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Reflektierende Zielsetzung und ihre Auswirkungen auf das akademische Wachstum und die Leistung: Wie können Studierende ihr akademisches Wachstum und ihre Leistung mit Hilfe des Rahmens verbessern?
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The growth in social media use has given rise to concerns about the impacts it may have on users' psychological well-being. This paper's main objective is to shed light on the effect of social media use on psychological well-being. Building on contributions from various fields in the literature, it provides a more comprehensive study of the phenomenon by considering a set of mediators, including social capital types (i.e., bonding social capital and bridging social capital), social isolation, and smartphone addiction. The paper includes a quantitative study of 940 social media users from Mexico, using structural equation modeling (SEM) to test the proposed hypotheses. The findings point to an overall positive indirect impact of social media usage on psychological well-being, mainly due to the positive effect of bonding and bridging social capital. The empirical model's explanatory power is 45.1%. This paper provides empirical evidence and robust statistical analysis that demonstrates both positive and negative effects coexist, helping to reconcile the inconsistencies found so far in the literature.
Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as points out some factors involved. Moreover, through a literature review of related articles, we aim at providing insights into social network influences with regard to (a) the learning processes (support, educational processes, communication and collaboration enhancement, academic performance) from the side of students and educators; (b) the users’ personality profile and learning style; (c) the social networks as online learning platforms (LMS—learning management system); and (d) their use in higher education. The conclusions reveal positive impacts in all of the above dimensions, thus indicating that the wider future use of online social networks (OSNs) in higher education is quite promising. However, teachers and higher education institutions have not yet been highly activated towards faster online social networks’ (OSN) exploitation in their activities.
This research work was conducted to investigate the effects of social media on academic performance of students in university of Ghana. The type of research adopted was descriptive survey and the instrument for data collection was the questionnaire. A total sample size of two hundred (200) using cluster sampling technique of probability sampling was used to acquire the relevant data from the population. The findings of the study showed that a number of students are addicted to social media and this was found to be detrimental to their academic life despite its importance on students’ academic life such as disseminating knowledge, group discussions and building relationships through these sites. To this end, the researchers recommended that faculties or schools in various universities organize public lectures on this topic to enlighten students more on the possible implications of these sites when they are not surfed judiciously; lecturers should direct works and assignments through these sites to encourage their use for academic purposes and also the school authorities should restrict access to certain networking sites that may distract students during learning
We introduce a novel method for collecting a comprehensive set of non-academic characteristics for a representative sample of incoming freshman to explore which measures best predict the wide variance in first-year college performance unaccounted for by past grades. We focus our attention on student outliers. Students whose first-year college average is far below expectations (divers) have a high propensity for procrastination – they self-report cramming for exams and wait longer before starting assignments. They are also considerably less conscientious than their peers. Divers are more likely to express superficial goals, hoping to ‘get rich’ quickly. In contrast, students who exceed expectations (thrivers) express more philanthropic goals, are purpose-driven, and are willing to study more hours per week to obtain the higher GPA they expect. A simple seven-variable average of these key non-academic variables does well in predicting college achievement relative to adding more variables or letting a machine-algorithm choose, and improves our ability to predict at-risk students when used jointly with past grades.
Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.
The usage of Internet enabled mobile phones is a 21st century experience which covers various operations. This research work examines phone usage and identified the effects internet enabled mobile phones have on the academic performance of students at the tertiary institutions using the Federal Polytechnic students of Ilaro, Ogun State in Nigeria as a case study. The research work was performed so as to understand and also find the correlation between academic performance of students and the usage of mobile phone during class hours which is general believed to be an avenue of distractions to students. The information from this work was carried out using structured questionnaires administered to 45 students to get their individual views. In addition 15 extensive interviews were done concurrently to have a grounded knowledge of the students with the data gathered during the course of this study. Our findings indicated that students are influenced negatively to a great extent by the mobile phone because attention is focused on chatting, music and others while their academic activities are neglected and left to suffer. Also, this study discovered that the use of mobile phone is uncontrollable among students which are the leading cause of poor academic performance among students.
The gender and ethnicity gap in academic achievement constitutes one of today's key social problems. The current study, therefore, assessed the effects of a brief, evidence-based online intervention aimed at enhancing goal-directed conceptualization and action among first year college students (N = 703) at a large European business school. The academic performance of these students was contrasted with that of three pre-intervention control cohorts (N = 896, 825 and 720), with particular attention paid to the role of gender and ethnicity. The intervention boosted academic achievement and increased retention rates, particularly for ethnic minority and male students (who had underperformed in previous years). The gap in performance between men and women, and for ethnic minorities versus nationals, became considerably smaller within the intervention cohort. After Year 1, the gender gap closed by 98%, and the ethnicity gap by 38% (rising to 93% after the second year). All groups in the intervention cohort performed significantly better than control cohorts, but the effect was particularly large for males and ethnic minorities. The increase in performance was largest for ethnic minority males: they earned 44% more credits, and their retention rate increased 54%. Overall, the results indicate that a comprehensive goal-setting intervention implemented early in students' academic careers can significantly and substantially reduce gender and ethnic minority inequalities in achievement.
Background
Goal-setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology.AimsThis paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in-depth reflective growth goal-setting methodology.SampleThe study focuses on 92 UK final-year students enrolled in an elective advanced interpersonal skills and personal development module, with self-reflection and growth goal setting at its core.Method
Qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6 months following the personal growth goal-setting programme.ResultsAbout 20% of students' self-set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. Growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well-being). A follow-up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self-efficacy, academic performance) beyond the reflective programme itself.Conclusions
Academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. The implications for promoting academic growth via this unique learning and development approach are discussed.
Debates about human nature often revolve around what is built in. However, the hallmark of human nature is how much of a person's identity is not built in; rather, it is humans' great capacity to adapt, change, and grow. This nature versus nurture debate matters-not only to students of human nature-but to everyone. It matters whether people believe that their core qualities are fixed by nature (an entity theory, or fixed mindset) or whether they believe that their qualities can be developed (an incremental theory, or growth mindset). In this article, I show that an emphasis on growth not only increases intellectual achievement but can also advance conflict resolution between long-standing adversaries, decrease even chronic aggression, foster cross-race relations, and enhance willpower. I close by returning to human nature and considering how it is best conceptualized and studied. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Of students who enroll in 4-year universities, 25% never finish. Precipitating causes of early departure include poor academic progress and lack of clear goals and motivation. In the present study, we investigated whether an intensive, online, written, goal-setting program for struggling students would have positive effects on academic achievement. Students (N = 85) experiencing academic difficulty were recruited to participate in a randomized, controlled intervention. Participants were randomly assigned to 1 of 2 intervention groups: Half completed the goal-setting program, and half completed a control task with intervention-quality face validity. After a 4-month period, students who completed the goal-setting intervention displayed significant improvements in academic performance compared with the control group. The goal-setting program thus appears to be a quick, effective, and inexpensive intervention for struggling undergraduate students.
We collected multiple measures from 100 students at a small public undergraduate liberal arts college in the Midwestern US and later assessed their academic success. The “proactive” (hard-working, persistent) aspect of the Big Five trait of Conscientiousness and not its “inhibitive” (organized, careful) aspect is a large positive predictor for two graduation outcomes and grade point average (GPA). The Big Five trait of Agreeableness (“pro-sociality”) is a large and negative predictor for graduation outcomes. A non-standard cognitive skill measure (a backward-induction game) positively predicts graduation outcomes, in parallel with its success in predicting vocational student job success (Burks et al., 2009). Patient time preferences predict one graduation outcome and GPA.
This report is an abridged version of work performed for the National Postsecondary Education Cooperative to synthesize the relevant literature and emerging findings related to student success, broadly defined (Kuh and others, 2006). The author's purpose is to provide an informed perspective on policies, programs, and practices that can make a difference to satisfactory student performance in postsecondary education. The monograph is divided into seven sections with an extensive bibliography. The authors take a cumulative, longitudinal view of what matters to student success, recognizing that students do not come to postsecondary education as tabulae rasae. Rather, they are the products of many years of complex interactions with their family of origin and cultural, social, political, and educational environments. Thus, some students more than others are better prepared academically and have greater confidence in their ability to succeed. At the same time, what they do during college--the activities in which they engage and the company they keep--can be the margin of difference as to whether they persist and realize their educational goals. The following questions guided this review: (1) What are the major studies that represent the best work in the area?; (2) What are the major conclusions from these studies?; (3) What key questions remain unanswered?; (4) What are the most promising interventions before college (such as middle school, high school, bridge programs) and during college (for example, safety nets, early warning systems, intrusive advising, required courses, effective pedagogical approaches)?; and (5) Where is more research needed and about which groups of students do practitioners especially need to know more? The authors use a "weight of the evidence" approach, emphasizing findings from high-quality inquiries and conceptual analyses, favoring national or multi-institutional studies over single-institution or state reports. (Contains 1 table, 8 figures,4 exhibits, and 2 notes.)
The purpose of this review is to document the directions and recent progress in our understanding of the motivational dynamics of school achievement. Based on the accumulating research it is concluded that the quality of student learning as well as the will to continue learning depends closely on an interaction between the kinds of social and academic goals students bring to the classroom, the motivating properties of these goals and prevailing classroom reward structures. Implications for school reform that follow uniquely from a motivational and goal-theory perspective are also explored.
Academic tenacity: Mindsets and skills that promote long-term learning. Gates Foundation
- C Dweck
- G Walton
- M Cohen
Goal-setting among STEM and non-STEM students: A pilot randomised controlled trial
- E E Marschalko
- D Morisano
- I Szamoskozi
Accelerating the coping process
- J W Pennebaker
- M Colder
- L K Sharp