A Social Influences Framework Related to College Student Learning Failures PDF Download
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Author: Keith R. Proctor
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 299
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Book Description
This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake’s multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of these experiences. This improved understanding may lead to improved intervention designs and advisement strategies that could improve learning outcomes for students.
Author: Keith R. Proctor
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 299
Get Book Here
Book Description
This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake’s multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of these experiences. This improved understanding may lead to improved intervention designs and advisement strategies that could improve learning outcomes for students.
Author: Keith R. Proctor
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 234
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Book Description
The purpose of this study was to explore how college students reflectively describe their learning failure experiences, along with the major themes of those experiences. Through a series of in-depth interviews, four narrative cases written from the perspective of two college students were developed. These four cases were then carefully analyzed and cross-examined to generate a deeper understanding of college student learning failures. This study explored approximately 78 themes related to these four cases, which led to the development of six key components of college student learning failure experiences: Recognizing Learning Failures, Evaluating Learning Failures, Attributions for Learning Failures, Self-Discovery Through Learning Failure, Past Experience and Future Expectations, and Social Influence. These components helped to define an initial framework for guiding future research into college student learning failure experiences.
Author: Mikaela Nyroos
Publisher: Frontiers Media SA
ISBN: 2832504981
Category : Science
Languages : en
Pages : 172
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Book Description
Author: María Luisa Zagalaz-Sánchez
Publisher: Frontiers Media SA
ISBN: 2832541690
Category : Science
Languages : en
Pages : 377
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Book Description
Author: Stephen G. Harkins
Publisher: Oxford University Press
ISBN: 0190695900
Category : Psychology
Languages : en
Pages : 497
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Book Description
The study of social influence has been central to social psychology since its inception. In fact, research on social influence predated the coining of the term social psychology. Its influence continued through the 1960s, when it made seminal contributions to the beginning of social psychology's golden age. However, by the mid-1980s, interest in this area waned, while at the same time, and perhaps not coincidentally, interest in social cognition waxed. Now the pendulum is swinging back, as seen in growing interest in non-cognitive, motivational accounts. The Oxford Handbook of Social Influence will contribute to a resurgence of interest in social influence that will restore it to its once preeminent position. Written by leading scholars, the chapters cover a variety of topics related to social influence, incorporating a range of levels of analysis (intrapersonal, interpersonal, and intragroup) and both source (the influencers) and target (the influenced) effects. The volume also examines theories that are most relevant to social infl uence, as well as social influence in applied settings. The chapters contribute to the renaissance of interest in social influence by showing that it is time to reexamine classic topics in social influence; by illustrating how integrations/ elaborations that advance our understanding of social influence processes are now possible; by revealing gaps in the social influence literature; and by suggesting future lines of research. Perhaps the most important of these lines of work will take into account the change from traditional social influence that occurs face-to-face to social media-mediated influence that is likely to characterize many of our interactions in the future.
Author: Tim Urdan
Publisher: Emerald Group Publishing
ISBN: 1804557102
Category : Education
Languages : en
Pages : 297
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Book Description
This volume contains an Open Access Chapter This volume memorializes Dr. Stuart A. Karabenick and provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.
Author: José Jesús Gázquez
Publisher: Frontiers Media SA
ISBN: 2889455912
Category :
Languages : en
Pages : 594
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Book Description
The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.
Author: John M. Braxton
Publisher: Routledge
ISBN: 9780805896091
Category : Education
Languages : en
Pages : 162
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Book Description
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Richard R. Valencia
Publisher: Routledge
ISBN: 1136860363
Category : Education
Languages : en
Pages : 317
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Book Description
The third edition of the best selling collection, Chicano School Failure and Success presents a complete and comprehensive review of the multiple and complex issues affecting Chicano students today. Richly informative and accessibly written, this edition includes completely revised and updated chapters that incorporate recent scholarship and research on the current realities of the Chicano school experience. It features four entirely new chapters on important topics such as la Chicana, two way dual language education, higher education, and gifted Chicano students. Contributors to this edition include experts in fields ranging from higher education, bilingual education, special education, gifted education, educational psychology, and anthropology. In order to capture the broad nature of Chicano school failure and success, contributors provide an in-depth look at topics as diverse as Chicano student dropout rates, the relationship between Chicano families and schools, and the impact of standards-based school reform and deficit thinking on Chicano student achievement. Committed to understanding the plight and improvement of schooling for Chicanos, this timely new edition addresses all the latest issues in Chicano education and will be a valued resource for students, educators, researchers, policy makers, and community activists alike.
Author: Robert D. Reason
Publisher: Taylor & Francis
ISBN: 1000981118
Category : Education
Languages : en
Pages : 352
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Book Description
Higher education institutions have already begun to see decreasing enrollment numbers, even as higher education enrollment is predicted to drop precipitously starting in 2025. Much of the decrease in enrollment will be driven by demographic trends about which higher education institutions can do little, making the retention of students who do enroll that much more important. Overall retention rates have stagnated and differential retention rates by race and ethnicity have persisted. If higher education institutions, researchers, and policy makers are to improve retention rates, a critical examination of the current state and future directions of retention research is essential.This edited volume begins that examination by addressing several questions: What are the needed directions in theory and research on college student persistence and how do we translate new theory and research into effective practices? Are we asking the right questions, looking in the right places, or trying to apply out-of-date theories to new populations? In short, how can the research community help institutions improve retention in this challenging time?
