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Academic Resilience in College Students: Relationship between Coping and GPA
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Tope-Banjoko, Tiwatope; Davis, Victoria; Morrison, Kara; Fife, John; Hill, Oliver; Talley, Cheryl – Anatolian Journal of Education, 2020
The Phenomenological Variant of Ecological Systems theory (PVEST) proposes that an individual's identity is formed as a result of the daily life events they experience and their cultural background (McGee & Spencer, 2013; McGee & Spencer, 2012; Spencer, 2011; Spencer et. Al, 2015). PVEST uses a systems-oriented human development…
Descriptors: Resilience (Psychology), College Students, Coping, Grade Point Average
Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling
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Jang, Eunice Eunhee; Lajoie, Susanne P.; Wagner, Maryam; Xu, Zhenhua; Poitras, Eric; Naismith, Laura – Journal of Educational Computing Research, 2017
Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…
Descriptors: Educational Technology, Technology Uses in Education, Simulation, Patients
Undergraduate Students' Attitudes towards Mistakes in Learning and Academic Achievement
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Leighton, Jacqueline P.; Tang, Wei; Guo, Qi – Assessment & Evaluation in Higher Education, 2018
The objective of the present study was to better understand a relatively under-researched topic, namely, undergraduate students' attitudes towards mistakes and how their attitudes relate to academic achievement. A series of online surveys were administered to a sample of 207 first- and second-year undergraduate students. Using structural…
Descriptors: Undergraduate Students, Student Attitudes, Error Patterns, Academic Achievement
A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment
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Leighton, Jacqueline P.; Bustos Gómez, María Clara – Educational Psychology, 2018
Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…
Descriptors: Trust (Psychology), Well Being, Error Patterns, Formative Evaluation
Exploring Student Persistence in STEM Programs: A Motivational Model
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Simon, Rebecca A.; Aulls, Mark W.; Dedic, Helena; Hubbard, Kyle; Hall, Nathan C. – Canadian Journal of Education, 2015
To address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students…
Descriptors: STEM Education, Academic Persistence, Student Motivation, Emotional Response
Modern Psychometrics for Assessing Achievement Goal Orientation: A Rasch Analysis
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Muis, Krista R.; Winne, Philip H.; Edwards, Ordene V. – British Journal of Educational Psychology, 2009
Background: A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. Aim: We conducted traditional psychometric and modern Rasch-model analyses of the…
Descriptors: Psychometrics, Goal Orientation, Measures (Individuals), Academic Achievement