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How college affects students: A third decade of research
... One avenue to develop employability-joining academic rigor with real-life working experiences and the gaining of social and cultural capital-is on-campus employment. Decades of research have proven that on-campus employment is a high-impact practice that dramatically increases the odds that a student is retained by their institution and successfully gains employment (Astin, 1993;Burnett & Taylor, 2020, 2023Kuh, 2016;McClellan et al., 2018;Pascarella & Terenzini, 2005). However, to date, no research has explored which types of students access on-campus employment and if this access is inequitable, as this employment is a high-impact practice that can bolster student retention and prepare students for a transition to the labor market. ...
... This finding is not only unique but problematic, as extant literature has suggested that first-year students, especially first-year students of Color and first-generation college students, are most likely to leave their institution after the first year and drop out or stop out (Cataldi et al., 2018;Masterson, 2022). However, research has also indicated that on-campus employment is an effective mechanism and high-impact practice to engage first-generation students to support and retain them through their undergraduate careers (Astin, 1993;Pascarella & Terenzini, 2005;Savoca, 2016). From here, institutions ought to reconsider who is afforded the opportunity to work as an undergraduate in student affairs and if the first-year and first-generation students should be better supported through this high-impact practice, specifically focused on low-income students, firstgeneration college students, and students of Color. ...
... In meeting undergraduate student postgraduate employment needs, a hiring unit on campus can become the context and conduit for cultivating a campus culture that is more inclusive and accommodating. Campus employment has been highlighted as a point of opportunity in providing a structure for student development (Astin, 1993;Athas et al., 2013;Hansen & Hoag, 2018;Pascarella & Terenzini, 2005;Savoca, 2016). It has been suggested that working on campus could become a developmentally powerful experience, especially for historically underrepresented students (Savoca, 2016), if student affairs professionals intentionally foster conditions considered highimpact engagement within their employment contexts (Kuh, 2016). ...
On-campus employment is a high-impact practice for student retention, postgraduate success, and employability. This study engaged with twelve years (2007-2019) of student employment data from a large R-1 university to determine who has access to this high-impact practice and explore which types of students become on-campus employees. Aggregate totals suggest juniors and seniors, White students, and women access on-campus
employment at far greater levels than men or students of Color. However, intersectional analyses by race and gender suggest students from certain racial and gender groups are consistently over or underrepresented in on-campus student employment. Implications for gender and racial equity in on-campus hiring practices and postgraduate support for students of Color are addressed.
... These expectations may include academic, professional, and personal growth outcomes. In the line with these statements, Pascarella and Terenzini (2005) found that outcome expectations and academic performance are positively correlated and that students are more likely to persist in college when their expectations are higher. ...
... Engagement has emerged as a crucial factor associated with positive college experiences, including academic achievement, persistence, and deeper learning (Carter et al. 2012;Northey et al. 2015;Pascarella and Terenzini 2005). According to Connell and Wellborn (1991), student engagement is important for demonstrating the benefits of relationships made with the educational community. ...
... Developing trustworthy interactions with students and offering them mentoring, advice, and individualized support helps to foster an environment that supports academic success (Pascarella and Terenzini 2005). These kind of supportive behaviour from faculty and staff, along with promoting sense of belonging (Cook-Sather and Felten 2017), enhance student engagement (Gillen-ONeel 2021) by fostering loyalty (Bowden 2011). ...
... Bhabha (2004) adds hybridity as a characteristic of this third space, and Behari-Leak & Le Roux (2018) emphasises the ambiguity of this space. Student Affairs and Services (SAS) 2 , also referred to as Student Development, Support, and Services, usually include a wide range of services, offices, programmes, and units that are positioned on a continuum from in-curricular, to co-curricular or non-academic in nature (Broido & Schreiber, 2016;Lumadi & Mampuru, 2010;Morrison et al., 2006;Pascarella & Terenzini, 2005). These student services, student development opportunities, student support functions, and Student Affairs departments typically comprise provisions that focus on academic development, psycho-social wellbeing, graduate attributes and living and learning spaces 3 , and many more that focus on the living and learning context of students, from entry to exit (Ciobanau, 2013). ...
... world. Student success, at the centre of higher education, is the key focus area of SAS (Botha et al., 2005;Mandew, 2003;Moja et al., 2015;Nyar, 2020;Pascarella & Terenzini, 2005). ...
Reimagining South African Higher Education: Towards a Student-Centred Learning and Teaching Future provides progressive approaches and innovations that challenge readers to rethink student learning, engagement, support, and teaching. The book offers examples of evidence-informed and scholarly approaches to centring students through enhanced learning and teaching practices that are relevant to the South African context and those Global South contexts similar to South Africa.
... 18 Another study using simple correlation analysis without controlling for potential confounders revealed that school type and geographic region were correlated with obesity/overweight and alcohol use, respectively, among undergraduate students. 19 Several theoretical models for student growth and development also emphasize the importance of structural and organizational characteristics of colleges and universities, and those of Berger and Milem 20 and Pascarella and Terenzini 21,22 are among the most influential and widely used. In 1991, Pascarella & Pascarella & Terenzini synthesized a wealth of prior research and first introduced the "college impact model" aimed at assessing student development or transformation. ...
... This model highlights the critical importance and value of research on the characteristics of the university students attend (between-college effects) 21 and the experiences that students have while enrolled (within-college effects). 22 In 2000, Berger and Milem developed a model that acknowledges the multifaceted influences of higher education institutions, and it was known as the first to comprehensively detail the indirect and interlaced effects of institutions' structural, sociodemographic, and organizational behavior characteristics on student outcomes. 20 Building upon this work, Terenzini and Reason advanced a nuanced model that, while rooted in Berger and Milem's framework, significantly differs in its conception and specification of the organization's critical features. ...
... In other words, the concept of students' administration have been defined and categorized differently by different authors as a result of the following; research perspective of the authors, theoretical frameworks, contextual factors, research objectives, and also, historical perspectives. Astin (1997) proposed a classification of student administration based on the developmental tasks of students, Pascarella and Terenzini (2005) proposed a classification based on organizational functions, while Levine (2005) proposed a classification of student administration based on student success in college. According to Astin, student administration encompasses Intellectual Development, Social Development, Personal Development, and Career Development of the student. ...
... According to Astin, student administration encompasses Intellectual Development, Social Development, Personal Development, and Career Development of the student. Pascarella and Terenzini (2005) identified academic support services such as tutoring, advising, library services, and academic skill development as integral components of student administration. Levine's classification includes Academic Affairs, covering curriculum, instruction, academic support, and faculty development; Student Affairs, encompassing nonacademic aspects such as student services, housing, counseling, and extracurricular activities; Enrollment Management, involving admissions, financial aid, registrar functions, and retention strategies; and Institutional Management, focusing on governance, planning, budgeting, and policy development. ...
The shift from traditional administration to electronic administration has been a quest for developing countries, and Nigeria is no exception. In this competitive world, every institution of higher learning endeavors to ensure effective and efficient administration, and one of the ways to achieve this goal is through the effective utilization of an electronic payment system. Thus, this study explores the effect of electronic payment systems on student administration at Ahmadu Bello University Zaria, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data for the study were collected using a Google form questionnaire and other secondary sources of information like journals, internet materials, and unpublished dissertations. The study utilized simple linear regression analysis, to investigate the perceived relationships between students' acceptance of electronic payment systems and improvements in administrative processes. Findings indicate a statistically significant positive relationship, supporting that students perceive electronic payment systems as user-friendly and effective in enhancing administrative procedures. The paper recommends that to reduce the traffic jam challenges during electronic payment among students, the university management should ensure that the university's e-payment platform can handle the expected traffic and demands of the e-payment system. This includes having robust servers, adequate bandwidth, and backup systems to prevent system crashes or slowdowns during peak payment periods. In conclusion, the study sheds light on the pivotal role of technology in modern student administration, acknowledging the importance of addressing challenges such as online payment discrepancies. This research contributes to the broader discourse on integrating Information and Communication Technology (ICT) in higher education administration. It 238 emphasizes the need for continuous improvement to meet the evolving expectations of students and educational institutions. Introduction The integration of electronic payment systems into educational institutions was with the intention to revolutionize traditional processes in the institutions of higher learning and to offer a myriad of advantages. Electronic payment methods, such as online transactions, mobile payments, and digital wallets, have streamlined financial transactions within the student administration domain. One notable effect is the enhanced efficiency in fee payments and tuition transactions. Electronic payment systems eliminate the need for manual handling of cash or paper checks, reducing administrative workload and minimizing errors associated with traditional payment methods (Smith, 2019). This streamlining of financial processes translates into time and cost savings for both students and administrative staff.
... Lors de la transition dans le supérieur, l' étudiant découvre un nouvel environnement où il manque d' expérience (Plumat et al, 2012). La qualité de ses interactions avec les professeurs aura un impact sur son succès académique (Pascarella et Terenzini, 2005) et sa persévérance (Pascarella et Terenzini, 2005 ;Tinto, 1993). Le fait de pouvoir compter sur un mentor bienveillant, soutenant et expert favoriserait un sentiment de sécurité et l'activation du système exploratoire de l' étudiant, qui s'adapterait à cet environnement. ...
... Lors de la transition dans le supérieur, l' étudiant découvre un nouvel environnement où il manque d' expérience (Plumat et al, 2012). La qualité de ses interactions avec les professeurs aura un impact sur son succès académique (Pascarella et Terenzini, 2005) et sa persévérance (Pascarella et Terenzini, 2005 ;Tinto, 1993). Le fait de pouvoir compter sur un mentor bienveillant, soutenant et expert favoriserait un sentiment de sécurité et l'activation du système exploratoire de l' étudiant, qui s'adapterait à cet environnement. ...
... The results of the study are in line with those of Pascarella and Terenzini (2005), who found that American college education had a positive influence on learners' quality of life or psychological wellbeing. The results are also in line with those of Doucet (2014), who found that Canadian learners in the Saguenay-Lac-Saint-Jean region experienced high school satisfaction. ...
... So it stands to reason that a student's satisfaction with his or her relationships with teachers should lead to strong academic performance. Indeed, studies on the determinants of success at university by Pascarella and Terenzini (2005) consider teacher-teacher interaction to be a key factor in a student's adaptation to university and, consequently, in his or her academic success. ...
The aim of this study was to evaluate the academic well-being of secondary school students at a school in the city of Kinshasa. To achieve this objective, a survey (supported by school well-being and school satisfaction scales) was carried out among a sample of 106 students in the final year of secondary school at the Institut Pédagogique et Technique Mokengeli. The study data were processed using elementary statistical indices (frequency and percentage of respondents to each item modality) and the chi-square test. The results of the study revealed that respondents experienced a real sense of well-being at school (in its multi-dimensionality) and school satisfaction (well-being in its unidimensionality).This well-being manifested itself in positive perceptions of students' relationships with teachers, parity relations, and reports on assessments, safety and classroom experience. By assessing the well-being, this study has contributed to the identification of factors in the Congolese school environment that significantly affect students' quality of life at school, which is considered an antecedent of good mental and academic health. Having good mental health is a crucial advantage for achieving success in school and social integration. Research conducted in the context of the Democratic Republic of Congo has primarily emphasised the one-dimensional evaluation of overall well-being (global well-being). The particularity of this study was that it assessed the well-being of Congolese pupils across its multiple dimensions (pupils' relationships with others, attitude to assessments, feeling of safety at school, perception of the classroom). The school of the future, or the school of tomorrow, should prioritise students' happiness and foster an environment where they can feel positive and fulfilled. This sense of well-being is very important for both their academic and professional careers. The aim of ensuring comprehensive well-being is not fully accomplished in the majority of schools worldwide. Schools in African countries still have a long way to go in achieving this objective. So, by assessing students' school well-being, the present study identified the factors in the school environment that need to be improved to ensure that the Congolese school of the future is a good setting where students have a taste for learning and return to it eagerly every day.
... This stress is often linked to challenges such as adapting to new academic structures, meeting classroom expectations, handling uncertainty, and coping with exam pressures. There are many more studies which show that peer mentoring facilitates new students' adjustment to campus (Pascarella & Terenzini, 2005;Ruthkosky & Castano, 2007), increases students' satisfaction with their universities (Ferrari, 2004;Tenenbaum, Crosby, & Gliner, 2001), and contributes to student success such as average GPA, credits earned, and retention (Campbell & Campbell, 2007;Colvin & Ashman, 2010). In summary, as suggested by research results, peer mentoring is beneficial for academic and social integration of first-year students to university life (Ertem & Aypay, 2023;Flores & Estudillo, 2018;Ishitani, 2006), and universities should provide first-year students with a meaningful learning environment through mentoring programs (Bansal, 2013). ...
... On the other hand, mentees focus on adjusting to campus life, displaying limited interest in other dimensions. These findings correspond with other research findings, indicating that peer mentoring assists incoming students in adapting to campus life and enhancing their overall achievements, such as average GPA, earned credits, and retention (Campbell & Campbell, 2007;Colvin & Ashman, 2010;Pascarella & Terenzini, 2005;Ruthkosky & Castano, 2007;Tenenbaum et al., 2001). Additionally, mentees also anticipated acquiring knowledge about courses, professors, and the institution, while mentors expected to establish networking connections. ...
Research highlights the benefits of peer mentoring in helping less experienced students understand their university roles and achieve academic goals. The current study aims to explore the perspectives of mentees and mentors, focusing on program expectations, challenges faced, and suggestions for improvement. This single-case study investigates a 12-week mentoring program at a foundation university using qualitative surveys, monthly reports, and focus group interviews. The findings suggest that both mentors and mentees have academic and social expectations, encompassing the enhancement of problem-solving, leadership, and communication skills and mentees’ adjustment to campus life. As for the challenges encountered, the key themes emerged, establishing boundaries/relationship, time management, meeting diverse needs and expectations and coping with a lack of information/miscommunication. Mentors and mentees reported that the effectiveness of the mentoring program was influenced by factors such as support from academic programs, a well-structured program, and the training provided to the mentors before the program started. The participants stated that they took advantages of the mentoring program, acquired personal, professional, and academic skills, facilitating a smooth transition to the campus life. The results are expected to inform future mentoring programs and promote peer mentoring in higher education.
... In the same vein, prior research has shown that retention and academic accomplishment are associated. 41 An average relationship between dropout and academic accomplishment among high-grade undergraduate students was found and those who had low intention to drop out (Pascarella & Terenzini, (2005); Allen et al., (2008). The decreasing effect of achievement on the intention to drop out was observed among high school students. ...
... 43 The longer the period of study, the lower the chances of dropping out. 44 Intention to drop out at the commencement of a semester among undergraduate students is associated with poor academic achievement at the semester's end irrespective of their prior academic control or emotions. Rumberger found that, after controlling many demographics, family, and school variables in a logistic regression model, students' academic performance, measured by their course grades and standardized test scores, was still a significant predictor of dropping out. ...
In the post-COVID-19 period, it is evident that various studies have been conducted on the effects of the pandemic on economies, politics, education, and teachers, to mention but a few, but there are very few studies on how the pandemic has influenced student turn over especially in as far as educational retention and drop out intention is concerned. It should be noted that a multiplicity of factors hinder disadvantaged students from completing their studies and becoming lifelong students for educational and academic sustainability. Therefore, in addition to exploring the factors for this hindrance, the purpose of this study was also to offer strategies or alternative pathways that should be implemented to retain students and help them overcome related challenges. A qualitative approach was chosen for the study and a snowball sampling technique was utilized to select a total of 16 teacher trainees drawn from one Ugandan university (8) and one South African university (8) to explore factors why student teachers contemplate dropping out of their university education. Microsoft Teams meetings and physical interviews were utilized to collect data. The data was analysed thematically. Findings showed that the intention to drop out of university is driven by COVID-19-related factors or effects such as grief and loss of employment; government policies, economic, academic, and personal factors. The researchers therefore recommend teacher motivation, counselling, and new funding models to support teacher trainees, partnering with different potential employer stakeholders, focusing on addressing COVID-19 instructional effects, and creating socially safe spaces to minimize the intention to and actual drop out which are detrimental to future teacher availability. This in turn has implications on the quality of education for sustainability, which in the long run has implications on students’ academic achievement and job prospects. Keywords: Dropout Intention, Demographic, Teacher Trainees, Post-COVID-19
... Significant relationship between self-efficacy and academic achievement was found in a study examining a sample of Norwegian undergraduate psychology students. Because academic 6 achievement positively affects students in a variety of ways including, intellectual skills, and personal motivation (Pascarella and Terenzini 2005) it could be that students' academic achievement influences their personal beliefs about their performance and in turn their academic motivation. Thus, in an attempt to understand the relationship between self-efficacy and motivation in university students, it is important to look at the effect of academic achievement. ...
Objective: This study aimed to investigate the relationship between self-efficacy and academic motivation in Kosovo undergraduate students. It also examined whether the relationship between academic motivation and self-efficacy was significantly mediated by the effect of educational achievement. It also took into account the role of the socio-economic status in this relationship. Theoretical Framework: The rationale of this study was framed within the theoretical framework of self-determination that focuses on the controlled behavior in academic performance and within the theoretical framework of self-efficacy which is based on belief in one's ability to complete specified tasks or goals. Methods: This study used a quantitative methodology by adopting standardized measures including a 27-item survey of academic motivation and a 10-item instrument of self-efficacy. The construct of academic achievement was measured by a self-reported average grade of students and a socio-economic status questionnaire was designed for this purpose of this study. Data collection was carried out online through the online Qualtrics platform. Results and Conclusions: The results showed that there was a statistical significant effect of self-efficacy to both extrinsic and intrinsic motivation. Results revealed that there was no significant correlation between academic achievement and self-efficacy or academic motivation and no significant correlation between the socio-economic status scores and all the variables. Implications of research: The findings of this study have practical implications for university administrators and researchers focused in students’ retention in universities and their academic achievements. It demonstrates that how well students are academically motivated to achieve their academic goal very well depends on their perceived self-efficacy. Originality/value: The study included a range of 85 undergraduate students from the department of psychology and the department of English language. The novelty of this study is that it examined Albanian speaking undergraduates, which is a highly underrepresented population in this area of study.
... Second, the lack of academic success can cause temporary or even permanent psychological disorders in students. Moreover, students who try hard to meet educational goals suffer from intensive stress that could lead to a possible dropout (Kehm et al., 2019;Pascarella & Terenzini, 2005;Srairi, 2022). ...
Learning Management Systems store valuable data in their repositories. Analyzing such data could contribute to identifying non-achievers in eLearning courses. This study presents an integrated framework (encompassing stages from a risk management process) to predict non-achievers in eLearning Business Informatics Lab Courses through a discriminant function analysis of student engagement data. In detail, data regarding with student interaction with the learning activities were elicited from the Moodle LMS log files. The paper also presents a specific eLearning Business Informatics Lab Course, designed upon Business Informatics competencies, tailored to a Business Informatics Curriculum for undergraduate Accounting Students. A discriminant function analysis was used to develop a competent prediction model. Linear discriminant functions were generated for achievers and non-achievers respectively. Students were classified into non-achievers or achievers according to the maximum score of the discriminant functions. The high classification percentage of our model indicates that our framework could be used to identify non-achievers in any eLearning Business Informatics Lab course sharing the same structure. A linear discriminant analysis (LDA) was also employed to indicate the training potential of our model. The evaluation metrics of our trained model indicate that our model could potentially be used to develop an alert system.
... In the literature on teaching and learning, there is consensus on the important role that active learning strategies (e.g. Astin, 1993), participation in extracurricular activities (eg Pascarella & Terenzini, 2005), or institutional involvement in student learning (e.g. Kuh et al., 2011) play in fostering deeper and higher quality learning (Biggs & Tang, 2011). ...
There is a growing interest in understanding more precisely the contribution of HE to student learning outcomes. We present a systematic review of the literature published between 2000 and 2023 in the WoS and Scopus databases. We identified 49 research articles that analyse individual and institutional variables related to student’s academic and employment outcomes. Most focus on establishing non-causal relationships between students’ entry characteristics and outcomes. In parallel, work estimating institutional contribution has evolved. Until 2015, there was an interest in comparing different methods and outcome variables. Since then, there has been more interest in using causal techniques to identify factors related to institutional contribution. Methodologically, VA research shows variations in results depending on the type of outcome used and the inclusion of institutional selectivity in the estimates. In addition, the results show gains in student learning; however, academic gaps related to gender, SES, or ethnicity remain or even increase after HE completion. In parallel, some value-added research has identified institutional variables that may be related to academic outcomes, such as expenditure per student, type of teachers’ contract, and teaching practices such as discussions outside the classroom and participation in research projects. However, the predominance of descriptive techniques in the literature does not allow conclusive results.
... In the professional realm, proficiency in thinking is a linchpin for success across diverse occupations. Moreover, it is also important for personal development, as it helps individuals make informed decisions about their lives (Pascarella and Terenzini, 2005). In practical terms, this synergy manifests in lesson designs that leverage technology to cultivate thinking competency. ...
The ability of science teachers to effectively integrate technology, teaching methods, and subject content knowledge, known as Technological Pedagogical Content Knowledge (TPACK), is vital in designing educational activities that enhance students' academic performance and their ability to think critically and creatively. This study investigates the level of TPACK proficiency among science teachers and its influence on students' advanced thinking skills. The research involved 124 science teachers from 76 schools in the northeastern region of Thailand. It assessed students' abilities in critical thinking, systems thinking, problem-solving, and creative thinking. The results show that nearly half of the science teachers (46.77%) have a moderate level of TPACK proficiency, categorized as the Exploring level. Additionally, the study found significant differences in students' thinking abilities based on the varying levels of TPACK expertise of their teachers. Therefore, there is an urgent need to develop and implement effective strategies for enhancing teachers' TPACK skills, with the goal of improving students' complex thinking skills.
... Globally, the issue of parental involvement in university students' academic performance has garnered significant attention, particularly in nations such as the United States and Europe (Pascarella & Terenzini, 2005;Sakamoto, 2020). In the United States, research has shown that parental involvement in the areas of calling, visiting and encouraging their children during college years remains influential, shaping students' academic success and well-being (Sakamoto, 2020). ...
Using quantitative approach, this paper investigates whether parental involvement play any role in improving students’ academic performance at the tertiary levels in the Ghanaian context utilizing primary data and a standard statistical method known as ordinary least squares regression. A total sample of 613 students from Kwame Nkrumah University of Science and Technology (KNUST) was used for the analysis. With regard to the variable measurement, academic performance is measured using the students’ cumulative weighted average. Again, this paper uses three measures for parental involvement – parents visiting their wards on university campus, calling them to check up on them regularly and encouraging them to perform better in academics. The results reveal that there is a significant positive relationship between the measures of parental involvement and students’ academic performance. Specifically, parents visiting their wards regularly, encouraging them and calling to check up improve academic performance by 0.005, 0.061 and 0.046 respectively. A significant negative relationship between age and academic performance is also revealed. There is also a significant positive relationship between belonging to a group and academic performance. The implication of the findings is that parents should as a matter of importance pay attention to their role by visiting, calling and encouraging their wards while they are on university campus. Doing these has the potential to improve the academic performance of their wards as revealed in this paper.
... It has become widely acknowledged in theoretical research that improving students' learning outcomes and enhancing the quality of higher education necessitates attention to students' engagement in the learning process [6]. Pascarella and Terenzizi [7], in their work on how universities influence student development, emphasized the pivotal role of student engagement: The impact of universities on students largely depends on the level of effort and involvement of individual students. Some research indicates that students' learning engagement exerts a more significant influence on academic achievement than factors such as university environment or students' family backgrounds [8]. ...
The aim of this study is to investigate the correlation between learning engagement and academic self-efficacy towards academic achievement among normal college students in China. The method of this research is a descriptive survey conducted in the field. Students’ statistical community from Shangrao Normal University in Jiangxi Province, China that their number is about 15,000 people, and 1,507 people were selected as a sample by simple random method. Out of these participants, 471 were malearning engagement (31.3%) and 1036 were femalearning engagement (68.7%) students. This study used Learning Engagement Scale-Student (UWES-S), Academic Self-efficacy Questionnaire (ASEQ) and academic achievement assessment as instruments. The data was analyzed using t-tests, one-way ANOVA and regression analysis. The results indicate that there is no significant gender difference observed in learning engagement or academic self-efficacy. However, when considering different grades, learning engagement demonstrates a significant disparity with the lowest level found among Grade 2 students, which significantly differs from Grade 1, Grade 3, and Grade 4 respectively. On the other hand, no significant differences are observed in academic self-efficacy across different grades. Furthermore, there are notable learning engagement variances between students with varying levels of achievement regarding both learning engagement and academic self-efficacy. Regression analysis reveals that learning engagement directly influences academic achievement while academic self-efficacy acts as a mediating factor for academic achievement. The research results confirmed the significant correlation between students’ learning engagement, academic self-efficacy, and academic achievement; learning engagement has a direct impact on academic achievement, meanwhile academic self-efficacy mediates the relationship between learning engagement and academic achievement. Driven and facilitated by the power of the interactive field, the participants can reduce the sense of inferiority, overcome the fear of feeling and enhance the ability of introspection and self-efficacy.
... Research findings suggest that younger students are more likely to graduate than their older counterparts. Older students' motivations for attending university are often more oriented towards expressive goals, such as knowledge acquisition and enjoyment of studies, or towards benefits associated with psychosocial, attitudinal, or transversal competencies, rather than solely focusing on obtaining a university degree (Balloo, Pauli, & Worrell, 2017;Brennan et al., 2010;Bye, Pushkar, & Conway, 2007;Pascarella & Terenzini, 2005;Rothes, Lemos, & Gonçalves, 2017). ...
The recent complexity of the university system, with diverse academic trajectories and varying socio-demographic characteristics of students, has led to increased access for historically underrepresented students. This has resulted in a rising number of adult learners, students with external responsibilities and individuals returning to education. However, despite this enhanced access, it remains unclear whether it has improved graduation. This uncertainty stems from the fact that students' social circumstances and external responsibilities differ significantly based on when they enter university. From a life course perspective, the aim of this paper is to explore the interactive effects of age at university entrance and employment status on the probability of graduating of an entire cohort of new students who entered the Catalan Higher Education System in 2012 (N = 29,463). The results show an interaction effect between age and employment status on the probability of graduation where working decreases the probability of graduation among students younger than 42 years old. Conversely, the negative impact of employment on university graduation diminishes among students entering university at an older age. This underscores the importance of adopting a life course perspective to comprehend students' educational experiences and outcomes within higher education.
... A larger question, of course, is whether it is desirable or even functional to increasingly reduce or narrow the interaction of students with faculty and staff. Past research has suggested that interpersonal interaction between students and faculty improves student satisfaction and persistence (Pascarella & Terenzini, 2005). If such interaction is demonstrably beneficial to important student outcomes and substantive human contact remains a priority of the educational enterprise generally, the application of AI guided systems for advising and monitoring students is best implemented with care and carefully circumscribed to avoid a simplistic reliance on automated systems. ...
Higher education leaders anticipate various ways in which Artificial Intelligence will be applied within their institutions. There can be substantial value in data analysis, supplemental applications for educational and developmental processes, and complex problem solving. Decision-makers must be mindful of problems that may arise from the implementation of hyper-rational management practices, extensive surveillance systems, and applications that could control and narrow the experience of students physically, emotionally, and intellectually. AI offers valuable tools but also significant risks. Institutional leaders face complex and highly consequential decisions about how such technology will be deployed and shape the ongoing evolution of colleges and universities.
... Similarly, Kuh et al. (2008) explored factors contributing to student success and engagement in higher education. Pascarella and Terenzini (2005) further emphasized the significance of interactions with faculty, peers and the overall institutional climate in creating a supportive and inclusive learning environment. In essence, this cluster highlights the shift toward a more holistic approach to student success, emphasizing not just academic performance but also creation of an environment that fosters engagement and inclusion. ...
Purpose
This study aims to visualize and map the emerging themes in the field of quality of teaching and learning in higher education.
Design/methodology/approach
This study uses a bibliometric approach to review studies published between 2000 and 2021. The leading trends in authorship, publications and countries were analyzed using the Web of Science database.
Findings
The analysis reveals four distinct clusters: quality, teaching and learning, supportive environment and learning outcomes. The literature in the field is lop-sided, and many issues still need to be addressed.
Research limitations/implications
While bibliometric analysis has achieved significant recognition among academicians, this study was restricted to the data set provided by Web of Science. In addition, the analysis covers a specific time frame and may not capture recent developments in the field. Future research should address these limitations and consider expanding the sample size and incorporating more diverse methodologies.
Practical implications
The findings have implications for practitioners, policymakers and researchers. Practitioners can benefit from the identified core authors’ work and access evidence-based practices to enhance the quality of teaching and learning in their institutions. Policymakers can use the research findings to inform policymaking processes and develop robust quality assurance frameworks. Researchers can build upon the identified clusters and core authors’ work to address research gaps and advance knowledge in the field.
Originality/value
This study contributes to the existing literature by providing a comprehensive bibliometric review of the quality of teaching and learning in higher education. Identifying clusters and core authors offers a systematic overview of the significant themes and influential figures within the field. This research provides a foundation for further exploration and understanding of quality in higher education.
... 17 Similarly, academic engagement refers to the amount of time and energy spent on activities that lead to positive academic outcomes. 18 More engaged learners are likely to attain a higher level of academic success, [19][20] and they are more likely to graduate, receive better grades, and feel more satisfied with their collegiate experience. [21][22] The authors of this study argue that learners' positive perceptions of the effectiveness of learning course content will yield similar results as that of more engaged learners, for example, better achievement results and greater satisfaction with the learning experience. ...
Background: Due to COVID-19, second-year medical students (M2s) at the Hackensack Meridian School of Medicine (HMSOM) completed a substantial portion of their pre-clerkship training in person, while first-year students (M1s) completed their entire pre-clerkship training online. The purposes of this study are threefold. To examine (1) the impact of various active learning techniques employed at HMSOM on learners’ perceptions of engagement and effectiveness; (2) differences in perceptions of the impact of active learning techniques on engagement and effectiveness between cohorts; and (3) the relationships between pre-work and engagement/effectiveness. Methods: The data for this study were collected from M2s and M1s using a 22-item questionnaire that the authors of this study developed after pilot testing it. SPSS v. 27 was used to compute descriptive statistics, independent t-tests, and correlations. Results: The “Zoom polling tool” and “Case-based session” were ranked highest, while “Professors randomly calling on students individually” and “Making it mandatory to keep video cameras on” were ranked lowest. Significant differences were found between M2s and M1s in their perceptions of engagement and effectiveness related to some active learning techniques. Discussion: The findings of this study have numerous theoretical and practical implications. The Zoom polling tool and Case-based session were perceived to have the greatest impact on students’ engagement and effectiveness. Significant differences were observed between M2s and M1s in their perceptions of the impact of three active learning techniques. M2s, with in-person class experiences, scored higher on “Professors randomly calling on students individually”. On the other hand, M1s, who only had online experiences, scored higher on pre-work video modules. Some of the limitations of this study are discussed for potential future research.
... Teaching, particularly in higher education, is a complex, emotion-laden profession that requires a high degree of self-control and self-management, making it important to understand teachers' motivational and emotional experiences to support high quality instruction (Lin et al., 2005). Higher education teachers make valuable contributions to society through their research and scientific advancements (e.g., Javitz et al., 2010) as well as their teaching-which significantly impacts student outcomes such as engagement (BrckaLorenz et al., 2012) and learning (Pascarella & Terenzini, 2005). Recent studies have therefore expanded their focus to explore the role of motivation and emotion in higher education teachers , Mendzheritskaya et al., 2019Watt & Richardson, 2020). ...
Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need satisfaction, and emotions. However, these factors have predominantly been examined in isolation, and limited research has investigated their role in the context of higher education teaching. To address these research gaps, analyses on both the within and between teacher level are needed. The aim of the present study was therefore to investigate the interplay between these motivational and emotional constructs on both levels, as well as the relevance and applicability of prior research findings on school teachers to the context of higher education teaching at universities. In a micro-longitudinal study, 103 university teachers from Germany (49 female; average age: 41.4 years, SD = 11.0) completed assessments of their self-efficacy in 748 sessions directly before their teaching sessions, as well as their basic psychological need satisfaction and discrete emotions directly after. Multilevel structural equation modeling revealed positive associations between self-efficacy and basic psychological need satisfaction. Self-efficacy was negatively associated with negative emotions, and positive indirect effects on positive emotions as well as negative indirect effects on negative emotions were identified through satisfaction of the needs for competence and relatedness. Basic psychological need satisfaction was positively related to positive emotions and vice versa—however, unexpected positive associations between relatedness and negative emotions emerged and require further research.
... Ghasemi et al. (2018), for instance, suggested that student-related factors such as individual motivation and interest, mental concentration, satisfaction with learning, participation in extracurricular, and self-directedness in learning play a significant role in academic engagement. Similarly, researchers also claim that the role of the institution is significant in the student-faculty relationship regarding attrition and academic achievement (Gabriella, 2015;Pascarella & Terenzini, 2005). Establishing and maintaining a close relationship with instructors can motivate students to engage more actively in university or the faculty. ...
The prominence of positive psychological capital in enhancing desirable outcomes for both individual employees and organizations in the work setting is well-established. However, empirical studies focusing on the application of psychological capital in educational settings to foster positive learning outcomes such as positive psychological functioning and active participation in learning have been significantly limited. To address this research gap, we conducted a quantitative cross-sectional study to examine the extent to which psychological capital predicts psychological wellbeing and student engagement, mediated through academic stress. Participants of the study were higher education students (N = 562) pursuing undergraduate and postgraduate studies in Eritrean higher education institutions. They completed a battery of tests measuring their psychological capital, academic stress, psychological wellbeing, and student engagement. Hierarchical multiple regression and PROCESS macro analyses were conducted to determine the prediction and mediational effects. Regression results supported the hypotheses that psychological capital significantly and positively predicted both psychological wellbeing and student engagement. This suggests that higher education students with higher levels of psychological capital show better positive psychological functioning and are more engaged in learning. Additionally, students experiencing higher levels of academic stress tended to have poorer psychological wellbeing. The mediational analysis further indicated that academic stress partially mediated the relationship of psychological capital with psychological wellbeing but not with student engagement. The findings of the study are expected to contribute to our understanding of the application of psychological capital in the context of higher education students for fostering their psychological wellbeing and academic engagement.
... All five hypotheses were supported by the data. Our research verified five factors affecting student performance including (i) student self-efficacy, similar to the findings of Aydin (2017), and (Đặng, 2017); (ii) university environment, similar to the findings of Pritchard and Wilson (2003), and Kuh et al. (2005), Hunter (2006); (iii) student satisfaction with university, similar to findings of Crisp et al. (2017), Kuh et al. (2005), Pascarella and Terenzini (2005); (iv) student self-motivation, similarity to the findings of Cao and Truong (2022); luck, similar to the findings of García y García (2021). ...
The purpose of this research is to examine factors influencing undergraduate student performance. Two research questions are what student performance is, and what factors influence student performance in public universities in Hanoi. The research model was tested on survey data using Smart PLS software version 4.0.8.9. Five verified factors influencing student performance include student self-motivation, student self-efficacy, engagement in a university environment, student satisfaction with the university, and luck. In addition, one controlled variable that negatively affects student performance is club membership. Based on the findings several managerial implications were proposed. This research contributes information on student performance to the literature.
... Having a degree after graduating from college has several advantages. It positively affects future employment and income (Pascarella & Terenzini, 2005). Higher education appears to have an effect on physical health in addition to its economic benefits (Cohn & Geske, 1992;Link & Phelan, 1995). ...
This study investigates the relationship between digital addiction and academic performance among students who pursue higher education. It explores various factors of digital addiction and their impact on academic success through a quantitative approach with a survey and regression analysis. A convenient sampling method was used to collect data from a sample of 362 participants through a structured questionnaire. Regression analysis was conducted to examine how these independent variables predict academic achievement. The findings reveal that while overuse and non-restraint do not directly influence academic performance, emotional state and dependence on digital devices play significant roles. The research highlights the importance of promoting healthy digital habits, fostering emotional well-being, and creating environments encouraging student engagement.
... The instructor's actions and perceptions, including the tendency to stereotype students, can significantly affect students' academic performance and self-perceptions (Benner & Graham, 2011). Furthermore, the quality and frequency of student-instructor interactions have been associated with persistence, grade point average, and retention (Pascarella & Terenzini, 2005). Ethnicity plays a role in these student-instructor interactions, particularly in mathematics performance. ...
The successful completion of remedial mathematics is widely recognized as a crucial factor for college success. However, there is considerable concern and ongoing debate surrounding the low completion rates observed in remedial mathematics courses across various parts of the world. This study applies explainable artificial intelligence (XAI) tools to interpret predictions on whether students will complete mathematics remediation. Various machine learning models are compared, with random forest emerging as superior in predicting non-completion. Global interpretations using correlation analysis, logistic regression, feature importance, permutation importance, and SHapley Additive exPlanations (SHAP) summary plots identify significant predictors such as college grade point average (G.P.A), high school G.P.A, starting point in the remedial sequence, number of failed remedial courses, delay in remediation, Rate My Professor scores, and age. Additionally, local interpretations using Local Interpretable Model-Agnostic Explanations (LIME) and Diverse Counterfactual Explanations (DiCE) analyses were utilized to garner tailored advise for at-risk students. It was observed that instructor attributes cannot be overlooked, especially, when exploring local interpretations. Future research should consider other features such as a students’ socio-economic status (SES), employment status, and placement exam scores. Future studies could also involve data from multiple institutions and examine user experience in implementing these models.
... The complex web of educational practices and outcomes, especially in the context of higher educational institutions (HEIs), is contingent upon the interplay of numerous psychological constructs and their impact on human behavior towards others (Pascarella & Terenzini, 2005). This paper presents an exploratory study that attempts to fuse ancient philosophical insights with the contemporary discipline of educational psychology. ...
The research paper the quality of peer interactions among teacher educators. Analyzed by structural equation modeling (SEM), data from 600 teacher educators were examined to investigate the predicted correlations between these constructs and the quality of peer relationships, using a quantitative study approach. The results demonstrate substantial positive correlations, emphasizing the need of incorporating these age-old philosophical principles into the modern educational environment. This research highlights the capacity of ancient wisdom to im 1 prove the ethical basis and interpersonal relationships inside higher education institutions (HEIs). It promotes a comprehensive approach to education that incorporates moral and ethical principles. The text discusses the implications of educational practice, policy making, and future research in educational psychology. It emphasizes the importance of an education system that promotes both academic rigor and personal and ethical growth.
... This was confirmed by Benson, Cohen and Buskist's (2005) study with first-year STEM students in the United States which revealed that students had contact with their professors more frequently when they perceive that their professors cared about them. Pascarella and Terenzini (2005) recognised that an open interaction by academic advisors, and the level of comfort that students perceived to have when going to their academic advisors, was a substantial contributor to identifying departing and persisting students. Brown and McIntyre (1993) took a different approach by studying academic advisors as sources of behaviours that negatively influenced student satisfaction from the students' perspectives. ...
The study explored students' perceptions of academic advising in the University of Cape Coast (UCC) using the descriptive survey design. Four research questions were formulated to guide the study. The population was all undergraduate students in the University. Multi-stage sampling procedure was used to select 400 students who had prior interactions with their academic advisors for the study. Proportional stratified and simple random sampling techniques were employed. The data was analyzed using means, standard deviations. The study revealed that academic advising in the UCC was generally seen to be ineffective. Respondents rated low the three qualities of academic advisors examined in the study. Based on these findings, it was recommended that the Management of the UCC organise regular assessment of academic advising to keep academic advisors in check and, organise workshops and seminars to sharpen their skills and qualities. Again, based on the findings, some counselling implications were outlined.
... The researchers concluded that other psychological constructs could conceivably have greater significance in the understanding of wellness of the whole person. Research in the area of psychological well-being in undergraduate students has demonstrated that psychological well-being is an important aspect when it comes to quality of life for college students [31]. All these studies point to the need not to overlook the assessment of the psychological well-being of graduate students in a counselling program. ...
This study was conducted to examine the psychological wellbeing of undergraduate students; it's correlation with socio demographic variables at University of Maiduguri, Borno state, Nigeria. The objective of the study among others includes; determining the state of self-acceptance of undergraduate students, examining purpose in life of undergraduate students etc. Two hypotheses were formulated, viz; Hypothesis One (H01): There is no significant relationship between psychological well-being and Age. Hypothesis Two (H02): There is no significant relationship between psychological well-being and Gender. Data for this study was elucidated through the use of structured questionnaire which has the modified Ryff's Scale for Measuring Psychological Well-Being (SPWB. The questionnaire was administered to 377undergraduate students but 356 questionnaires were duly filled and returned representing 94% return rate. The respondents were selected through multi-stage sampling technique. The demographic data of respondents and research questions were analyzed using descriptive statistic (frequency distribution and percentage) while inferential statistics (Pearson Correlation) was used to test hypothesis one and two. The result of the study revealed a high level of self-determination of undergraduate's students in the study area; there is a significant relationship between psychological well-being and age in the study area and a significant relationship exists between psychological well-being and gender. The two Hypotheses are therefore rejected. It was concluded that self-acceptance has its positive and significant impact on psychological well-being among undergraduate students and high level of self-acceptance contribute to high level of engagement and life satisfaction. The study recommends that university should give their students an opportunity to work collaboratively in small groups and participate in activities designed to enhance the level of sense of self determination of undergraduate students, proper medical checkups is conducted at the commencement of their study and at frequent intervals; and course on mental health studies should be incorporated into the general studies curriculum. Suggestion for further study was also made.
... This was supported by Tinto's (1997) exploration of the impact of classroom community and interactions on student persistence, highlighting the importance of creating a supportive and engaging learning environment. Pascarella and Terenzini (2005) also emphasized the importance of faculty support and mentorship in promoting student achievement. Furthermore, studies have shown that faculty engagement is particularly crucial for underrepresented students. ...
This qualitative study explored the influence of graduate school faculty's professional attributes on student success at Columban College, Inc. The study found
that faculty members' subject matter expertise played a crucial role in guiding and mentoring graduate students, providing them with in-depth knowledge, resources, and career guidance. Effective teaching practices were also found to have a profound
impact on students' academic achievement, understanding, retention, and future success. Faculty members' research productivity was found to inspire students, provide practical experience and skills, expose them to diverse research opportunities, and contribute to their academic and professional development. Furthermore, faculty
members with strong mentoring skills were found to play a crucial role in students' professional growth and career development. Lastly, positive faculty-student
relationships were found to provide support, guidance, and mentorship, leading to student success. These findings emphasize the importance of faculty members' professional attributes in shaping students' educational journeys, personal
development, and career success in graduate programs.
... Academic engagement is an essential predictor of student success and persistence at their institution (Pascarella & Terenzini, 2005). As gatekeepers for legitimacy in leadership, it is essential that leadership educators disrupt Whiteness in leadership and leadership education and attend to race, gender and other social identities that have been and continue to be marginalized in leadership development (Irwin, 2021;Kezar, Carducci, & Contreras-McGavin, 2006). ...
Purpose
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.
Design/methodology/approach
Through survey research and qualitative data analysis, three prominent themes emerged.
Findings
High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.
Originality/value
We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.
... Supplemental education opportunities, including access to technology, libraries, mentoring, and peer study groups, play a crucial role in supporting a successful transition to college, particularly for students from underrepresented backgrounds (Conley, 2007; Alexakos, Jones, & Rodriguez, 2011). These early interventions and exposures to higher education environments have been shown to positively influence academic performance and persistence, underscoring the value of pre-college preparatory programs (Pascarella & Terenzini, 2005). ...
This article explores the complex interplay between pre-enrollment socio-cultural and institutional factors and their impact on the higher education landscape. It challenges traditional metrics of academic achievement, presenting a nuanced perspective on student success that emphasizes the importance of socioeconomic backgrounds, cultural capital, and K-12 education quality. The analysis extends to the significant role of institutional attributes in shaping student readiness and decision-making processes. The study advocates for the integration of artificial intelligence (AI)-driven assessments by higher education institutions to cater to the diverse needs of the student body, promoting an inclusive and supportive learning environment. Anchored in an extensive review of empirical research and theoretical insights, the article sheds light on the challenges and opportunities posed by external factors that lie beyond institutional control. It calls for a holistic approach to higher education that prioritizes continuous adaptation and the application of evidence-based practices. The conclusion underscores the necessity for future research to investigate innovative strategies that effectively bridge theory and practice, aiming to create an academic community that is not only diverse and inclusive but also optimally positioned for student success in an evolving educational context.
... The evolution of leadership education is still supported by higher education's aim to produce future leaders equipped with a working knowledge of leadership concepts (Guthrie & Jenkins, 2018). Furthermore, leadership education is positioned alongside student success at institutions with outcomes centered on civic involvement and job readiness (Kuh, Kinzie, Schuh, & Whitt, 2011;Pascarella & Terenzini, 2005). Components of students' success considered in this study include academic achievement, participation in activities with a learning objective, satisfaction, acquiring desired knowledge, skills, competencies, perseverance and achieving educational goals (Kuh et al., 2011). ...
Purpose
This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.
Design/methodology/approach
Interviews.
Findings
Findings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.
Originality/value
These findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.
... Research indicates a campus environment characterized by diverse, equitable, and inclusive (DEI) practices holds the potential to significantly enhance student engagement (Cunningham, 2023;Laird et al., 2007;Pascarella, 2001). This implies students from underrepresented populations (e.g., Latinx, African Americans) who have access to more culturally diverse opportunities and events (e.g., athletic activities, mentoring programs) can indirectly develop stronger cognitive and personal skills (Pascarella & Terenzini, 2005). For instance, Ortega and Grafnetterova (2022) affirmed how a supportive athletic department contributed to Latinx student-athletes' decision to enroll in graduate programs. ...
Despite the burgeoning Latinx student population in the United States, a conspicuous gap exists in the academic literature, particularly within the National Collegiate Athletic Association (NCAA) context. Consequently, the central objective of this study was to redress this void by analyzing the racial experiences encountered by NCAA Division I Latinx student-athletes enrolled in Predominantly White Institutions (PWIs). To fulfill this objective, the researchers applied a qualitative phenomenological approach, seeking an in-depth comprehension of the significance of diversity practices within the distinct educational milieus inhabited by the study’s participants. Employing Latin Critical Race Theory (LatCrit) as the theoretical framework, the authors gathered data through six semi-structured interviews and supplemented this information with pertinent diversity and inclusion-related information derived from each participating university and the respective athletic programs. The study’s findings underscored the persistent issue of racial discrimination confronted by NCAA Division I Latinx student-athletes within the university setting. Remarkably, despite the extensive diversity, equity, and inclusion (DEI) trainings and councils within these institutions, Latinx student-athletes continued to grapple with racial disparities. Indeed, recurring themes from the data highlighted their significant reliance on familial support and campus resources as strategies for navigating and mitigating these challenges. In light of a substantial body of scholarly work that recognizes the critical importance of DEI in sport, this study serves as a poignant reminder of the pressing need for further academic and practical endeavors aimed at effectively addressing racial disparities.
... The ILD Model drew on research exploring interfaith outcomes (e.g., Astin et al., 2005;Astin, Astin, & Lindholm, 2011;Bryant, 2011aBryant, , 2011bBryant Rockenbach & Mayhew, 2013;Gehrke, 2014;Mayhew, 2012;Rockenbach, Mayhew, et al., 2015;Rockenbach et al., 2016), models of college impact (e.g., Astin, 1993;Pascarella & Terenzini, 2005), ecological person-environment theories (e.g., Bronfenbrenner, 1979), organizational theories centering institutional culture and behavior (e.g., Berger & Milem, 2000;Peterson & Spencer, 1991;Weidman, 1989), and models that illuminate the campus climate for diversity (e.g., Harper & Hurtado, 2007;Hurtado et al., 1998;Rankin & Reason, 2008). All told, the ILD considers how social identities, pre-college interfaith encounters, and pre-college interfaith attitudes and proclivities interface with different contextual layers that constitute the interfaith learning environment in college. ...
This study, based on the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), examined pathways to pluralism orientation among more than 5,700 students who attended 118 U.S. colleges and universities between 2015 and 2019. Grounded in Critical Religious Pluralism Theory (CRPT), the analysis elevated the role of identities and contexts in pluralism progression, maintenance, and decline, illuminating the importance of climate, culture, support, and interfaith engagement in college students’ pluralism development. Implications are discussed to guide educators committed to advancing justice, equity, and social change in higher education and beyond.
... Hinged on the Tyler and Pace's contribution, Astin (1984) stressed on the effect of participation on student accomplishment. Since then, student endeavor and time on duties to a wide range expected outcomes of education institution has drawn the attentions of the academician community (Pascarella & Patrick 2005;Pike 2006). Student engagement was identified as the time and exertion students place to the practices which were empirically related to expected results of education institutions and what institutions conducted to encourage the students to take part in these practices (Kuh, 2009) and their doggedness in and contentment with studying (Fredricks et al., 2004). ...
An increasing focus has been placed on enhancing accounting student engagement (ASE) in blended learning courses (BLCs) because to its advantageous effects, particularly in the context of the pandemic. The primary objective of current study is to identify the distinct forms of intelligence possessed by lecturer that are relevant to teaching methods, and to investigate how these intelligences may affect student engagement in blended learning environments. The present study made use of a mixed-method technique. Consequently, the goal of analyzing the expert interviews’ qualitative perspectives was to determine how the constructs were put into practice and to have a better grasp of various issues related to the proposed model. The structural equation modelling was conducted using AMOS 28.0 software to analyze a theoretical model that explores the relationships between the mentioned components. Statistical response data was collected from a convenient and snowball sample of 323 informants from public higher education institutions. The conducted outcome analyses highlighted significant and positive relationships between the hypothesized constructs related to significance and effect size. Specifically, creativity intelligence had the highest path coefficient, followed by passion quotient, while adversity quotient had the lowest path coefficient among the drivers of ASE in BLCs. From a policymaking perspective, the current research recommended implementing necessary policy measures to make informed decisions and developing future action plans aimed at increasing and enhancing the intelligence of lecturers. Alternatively, the observations may provide practitioners and policymakers with fresh perspectives to develop specific tactics that can improve the implementation of BLCs.
... DelBanco's (2023) ideas are not necessarily new. The theory of college student identity development (Abes, et al., 2023;Pascarella & Terenzini, 2005), and even Bloom's classic taxonomy of educational objectives (Bloom, 1956), to some extent, first written in 1956, and revised in 2001 (Armstrong, 2010) consider the whole person. ...
College graduates appear to be struggling to find and retain their jobs today. Alarmingly, many graduates report they did not develop employable skills in college. The reasons for this predicament may be due to generational factors, growing mental health issues, and what the present chapter will term the “rubric paradox.” That is, rubrics are used widely in college to mitigate student stress, though the stress reappears later when there are no rubrics for other more ineffable aspects of life and success. The chapter considers how to build a better employment future for college graduates by overcoming the rubric paradox. Solutions will be presented that can be implemented by both administrators and individual educators. Pre-tenure and contingent faculty contexts are highlighted throughout.
... [2] It is the re-enrollment of students from one semester to another. [11] Failure to persist is exhibited when a student drops and discontinues his study. Aside from knowing if self-efficacy and self-regulation beliefs play a significant role in students' persistence, it behooves them to identify other factors of persistence. ...
Objectives
One of the crucial stages in the journey of Philippine dentistry students is the dynamic transition from the two years of preparatory phase to the next four years of dentistry proper. Students initially have a firm commitment to finish their program. Unfortunately, multitudinous factors can drive them to drop out. Aside from knowing if self-efficacy and self-regulation beliefs play a significant role in students’ persistence, it behooves them to identify other factors of persistence.
Material and Methods
A qualitative method using focus group discussion (FGD) was employed to gain a more in-depth understanding of the other factors of persistence that might be present in the students. Ten respondents representing the different subtypes of regular and irregular students were invited to be part of the FGD. Those enrolled in the clinics were excluded from the study. Questions were carefully constructed with exploratory open-ended questions to probe respondents.
Results
Four themes were extracted from the content of the FGD on factors of persistence. They included (1) obedience to parents, (2) personal dreams, (3) social support, and (4) positive mindset.
Conclusion
Dentistry is a challenging program. Self-regulation and self-efficacy play a significant role in students’ persistence and knowing the factors why they persist is important for educators and guidance counselors. Interventions can be designed to improve students’ self-regulation and increase students’ perceptions of their academic capabilities by guiding them through strategies that can improve their performances.
El estudio es una revisión sistemática de la literatura con el objetivo de analizar la investigación existente sobre el ajuste académico de estudiantes universitarios, centrándose en la aplicación de los instrumentos QVA y QVA-r. La revisión abarcó estudios publicados entre los años 1995 y 2023, se consultaron bases de datos como Scopus, Redalyc y SciELO. La metodología siguió el Protocolo PRISMA y resultó en la selección y análisis de 39 estudios. Los hallazgos mostraron una concentración significativa de investigaciones en Brasil (69.23%), seguido de Portugal (15.38%). La mayoría de los estudios se realizaron entre el 2015 y 2018 (30.77%). El número de autores varió, la mayoría involucrando a tres autores por publicación (33.33%). La revisión destacó la relación entre expectativas académicas y ajuste universitario, la importancia de la resiliencia en contextos desafiantes, el papel significativo de las actividades extracurriculares, y la conexión intrincada entre el estrés y el ajuste académico. A pesar de la riqueza de la literatura revisada, se observó una escasez de evidencia en estudios psicométricos del QVA y QVA-r, lo que destaca la necesidad de investigaciones futuras para profundizar en la validación y aplicación de estos instrumentos en diferentes contextos culturales y lingüísticos. Este estudio proporciona una visión integral de la investigación existente sobre el ajuste académico identificando temas clave y áreas de oportunidad para futuras investigaciones.
Book Overview:
Includes case studies to illustrate concepts introduced throughout the book;
Involves essential information about indigenous mental health in rural and remote contexts;
Comprises special chapter on immersive and participatory installations by contemporary artist Olafur Eliasson.
In the arena of computer science tutoring at the undergraduate level, mentorship programs have become an essential tool for professional and academic growth. This study examines the critical role that mentoring plays in improving computer science students' educational experiences and offers a cutting-edge strategy that makes use of big data analytics to maximize these mentorship programs. Educational institutions can obtain deeper insights into mentoring's impact on pupils' learning outcomes, skill development, and motivation by gathering and evaluating large amounts of data, including academic performance measures, program participation, and qualitative feedback. This data-driven strategy provides a road map for enhancing mentorship programs and, eventually, raising the standard of undergraduate computer science education, guaranteeing that students are equipped to tackle the demands of a quickly changing field. Sustainable Development Goal (SDG) 8 has also relevance with the enhancing education for students.
O ensino da engenharia possui diversas abordagens didáticas, tanto teóricas quanto práticas. Com o avançar das gerações e todo o meio tecnológico mudando a forma com que o público mais jovem consome o conhecimento, em sua maioria, por meios interativos com computador, smartphones, tablets e afins, observa-se que a abordagem teórica tradicional não está sendo tão eficiente com essas gerações, levantando debates sobre como a parte teórica pode ser melhor adaptada para a mentalidade moderna de aprendizado. A abordagem de métodos interativos como o Clickers, provam-se eficientes na forma de ater a atenção do estudante, tanto quanto servir de feedback imediato para o docente sobre o nível de absorção de determinado conteúdo, permitindo-o criar um sistema de didática personalizada para cada turma, uma identificação de pontos chaves da disciplina que possui uma maior dificuldade de aprendizado e a busca por meios de otimizar esse processo de ensino, tornando a sala de um aula um espaço em concordância com os meios de consumo de conteúdo moderno.
Las Instituciones de Educación Superiore (IES) están preocupadas a nivel global por la permanencia escolar y la eficiencia terminal ya que esta debe fortalecer los sistemas educativos representando un prestigio para las instituciones. Este artículo busca como objetivo primordial realizar un estudio de la permanencia escolar basado en el modelo de Vincent Tinto en la generación 2019-2024 en la carrera de Ingeniería Industrial en el Instituto Tecnológico Superior de Loreto, ubicado en el estado de Zacatecas, México. En el presente trabajo se desarrolló una investigación de campo no experimental, un alcance descriptivo, con un enfoque cuantitativo con base en el análisis de un cuestionario de 25 preguntas a una población de 58 alumnos inscritos en el periodo enero-junio del 2023. Los resultados obtenidos de la encuesta muestran que el 81% de los alumnos se encontraban convencidos de terminar sus estudios y 19% restante tenían dudas al ingresar y cursar su carrera. otros resultados muestran que el 64% se encuentran satisfechos y ven a la carrera como excelente, 28% visualiza como muy bueno, 8% lo consideran bueno y no existe opinión sobre la regularidad o malo. Actualmente los alumnos se encuentran en el periodo de residencias profesionales, buscando culminar sus estudios.
Background: First-generation college students face unique challenges in navigating the higher education system, and understanding their perceptions of college success is crucial for providing appropriate support.
Objective: This qualitative study aimed to explore the perceptions of 15 first-generation college students regarding college success and to identify the factors they consider important for achieving success in college.
Method: Semi-structured interviews were conducted with the participants, and the data were analyzed using interpretative phenomenological analysis.
Results: This study explores the varied perceptions of success among first-generation college students (FGCS) through five themes: Academic Achievement, Personal Development, Personal
Well-being, Personal Fulfillment, and Career Success.
Conclusion: This study provides valuable insights into the perceptions of first-generation college students regarding college success. The identified themes shed light on the multifaceted nature of success in higher education. These findings have implications for supporting first-generation college students and developing targeted interventions to enhance their overall success and well-being.
This study investigates the social-psychological adaptation of first-year students at Al-Farabi Kazakh National University, focusing on the transition from high school to university life. This transition is a critical phase, characterized by significant changes and challenges that can impact students' academic success and overall well-being. The research aims to explore the multifaceted nature of this adaptation process, examining both the social and psychological dimensions. The social aspect of adaptation involves students' integration into the university community, including the development of new social networks, participation in campus activities, and building relationships with peers and faculty. The psychological dimension encompasses students' adjustment to the university environment, which includes managing academic stress, developing effective study habits, and coping with the emotional challenges of this new phase of life. Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews to gain a comprehensive understanding of the experiences of first-year students. The survey explores various factors, such as perceived academic preparedness, levels of social engagement, and psychological well-being. The qualitative interviews provide deeper insights into students' personal experiences, challenges faced, and coping strategies employed during their transition to university life. This research is significant as it contributes to a deeper understanding of the factors that facilitate or hinder the successful adaptation of first-year students. The findings are expected to inform the development of targeted support programs and interventions at Al-Farabi Kazakh National University, aimed at enhancing student adjustment and promoting a positive university experience.
This theoretical argument explores the decolonisation of student services in higher education and its implications for conflict management. The study is based on a comprehensive literature review that incorporates decolonial theories, frameworks, and existing discourse on student services. It establishes a theoretical framework that integrates key concepts from decolonial perspectives and conflict management. Using a theory synthesis design and conceptual analysis to advance the argument, the article explores the transformative process of decolonising student services and how it affects conflict management in diverse academic communities. By examining the intersection between decolonial approaches and conflict management, this study highlights how restructuring student services through a decolonial lens contributes to the creation of inclusive and equitable environments. Real-world case studies are also considered, providing an understanding of successful instances where decolonisation positively impacts conflict dynamics. Moreover, the article discusses the challenges and opportunities associated with implementing decolonised student services, offering practical recommendations for educators, administrators, and policymakers. This work contributes to the ongoing discourse on higher education by providing insights into the complex relationship between decolonisation, student services, and conflict resolution. It envisions a future where culturally responsive and decolonised student service practices foster collaboration and prioritise equity, inclusivity, and collaborative conflict management in diverse academic communities.
The evaluation of Master in Business Administration (MBA) faculty performance at Columban College, Inc. for the first trimester of AY2023-2024 revealed the importance of consistent and clear explanations, with faculty members going beyond textbooks to provide real-life examples. Variation in faculty mastery levels was observed, with some excelling while others struggling with certain topics. Exceptional
mastery, where faculty members provided valuable insights beyond the curriculum and effectively imparted knowledge, was highly valued by students. However, below-average mastery hindered students' understanding and learning outcomes. Continuous improvement and high teaching standards were emphasized to ensure effective education. The incorporation of varied assessment methods, rubrics for
grading consistency, formative assessment techniques, and promotion of self-assessment and reflection greatly enhanced the learning experience of MBA students. These approaches provided students with multiple opportunities to demonstrate their
understanding, receive timely feedback, and make necessary improvements. The interpersonal competence of the MBA faculty was generally positive, with students appreciating their ability to establish rapport and effectively communicate. However, areas for improvement were identified, and the faculty must listen to student feedback
and enhance their rapport-building and communication skills. Addressing these areas of improvement will further enhance the student learning experience and ensure that all students feel supported and engaged in their studies.
This study examines the role of internships in preparing students for employment in Basilan State College. A total of 41 students pursuing a Bachelor's degree in Computer Science who completed their internship as part of their educational program were surveyed using a Google Form questionnaire. Purposive sampling was used to select the respondents. The results showed that the majority of the students found their internships to be meaningful and relevant to their career interests and goals, providing them with opportunities to work on meaningful projects and receive feedback and guidance from experienced professionals. Students also expressed a high level of satisfaction with their overall internship experience and believed that internships are essential for preparing students for the workforce. Recommendations for improving the internship programs at Basilan State College include providing more guidance and support to students in identifying and applying for internships, increasing the number of available internship opportunities, and increasing opportunities for networking and building relationships with professionals in their field. Overall, this study highlights the importance of internships in preparing students for employment and provides valuable insights for improving internship programs in educational institutions.
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