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Vol. 19 No. 3 (2022)

Published: 1 February 2022

Articles

  • Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork

    Ben Torsney, Kathryn Burke, Marina Milidou, Maryam Mansur, Cheryl B Torsney

    The current study examined how COVID-19 impacted urban college students’ engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.

    Read article: Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork 613 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • Exploring academic procrastination: Perceptions, self-regulation, and consequences

    Lea Shaked, Haia Altarac

    This qualitative study examines academic procrastination among Israeli Master of Education students writing their theses. The majority of the the participants (80% of the 145) reported behaving differently on this task than on other assignments. One of the primary factors influencing procrastination derives from the complexity of the assignment. Considering the research literature describes tight relationships between academic procrastination and academic achievement, one surprising finding concerns the fact that respondents saw no relationship between their procrastination and their final grade. A gap was found between students’ self-perception and their actual performance. Approximately 75% of the students perceive themselves as academic procrastinators, but in actuality nearly half of them completed the assignment on time. The starting date was found to be significant. Students who immediately began work upon receiving the assignment strongly tended to submit it on time. Students who did not begin early completed the project later than the scheduled date, if at all.

    Read article: Exploring academic procrastination: Perceptions, self-regulation, and consequences 6,187 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • Exploring the expectations and experiences of first year students undergoing a tailored transition initiative

    Brooke Harris-Reeves, Andrew Pearson, Helen Massa

    Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students’ early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study.

    Read article: Exploring the expectations and experiences of first year students undergoing a tailored transition initiative 1,106 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • The impact of faculty-in-residence programs: A difference-in-differences and cross-sectional approach

    Leonard Lira, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tiwana, Lina Anastasovitou, Luis Arabit, Jennifer Johnston, Theodore Tsau

    Purpose: Faculty-in-Residence (FIR) programs are implemented based on research that shows positive effects on student success when students interact with faculty outside of the classroom. However, most research is limited by cross-sectional studies of only students and does not look at the Faculty-in-Residence programs from a holistic perspective that investigates the impact on faculty. This study focuses on the impact, not only on students over time but additionally on the perceived impact on faculty who participate in Faculty-in-Residence programs. Methods: We examined the effect of FIR programs at a large, public California university on both student success (i.e., cumulative grade point average, retention, and credits earned per unit attempted) as well as student experience (i.e., based on data from the National Survey of Student Engagement). Results: The quantitative results confirm the literature that faculty-student interactions outside of the classroom are statistically significant but point to differences between the demographics of students and that the mere presence of faculty is not as important as the quantity and quality of interactions. Conclusion: FIR programs can contribute to student success, but the magnitude and direction of this link depend on the level of the interaction between students and faculty as well as the specific outcome of interest.

    Read article: The impact of faculty-in-residence programs: A difference-in-differences and cross-sectional approach 587 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

Showing 14–17 of 17 articles