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Author: Luisa M. Havens
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 242
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Book Description
This study was conducted at a medium-sized, residential, Research II, land-grant institution located in the inland Pacific Northwest region of the United States. The study population consisted of sixty freshmen admitted provisionally (did not meet the regular academic admission criteria) for the fall 2005 semester. The data were collected using three survey instruments containing two scales, the Perceived Academic Self-Efficacy Scale (PASES) and the Academic Integration Scale (AIS). Two logistic regression models, one with pre-entry variables, and another with post-entry variables were calculated to determine if any of the subject variables in the models predicted student persistence into the sophomore year. The pre-entry model containing four variables (ACT composite score, high school GPA, ethnicity, and first generation status) correctly classified 63.3% of the cases. The post-entry model considered four variables: academic major status, CAMP program participation, total credits attempted and cumulative GPA. The model correctly classified 81.7% of the cases. There were significant differences (z[barbelow]=- 2.896, p[barbelow]=.004.) in the mean scores of the perceived self-efficacy index between the first and second administration of the PASES for the sixteen students who completed both instruments. The relationship between participants' perceived academic self-efficacy, as measured by the second administration of the PASES, and their level of academic integration, as measured by the first administration of the AII, was explored using Spearman's Rank Order Correlation. There was a strong positive correlation between the two indexes, r=.579, n=16, p=
Author: Luisa M. Havens
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 242
Get Book Here
Book Description
This study was conducted at a medium-sized, residential, Research II, land-grant institution located in the inland Pacific Northwest region of the United States. The study population consisted of sixty freshmen admitted provisionally (did not meet the regular academic admission criteria) for the fall 2005 semester. The data were collected using three survey instruments containing two scales, the Perceived Academic Self-Efficacy Scale (PASES) and the Academic Integration Scale (AIS). Two logistic regression models, one with pre-entry variables, and another with post-entry variables were calculated to determine if any of the subject variables in the models predicted student persistence into the sophomore year. The pre-entry model containing four variables (ACT composite score, high school GPA, ethnicity, and first generation status) correctly classified 63.3% of the cases. The post-entry model considered four variables: academic major status, CAMP program participation, total credits attempted and cumulative GPA. The model correctly classified 81.7% of the cases. There were significant differences (z[barbelow]=- 2.896, p[barbelow]=.004.) in the mean scores of the perceived self-efficacy index between the first and second administration of the PASES for the sixteen students who completed both instruments. The relationship between participants' perceived academic self-efficacy, as measured by the second administration of the PASES, and their level of academic integration, as measured by the first administration of the AII, was explored using Spearman's Rank Order Correlation. There was a strong positive correlation between the two indexes, r=.579, n=16, p=
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Academic self-efficacy, academic integration, social integration, and persistence among first-semester community college transfer students at a four-year institution.
Author: Keith Topping
Publisher: Routledge
ISBN: 1135686866
Category : Education
Languages : en
Pages : 390
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Book Description
Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.
Author: Charles B. Hodges
Publisher: Springer
ISBN: 3319998587
Category : Education
Languages : en
Pages : 300
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Book Description
This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Author: Albert Bandura
Publisher: Prentice Hall
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 644
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Book Description
Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.
Author: John McIver
Publisher: SAGE
ISBN: 9780803917361
Category : Mathematics
Languages : en
Pages : 100
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Book Description
This series of methodological works provides introductory explanations and demonstrations of various data analysis techniques applicable to the social sciences. Designed for readers with a limited background in statistics or mathematics, this series aims to make the assumptions and practices of quantitative analysis more readily accessible.
Author: Julius Saba Munyantwali
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Since the late 1960s, the enrollment of African American students in higher education has steadily increased. Furthermore, the community college system and specifically the California community college system has seen the highest rise in the enrollment of African American students. Despite the rise in their numbers, African American male students who have relied on the California community college system as a conduit to a better life continue to have the lowest academic achievement outcomes and are the most likely to leave college. Although research shows that the persistence and academic achievement of college students is linked to the interactions they have with faculty and their peers, little is known about whether these relationships are also connected to the academic achievement of African American males attending California community colleges, nor is it understood how psychosocial factors influence the achievement. This dissertation built on a study conducted by Reid (2007) in which Tinto's institutional integration theory (e.g., Tinto, 1993) was extended by assertion that African American males who are academically successful (and not just persistent) are also well integrated in the academic and social milieu of their college campuses. Reid's study also hypothesized that their level of institutional integration which influenced their academic achievement was linked to their racial identity attitudes and self-efficacy beliefs. The study employed a qualitative phenomenological approach in which twelve African American male students, who were recruited from one Southern California community college, were interviewed to learn about their educational experiences and perceptions. The goal of the study was to provide a voice to this student subgroup which continues to under-perform academically. The findings of the study highlight the importance of race, faculty connections and intrinsic motivation factors in reaching academic goals. The study provides recommendations, based on the findings, for educators, administrators and other community college stakeholders to better assist African American males attending community colleges in California to attain their educational goals.
Author: Jeroen Koekoek
Publisher: Routledge
ISBN: 1351336967
Category : Education
Languages : en
Pages : 410
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Book Description
The rapid development of digital technologies has opened up new possibilities for how Physical Education is taught. This book offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that are offered by new technologies and how they may be best implemented to enhance the learning process. Including contributions from the US, UK, Europe, Canada and New Zealand, this international collection reflects on how digital innovations are shaping PE pedagogy in theory and practice across the globe. Its chapters identify core pedagogical principles – rather than simply discussing passing digital fads – and offer practical narratives, case studies and reflections on how PE practitioners can introduce technology into teaching and learning through the use of social media, video gaming, virtual reality simulation, iPads and Wiki platforms. Digital Technology in Physical Education: Global Perspectives is a valuable resource for students, researchers and practitioners of PE looking to integrate digital technology into their work in a way that does justice to the complexity of teaching and learning.
Author: Myint Swe Khine
Publisher: Springer Nature
ISBN: 9811682402
Category : Education
Languages : en
Pages : 257
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Book Description
This book documents systematic, prodigious and multidisciplinary research in the nature and role of academic self-efficacy, and identifies areas for future research directions within the three sections of the book: 'Assessment and Measurement of Academic Self-efficacy', 'Empirical Studies on What Shapes Academic Self-efficacy', and 'Empirical Studies on Influence of Academic Self-efficacy'. The book presents works by educators and researchers in the field from various parts of the world, highlighting advances, creative and unique approaches, and innovative methods. It examines discussions around the theoretical and practical aspects of academic self-efficacy in culturally and linguistically-diverse educational contexts. This book also showcases work based on classical and modern test theory methods, mediation and moderation analysis, multi-level modelling approaches, and qualitative analyses.
Author: Terence Hicks
Publisher: University Press of America
ISBN: 0761862706
Category : Social Science
Languages : en
Pages : 273
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Book Description
College Student Self-Efficacy Research Studies offers three uniquely designed sections that provide a unique mixture of research studies conducted on African American, Mexican American, and first-generation college students. This book explores a variety of factors affecting a diverse group of college students including institutional commitment, college adjustment, and social and academic self-efficacy barriers.
