOVA), which was performed using SPSS-21 software. Anxiety and stress management (cognitive-behavioral) skills training was significantly related to the reduction of anxiety and anesthesia in conditioned students.

Needs Analysis for Academic Emotional Regulation Intervention for Academic Probation Students

Needs Analysis for Academic Emotional Regulation Intervention for Academic Probation Students

Intrapersonal Factors Affecting Academic Probation Students in Universiti Teknologi PETRONAS

Academic probation students are considered a risk group as they do not meet the minimum academic requirements for a given semester. As such, factors affecting these students should be determined so that effective support or intervention programs can be carried out to assist this risk group. This paper examines the intrapersonal factors affecting academic probation students, specifically self-management, financial and health factors. Higher Education Needs Inventory for Students (HENIs) surveying tool was utilized on 81 academic probation students from Universiti Teknologi PETRONAS. The criticality of the factors affecting the academic probation students is based on the HENIs index. Data analyses by HENIs indicates that self-management factor is the most critical factor amongst the three factors with a HENIs index of 2.52. Such an index value indicates a high level of seriousness. This is also supported by a positive correlation between self-management factor of academic probation students and suicidal ideation (R2 of 0.240; p-value of 0.001). Financial and health factors both scored a HENIs index of 2.38 and 2.17, respectively. These index values indicate a moderate level of seriousness.

Does Our Peer Mentoring Program Help? Effects on Probation Students’ Academic Possible Selves, GPA, and Retention

Does Our Peer Mentoring Program Help? Effects on Probation Students’ Academic Possible Selves, GPA, and Retention

The power of social networking sites: Student involvement toward education

&lt;span&gt;Social networking web sites is not a new medium for users. The growth of this media helps students communicate and socialize with their friends or followers and used for education. The retention number of students is an issue or real problem in higher educational institutions since it is related to institution overall performance. This research focused on how students’ involvement in social network web site for educational purposes can have a positive effect to their studies and can help institution to retain number of students in the institution. During the research study, students did give full cooperation and involvement in the group that created and dedicated to their collaborative learning. Facebook is the social networking website that used to support learning. The research method applied was survey and the questionnaires distributed to 40 students who got probations result (the Cumulative Grade Point Average (CGPA) was below 2.00) from various academic programs. The result showed that social network website plays an important role in education. The finding also showed that the probation students improve their CGPA and status, while the institution able to maintain their student retention number.&lt;/span&gt;

Claiming Their Education: The Impact of a Required Course for Academic Probation Students with a Focus on Purpose and Motivation

This study assesses the impact of a required course designed to retain and graduate students placed on Academic Probation. We adopted a quantitative approach to this inquiry. We found that students who took the class were approximately 20% more likely to persist and graduate compared to students placed on probation who did not take the course. Further, we note the specific curriculum of the course, which focuses on helping students identify purpose and motivation for their higher education experience. We suggest the specific educational interventions that may help dramatically increase the retention and graduation of students facing academic difficulty.

Study the Effects of Teaching Cognitive and Metacognitive Strategies on Enhancement of the Academic Performance of Sama Vocational Schools Probation Students of Najaf Abad Branches in School Year 2013-2014

This study examined the effects of teaching cognitive and metacognitive strategies on the enhancement of the academic performance of Sama vocational schools probation students of Najaf Abad branches in the school year 2013-2014. Methodology: Semi-experimental method with pre-test and post-test study with a control group of 200 probation students in the first academic semester girls and boys, of whom 50 patients samples were randomly selected. Results: With a random assignment to experimental and control groups (n = 25 for each group) were divided. Conclusion: Data using analysis of covariance showed that cognitive and metacognitive strategies training have a positive effect on academic performance.

THE IMPACT OF THE ACADEMIC SKILLS PROGRAMME ON PASS RATES IN THE INTRODUCTION TO SOUTH AFRICAN LAW MODULE AT THE SCHOOL OF LAW (PIETERMARITZBURG CAMPUS) OF THE UNIVERSITY OF KWAZULU-NATAL

In the last two decades, the legal profession has frequently criticized the quality of South African law graduates; in particular many have suggested that students are leaving university without the skills necessary to be successful lawyers. This has placed pressure on law schools to respond in a variety of ways; including through introducing academic skills development programmes. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, is one such institution which introduced an academic skills programme in 2006. Many reasons have been put forward for the under-preparedness of young law graduates including; firstly, universities are unceasingly having to admit students who are underprepared for academic study. Secondly, the Baccalaureus Legum (LLB) was transformed from being a two-year post-graduate qualification to the current four-year undergraduate degree. In other words, law students must now complete their legal studies in four rather than five years at university. Thirdly, universities are under enormous financial pressure and it is costly to provide sufficient support to students during their studies to compensate for this lack of preparedness. The unintended consequences of all of these changes has been that less well-prepared students must both graduate and acquire the requisite skills to be good lawyers in a shorter period of time thus placing great pressure on them and law teachers.Universities and tertiary institutions worldwide run academic skills development programmes. These programmes range from narrowly focusing on writing and oral presentation skills to focusing on broader generic study skills that are needed for law students. The University of KwaZulu-Natal’s School of Law, Pietermaritzburg, focused its response to academic skills development around the introduction of a new position, that of Academic Development Co-ordinator (ADC). The first ADC was appointed in 2006. They began by adopting a five-strand approach which aimed at providing: generic skills tutorials, mandatory counselling sessions for at-risk and probation students, embedded writing development interventions in various courses, staff development and special writing tutorials.In 2010, an academic skills programme was formally integrated into the curriculum of Introduction to South African Law, a first-year module for LLB students. Currently, the programme is still running and consists of a weekly session with the ADC. These are held in lecture-style sessions dealing with: time management, making the most of lectures, learning styles, test preparation, academic/legal reading, summarizing, answering legal problem-type questions, essay writing, case reading, reading legal and journal articles. All the lecture material is contained in a manual which is distributed to students at the start of the semester. Although there is no formal assessment for the course, students have to hand in set tasks. Lecture attendance is compulsory and a register is taken at every lecture. Students who do not attend lose their Duly Performed certificate (DP) and are prohibited from writing the exam.Six years after formally integrating the academic skills programme into Introduction to South African Law it needs to be asked: “Has it had a positive impact on student success?” This is obviously a complex question which depends on how one would measure success. This note is an exploratory one which reports on a small quantitative and qualitative study undertaken by the School of Law (Pietermaritzburg campus) at the University of KwaZulu-Natal during 2015. The study used pass rates in the Introduction to SA Law module as a proxy maker for student success. It also obtained student perceptions of the course to review its relevance and effectiveness and finally, it reviewed its content against a scale of factors which could predict the ability of a student to succeed which had been developed elsewhere.

Why Do Students Who Are Eligible to Enter University Fall into Academic Probation and What Possibilities Are There for Effective Interventions?

Probation is the academic status of students who do not meet minimum academic criteria of Grade Point Average (GPA) as specified by the university. Probation furthermore restricts the amount of credits that can be loaded. It is a growing problem with many different causes. It has been studied for many years with e.g. The Student Adaptation to College Questionnaire (SACQ) consists of four subscales that are social adjustment, personal-emotional adjustment, academic adjustment and institutional attachment (Gerdes & Mallinckrodt, 1994). In 2014, Istanbul Technical University (ITU) Dean of Student and Registrar’s Office published the General Statistical Evaluation Report highlighting the issue of academic probation. In this study the authors aimed to identify the reasons of academic probation and to set up an intervention model at the University Career Centre. For this purpose, semi-structured interviews and group discussions were conducted with 182 undergraduate academic probation students from 13 faculties. Data analysis using Qualitative Data Analysis Software (MAXQDA) was used to identify the reasons for academic probation. Once the reasons had been identified, existing tools were improved and new tools were developed. After the implementation of various intervention measures such as promoting career summits, setting up a web portal, informing the administration of the university of the importance and necessity of creating open areas, the results were analysed. At the end of a two-year period of strenuous efforts, the effectiveness of those measures was evident as the probation rate had dropped from 23.46% to 17.08% (ITU Dean of Student and Registrar’s Office, 2014, 2016).

Factors That Contribute to the Likeliness of Academic Recovery

Institutions of higher education invest a lot of resources into supporting and retaining students, and most colleges and universities offer systems of support for students who struggle academically in the form of support programs for students on academic probation. This study aimed to determine the demographic factors that potentially contribute to an individual’s likeliness to academically recover from academic probation, as well as the likeliness that they will be retained to the semester following being placed on academic probation. The students sample included in this analysis were freshman students on academic probation at five institutions within a state system of higher education. The study reviewed three years’ worth of archival data on probation students’ academic performance at these five participating institutions.

Academic Probation: An Empirical Study of Private University Students

This study examines the factors contributing to academic probation in university settings and highlights the problems that students encounter in higher education institutions in Bangladesh. The study focused on students facing academic probation on two private universities in Bangladesh and analyzed students' response with respect to nine different factors - difficulty in understanding language, weak communication skills, weak educational background, ‘grading is too difficult’, involvement with other activities, wrong course selection, lack of seriousness in studies, family problem and personal problem. In the survey, the sample consisted of 242 probation students: 80 per cent were male and 20 per cent were female. In this research, results suggest that probation students are more likely to experience academic difficulties, are more prone to drop out and, yet, are more willing to receive institutional assistance (how to return to good academic standing) as compared to other regular students. The authors conclude by discussing policy implications of the findings and defining avenues for further research. One of the shortcomings of this study is the use of private university student samples only. Consequently, the generalization of our results may be limited. The authors developed and instituted a probationary student support initiatives program to both assist these students and understand how their background characteristics and perceptions of the learning environment impacted on their academic standing.

Academic Probation: An Empirical Study of Private University Students

This study examines the factors contributing to academic probation in university settings and highlights the problems that students encounter in higher education institutions in Bangladesh. The study focused on students facing academic probation on two private universities in Bangladesh and analyzed students' response with respect to nine different factors - difficulty in understanding language, weak communication skills, weak educational background, ‘grading is too difficult’, involvement with other activities, wrong course selection, lack of seriousness in studies, family problem and personal problem. In the survey, the sample consisted of 242 probation students: 80 per cent were male and 20 per cent were female. In this research, results suggest that probation students are more likely to experience academic difficulties, are more prone to drop out and, yet, are more willing to receive institutional assistance (how to return to good academic standing) as compared to other regular students. The authors conclude by discussing policy implications of the findings and defining avenues for further research. One of the shortcomings of this study is the use of private university student samples only. Consequently, the generalization of our results may be limited. The authors developed and instituted a probationary student support initiatives program to both assist these students and understand how their background characteristics and perceptions of the learning environment impacted on their academic standing.

A study to investigate the effectiveness of successful intelligence training program to increase academic hope

Article history: Received June 28, 2013 Received in revised format 19 October 2013 Accepted 23 October 2013 Available online December 12 2013 The purpose of this study is to investigate the effectiveness of successful intelligence training program on academic hopefulness of probation students of Esfahan University of Technology. The research is semi-experimental of pre-test, post-test type with control group. Research population includes all probation students of Esfahan University of Technology. The study chooses 30 female and male students and assigns them randomly into two groups of experimental and control. Experimental group participate in 13 successful intelligence-training sessions for 13 weeks. Research tools consists of, Hope in certain aspects. Statistical analysis is conducted using SPSS18 on inferential statistics level proportionate to data analysis level. Statistical test hypothesis are analyzed through univariate covariance and multivariate covariance analysis. The results show that successful intelligence program training was effective to enhance hopefulness of probation students (p < 0.05). Given the results of present research, successful intelligence program training can be used as an intervention method in order to decrease harms because of dormitory and student life.