Student Success Research Articles

Correlation between Civil Engineering Student’s Performance in Mathematics and Academic Success

This research aims to examine the widely accepted paradigm that proficiency in mathematics significantly influences the academic success of Civil Engineering students. Using data from 119 students of the 2018 and 2019 cohorts at Universitas Mercu Buana, the study analyzes the correlation between their performance in Mathematics courses (Mathematics 1, 2, and 3) and their academic success, as measured by timely graduation and GPA. The data were processed using the Spearman correlation method, given its non-normal distribution as determined by Kolmogorov-Smirnov and Shapiro-Wilk tests. The results indicate a significant positive correlation (r = 0.313, p = 0.001) between mathematical performance and academic success, with students achieving higher mathematics scores more likely to graduate on time. These findings suggest that while mathematical ability is a critical factor in academic success, other elements such as motivation, teaching methods, and external support should also be considered in improving student outcomes.

Collaborating with external partners for student success at small institutions

AbstractSmall institutions must be agile and creative in successfully sustaining and expanding in today's higher education climate. Collaborating with external partners is an excellent choice for small institutions whose funding and staffing are limited. Our intention with this article is to focus on collaboration with external partners including parents/family, alumni, businesses, and others, sharing best practices, impact on student success, and additional information to help a wide variety of colleagues who work at small institutions. Our hope is that this article will give readers some practical ideas for implementing and expanding partnerships to benefit the small institution. Benefits may include marketing reach, brand management, revenue generation, and expanded opportunities for students, enhanced services, and more.

Changing institutional culture to change student outcomes: Grant funding, change management, and student success at small institutions

AbstractThrough the lens of change management theory, this article focuses on transforming institutional culture at small institutions through grant opportunities. Federal discretionary grants, such as the Department of Education's Title III, Strengthening Institution Program (SIP), provide financial resources for new initiatives to improve student outcomes. Cultural shifts can be challenging at small institutions, where deep traditions and institutional inertia can create barriers to positive change. Initiative fatigue also can emerge, as staff and faculty carry multiple roles with limited resources while balancing increased grant reporting and recordkeeping requirements. Through an iterative assessment process resourced with grant funding, transformational cultural shifts can be leveraged while meeting grant objectives and establishing lasting change that will strengthen the institution and produce stronger student outcomes.

Personality traits & their relation to academic burnout and satisfaction with medicine as a career in Jordanian medical students

BackgroundThis research aims to investigate the relationship between the Big Five personality traits and their impact on academic burnout and satisfaction within the context of pursuing a medical career, particularly focusing on medical students in the University of Jordan. This investigation aims to enhance the overall well-being and success of medical students, ultimately enhancing the quality of medical services provided by future physicians.MethodologyThis is a cross-sectional study conducted in the University of Jordan between January-June of 2024. A self-administered online survey was filled by 436 medical students from the first to sixth academic year. Participants completed a questionnaire that assessed personality traits using the Big Five Inventory (BFI), academic burnout by Copenhagen burnout inventory-student version (CBI-S), as well as students’ satisfaction using one question with a scale from 1 to 5. For data analysis, R statistical software version 4.3.2 was used.ResultsIndividuals with high levels of neuroticism exhibited higher levels of burnout (β = 0.429, SE = 0.048, t = 8.849, p < 0.001) and lower satisfaction with medicine (β = − 0.515, SE = 0.068, t = − 7.616, p < 0.001), while other traits like conscientiousness, extraversion, openness, and agreeableness were associated with lower levels of burnout and higher satisfaction. Gender differences were significant, with females showing higher neuroticism levels and scoring differently across burnout domains.ConclusionThe study aims to illuminate how personality traits contribute to academic burnout development, suggesting that recognizing the influence of these traits and making adjustments could enhance students’ well-being and satisfaction, as well as mitigating burnout among them. Additionally, it may motivate educators to develop innovative educational strategies tailored to assist students who are particularly vulnerable to burnout.

The Effect of Learning Environment on Students' Motivation in Learning

This study investigates the relationship between the learning environment and students' motivation through qualitative analysis of interviews and focus groups. Key themes emerged highlighting the influence of various environmental aspects on motivation. Participants emphasized the importance of supportive teacher relationships, noting that teachers who demonstrate genuine interest and provide constructive feedback foster higher motivation levels. A positive classroom climate characterized by respect, collaboration, and inclusivity was also identified as crucial for engagement. Peer interactions, particularly through collaborative learning experiences, enhanced motivation by creating a sense of belonging and accountability. Additionally, access to diverse resources and learning tools was vital for maintaining motivation, with students expressing a desire for engaging materials. The physical characteristics of learning spaces, such as seating arrangements and lighting, significantly impacted motivation, with flexible and organized environments contributing to comfort and engagement. While many students appreciated technology's role in facilitating interactive learning, concerns about distractions underscored the need for balanced integration. Overall, the findings align with existing literature, offering new insights into factors influencing motivation across educational levels. The study underscores the necessity for educators to foster supportive relationships, promote a positive classroom climate, provide diverse resources, and thoughtfully integrate technology, ultimately enhancing student engagement and success. Future research should further explore these dynamics, particularly in the context of evolving educational practices and technological advancements.

Promoting student success and retention through care teams and case management at small institutions

AbstractCare teams, an important structure at most institutions of higher education, coordinate the work of various units to intervene with students who are at risk of attrition, academic failure, and/or are experiencing socio‐emotional struggles. The authors provide various examples of how case management and Care Teamwork is structured in the small institution setting. Using their institutions as case studies, the authors provide examples of various collaborative structures that coordinate case management and support at‐risk students; and situate this work in the small institution setting, with particular attention to the expectations that these institutions and students’ families have for high touch student success efforts; and discuss ways in which technology supports and contributes to case management and Care Team work.

Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews

AbstractStudying in digital learning environments highlights the skills needed to regulate one’s own learning. In youth, students are acquiring and developing these skills, but for many students, effectively self-regulating their learning is challenging. To design support in this regard, an in depth understanding of how and why their self-regulated learning (SRL) is enacted is needed. This study focuses on secondary school students’ enacted SRL strategies in a computer-based, multi-source writing task to detect and explain differences between high- and low-performing students. To address this aim, the students’ SRL processes during the task were captured using digital trace data (N = 50, navigational log, mouse, and keyboard data) and supplemented with stimulated recall interviews (n = 17). Raw trace data were parsed by implementing an existing theory-based process library that automatically detects the SRL processes. The durations and network properties of and transitions between the SRL processes of students in the highest and lowest essay score tertiles were investigated, involving the novel application of network metrics, and a qualitative content analysis for the stimulated recall data was performed. The results show that successful students differed from less successful ones regarding the time they allotted for the SRL processes, the number of distinct transitions between them, as well as transition probabilities. The successful students expressed a larger proportion of and different cyclical patterns of SRL processes during the task. The student interviews contextualise these findings and complement them by revealing qualitative differences in students’ monitoring of learning. This study provides novel insights into SRL among young students in computer-based writing task and suggests approaches for designing effective, personalised support for students’ adaptive learning strategies, which can be useful in developing educational technology and teacher education.

The Relationship between the Myers-Briggs Type Indicator (MBTI) Types and Psychological Well-being among College Students in China

Aim: This study explores the relationship between Myers-Briggs Type Indicator (MBTI) personality types and psychological well-being among Chinese college students, examining how cultural factors influence this relationship and identifying key factors impacting students' mental health. Methodology: A systematic literature review was conducted, focusing on peer-reviewed articles from the past decade. Databases such as PubMed, PsycINFO, and Google Scholar were searched using keywords like "MBTI," "psychological well-being," "college students," and "China." Inclusion criteria included studies on MBTI and psychological well-being among Chinese college students. Results: The review found that 64% of extraverted students reported high life satisfaction, compared to 42% of introverted students. Sensing students showed 58% academic satisfaction, while only 45% of intuitive students reported similar satisfaction levels. Thinkers (60%) and feelers (55%) displayed high psychological well-being linked to their respective environments. Judging types reported 70% life satisfaction, whereas only 45% of perceiving types expressed similar satisfaction. These findings underscore the significant impact of MBTI personality types on the psychological well-being of Chinese college students. Conclusion: MBTI types significantly influence psychological well-being among Chinese college students, moderated by cultural, social, and educational factors. Tailored mental health interventions and supportive environments are essential to address the diverse needs of students. Recommendations: Colleges should integrate MBTI-based counseling services, provide flexible learning options, and promote social support networks. These measures will accommodate varying personality types and improve overall student well-being. Implications: Understanding the interplay between MBTI types and psychological well-being within the Chinese cultural context offers valuable insights for educators and mental health professionals. These insights can inform the development of culturally sensitive interventions and support systems, enhancing the mental health and academic success of college students.

Creating a culture of assessment in student affairs to inform practices, priorities, and fiscal decisions utilizing the CAS standards framework at small institutions

AbstractDoing more with less is a continual dynamic faced by leaders in higher education, particularly within small institutions where resources can be scarce, and professionals often are wearing multiple hats. The ability to prioritize programs and services in student affairs rises to the forefront of our work every day. As a result, leaders often need to make strategic decisions regarding what to continue, what to sunset, and how to invest in new innovations to promote student success. This article will focus on strategies for student affairs professionals at small institutions to make and implement decisions regarding our work by building a culture of assessment within student affairs through the utilization of the Council for Advancement of Standards (CAS) standards to inform the strategic prioritization of limited resources.

The uniqueness and importance of small institutions in America

AbstractThe authors examine the unique and important role of small institutions in the landscape of higher education in the United States. Through an examination of student success, community engagement, and sense of belonging, the authors aim to provide a better understanding of the evolving dynamics in small institutions and the need for bold institutional leaders to retain institutional distinctiveness while innovating and redesigning the student experience for the 21st century.

Self-esteem, Islamic Behavior, and Writing Assessment for Indonesian Language Madrasa Teachers: An Empirical Phenomenological Investigation

Improving students' academic achievement in Indonesian language studies at madrasas requires effective writing evaluations. This study explores how Islamic behavior and self-esteem attribution among Indonesian language teachers at Madrasas influence their approach to creating writing assessments using a phenomenological method. Through in-depth interviews with twenty teachers, the thematic analysis revealed that teachers' Islamic values provide a religious framework that shapes their understanding and application of assessment development. Teachers' evaluations incorporate moral and religious principles, reflecting on their self-worth and the intrinsic value of students' written work. Islamic behavior and the attribution of self-esteem enhance teachers' commitment to fair, reflective assessments, which ultimately support students' literacy and academic growth. The study suggests that embedding Islamic behavior and self-esteem attribution in writing assessments strengthens teacher development and student success in Indonesian language studies. Future studies could further explore the role of these factors in teacher preparation and assessment practices in Indonesian madrasas.

The Learner Support Programs: How Do They Work for Increasing Students’ Retention?

Abstract: Universitas Terbuka (UT) in Indonesia is a pioneer in distance learning that offers comprehensive learning support programs to improve student retention. Assignment workshops and exam clinics provide valuable guidance and support to help students overcome academic challenges and achieve their educational goals. Continued investment in these support services is essential for promoting student retention and fostering a positive learning environment. This paper discusses how learner support programs implemented by Universitas Terbuka enhance student retention. These programs include distance learning skill workshops, assignment workshops, and exam clinics, which provide academic assistance and guidance to support students’ independent study. This study employs a qualitative research method involving questionnaires and in-depth interviews. The participants were students from the Bachelor of English Education Study Program. The results indicate that learner support programs positively impact student academic success and retention by increasing students' confidence, enhancing their technology literacy skills, and fostering their independence. It can be concluded that learner support programs employed by UT are strategically important for maintaining student satisfaction, supporting student success, and improving retention rates.Keywords: assignment workshops; exam clinics; Universitas Terbuka; distance learning; student retention

Negotiating authenticity: experiences of student influencers on social media

ABSTRACT Research has shown that contemporary youth face a variety of challenges, ranging from social belonging to striving towards perfection in body image and personal achievements in all areas of life. Student life is expected to add further complexities, reflected in a need to negotiate new social connections, spatial environments and academic and future-oriented challenges. This project engaged with a unique and hard-to-reach group of students who define themselves and are defined by others as social media influencers. The objective was to explore the ways in which the participants’ experiences of the influencer marketing industry and its pressures for authenticity intersect with the experiences of being a student. The article draws on 13 in-depth interviews with UK-based student influencers with profiles on different platforms (including TikTok, Instagram, YouTube and the Little Red Book) and discusses how these students navigate the increasingly complex field of monetisation of their content, while maintaining a sense of authenticity and success as a student. It reveals the moments of transition encountered by students when constructing oneself as a successful student who produces content that has strong educational value, and the intricate processes entailed in preserving one’s brand on social media platforms.

An Equation Model on the Professional Knowledge and Confidence for Future Employment of Students in Programs Supported With Emerging Technologies

Students enrolled in interdisciplinary programs supported with modern information technologies may face more challenges in learning, because they must learn from at least two curricula, including courses of big data, new media technologies and intelligent platform use, etc. Taking students in these programs as an example, this study aims to investigate relationships among eight variables related to student career development. The research employed the quantitative method of Pearson bivariate analysis, ANOVA and Hayes (2017) regression procedure to test the direct and indirect relationship among variables. The researcher developed a moderated mediation model visualizing the relationship between professional knowledge and confidence for successful employment. Recommendations of early intervention targeting first-year students and different curriculum designing were proposed to facilitate planning in the acquisition of professional knowledge and the establishment of career goals, aiming to enhance the career development and success of tertiary vocational college students.

Teaching Statistics for the Social Sciences Using Active Learning: A Case Study

US college students are typically required to take at least one mathematics or statistics course, either as part their major area of study, or as a general education requirement. College mathematics requirements are an obstacle for many college students. Active learning, a pedagogical approach that places emphasis on students’ collaborative work, has been shown to increase student learning and course success in STEM fields of study and in mathematics courses. Active learning has also been shown to be adaptable to courses involving computer software and programming, such as introductory statistics. This case study is based on the author’s experience implementing an active learning model in an introductory statistics course for students majoring in sociology and related social sciences. Results indicate that the active learning approach was adaptable to the structure and particular learning goals of the course. Students perceived greater learning relative to other courses despite doing less work outside of class, and attributed this to the active learning structure of the course. These findings align with more systematic studies on the impacts of active learning in science and mathematics courses.

Coping Self-Efficacy and Stress Mindset as Predictors of Student Success Outcomes

University students experience stress from academic demands. Stress is in fact expected in academic settings and important for achieving goals. How students experience the inevitable stress in the academic context, and whether stress is a support or hindrance for them, is related to their beliefs about stress. This study examined two types of beliefs regarding academic stress: (a) perceptions of being capable of coping with academic stress and demands, named coping self-efficacy, and (b) general beliefs regarding stress itself, named stress mindset, and the impact of those two stress beliefs on two types of outcomes related to student success: academic performance (GPA) and student experiences (mental health, perceived motivation challenges). Findings indicate coping self-efficacy positively predicts higher mental health and lower motivation challenges; neither stress mindset nor coping self-efficacy predicted GPA. Coping self-efficacy in the university context, which denotes feeling capable of managing stress and academic demands, emerged as a useful predictor of student success outcomes. As eliminating stress altogether is not practical or possible, this research focuses on beliefs about stress as important for student success.

Pathways to Mobility: Using a Multidimensional Approach to Examine Postgraduation Outcomes for Promoting College Student Success

Research examining students’ socioeconomic outcomes after attaining a bachelor’s degree tends to use single measures such as income or occupation (Thomas &amp; Zhang, 2005; Torche, 2015). Yet, socioeconomic status is more complex than single measures. To capture that complexity, this study draws data from the National Center for Education Statistics Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12) to examine a multidimensional measure of socioeconomic status one and four years after graduation with a bachelor’s degree. The findings suggest that college graduates are not guaranteed benefits or low levels of time unemployed. The differences found across groups and time points highlight the importance of considering both monetary and non-monetary aspects of socioeconomic status related to higher education attendance and student success. This study contributes to exploring multidimensional measures to advance the understanding of students’ postgraduation outcomes and the continued impact of higher education on students’ outcomes beyond completion.

Impact Without Randomization: Lessons From a National, Longitudinal Evaluation

Higher education professionals often are tasked with providing evidence to stakeholders that programs, services, and practices implemented on their campuses contribute to student success. Furthermore, in the absence of a solid base of evidence related to effective practices, higher education researchers and practitioners are left questioning what works—and what does not—on college campuses. The goal of this essay is to advance a conversation about evidence within the higher education literature through an illustration of a nonrandom research study designed to evaluate the impact of a national interfaith organization on institutions’ efforts to promote interfaith learning and development. We briefly provide an overview of the relationship between evidence and evaluation efforts, then move to illustrating one project as a vehicle for understanding how evidence emerging from a nonrandom evaluation design can be done effectively in a national study related to one dimension of student success, and finally, offer support for the essay’s central thesis—that evaluation designs can present reliable evidence of impact in the absence of randomization.

Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review

ABSTRACT Every student has the potential to change the world by making a significant contribution to society. Experiences in higher education significantly shape the development of this potential, for better or worse, leading to interventions to support student success. Among such interventions, academic coaching has been widely used; however, how do we know that it is effective? In this systematic literature review, we describe the characteristics of effective academic coaching interventions, including the format of coaching (individual or group coaching), coaching mode (in-person or distance via technology), coaching topics, coach background, duration, frequency. Focusing on peer-reviewed English journals between 2010 and May 2023, the study found 643 articles, 25 of which met the inclusion criteria following rigorous screening and consensus-reaching processes. Based on the findings, effective coaching interventions span at least 12 hours over 4 weeks, are preferably in-person, and are best facilitated by professional coaches.

Cognitive Complexity and Degree Planning: Student Perceptions of and Needs From Technology Tools

Colleges around the country have adopted technology tools to simplify planning and registration processes and provide interventions to support students’ timely completion. However, there is little evidence of these tools’ efficacy in improving student progression and completion (c.f., Rossman et al., 2021; Velasco et al., 2020). The minimal impact of advising and planning technologies on student success is amplified among institutions supporting the students who make up the new majority of postsecondary learners—those who are Black, Latine, Indigenous, and/or low-income (BLI/LI). One possible reason for this is that such tools were not designed with the needs of this population in mind. Using process map and focus group data from students at two broad-access universities, coupled with interview data from institutional stakeholders, this study interrogates the ways that BLI/LI students engage in academic planning. We find that this process is more cognitively complex and nuanced than is typically acknowledged; program planning tools do not include the information BLI/LI students require; and low-income college students are particularly disadvantaged by these tools. As such, we find support for the hypothesis that current tools’ efficacy is muted because they do not center the needs of BLI/LI students in their design.