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Journal articles on the topic 'Academic study skills'
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Doró, Katalin:. "Academic study skills." EduLingua 1, no. 1 (2015): 17–27. http://dx.doi.org/10.14232/edulingua.2015.1.3.
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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.
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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.
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Hopkins, Diana, Tom Reid, and Rhian Worth. "SAGE Study Skills: The Academic Skills Handbook." Psychology Teaching Review 25, no. 1 (2019): 78–79. http://dx.doi.org/10.53841/bpsptr.2019.25.1.78.
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K, Ramalakshmi. "A Study on the Importance of OCB Skills at Academic Institutions." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 1709–15. http://dx.doi.org/10.47059/revistageintec.v11i3.2044.
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Gadzella, Bernadette M., Dean W. Ginther, and J. David Williamson. "Study Skills, Learning Processes and Academic Achievement." Psychological Reports 61, no. 1 (1987): 167–72. http://dx.doi.org/10.2466/pr0.1987.61.1.167.
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Correlations between scores on the Deep Processing Scale of the Inventory of Learning Processes, the CAI Study Skills Test scales and academic achievement as GPA were assessed. Also, differences between deep and shallow processors on study skills were examined for 132 undergraduates from psychology classes. Knowledge of certain study skills is related to a student's facility in deep processing, while knowledge of other study-skills strategies is largely unrelated to deep or shallow processing styles of learning. Deep and shallow processors did not differ significantly on study skills, although mean scores for deep processors were consistently higher.
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Gettinger, Maribeth, and Jill K. Seibert. "Contributions of Study Skills to Academic Competence." School Psychology Review 31, no. 3 (2002): 350–65. http://dx.doi.org/10.1080/02796015.2002.12086160.
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Demeshkant, Nataliia. "Future Academic Teachers' Digital Skills: Polish Case-Study." Universal Journal of Educational Research 8, no. 7 (2020): 3173–78. http://dx.doi.org/10.13189/ujer.2020.080746.
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Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.
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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.
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Sabirova, R., M. Umurkulova, and Ben C. H. Kuo. "Academic stress at different yearsof study." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 71–78. http://dx.doi.org/10.31489/2020ped4/71-78.
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The article describes the results of a study of academic stress in 119 psychology students of the Faculty of Philosophy and Psychology of Karaganda State University. The author substantiates the relevance of the stress problem arising in the process of educational activity. The necessity of enriching the diagnostic arsenal of psychologists and teachers with new methods for academic stress research is shown. An empirical study identified objective and subjective sources, mental and somatic manifestations of stress. The dynamics of the course of academic stress at different stages of study at the university is revealed. The results obtained by the authors of the article demonstrate the greatest severity of all parameters of physical and psychological distress at first and fourth years of study. The non-adaptive nature of coping strategies used by students of different grades to stop the negative psycho-emotional experiences associated with stress in educational activities is disclosed. The necessity of psychological and pedagogical support of students in situation of academic stress is shown. The general characteristic of the support program developing personality resources of the students is given, taking into account new methodological approaches to skills and learning strategies.
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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.
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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals.
 Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation
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Griffin, Richard, Angie MacKewn, Ernest Moser, and Ken W. VanVuren. "Do Learning And Study Skills Affect Academic Performance? An Empirical Investigation." Contemporary Issues in Education Research (CIER) 5, no. 2 (2012): 109. http://dx.doi.org/10.19030/cier.v5i2.6928.
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Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.
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Aaltonen, Sari, Teemu Palviainen, Richard J. Rose, Urho M. Kujala, Jaakko Kaprio, and Karri Silventoinen. "The Associations Between Leisure-Time Physical Activity and Academic Performance: A Twin Study." Journal of Physical Activity and Health 18, no. 8 (2021): 998–1003. http://dx.doi.org/10.1123/jpah.2020-0746.
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Background: Both genetic and environmental influences have been shown to contribute to the association between physical activity and overall academic performance. The authors examined whether leisure-time physical activity (LTPA) shares genetic and environmental variances between spelling, essay writing, reading aloud, reading comprehension, and mathematics in early adolescence. Moreover, they investigated whether genetic polymorphisms associated with physical activity behavior affect these academic skills. Methods: Participants were 12-year-old Finnish twins (n = 4356–4370 twins/academic skill, 49% girls). Academic skills were assessed by teachers, and LTPA was self-reported. Polygenic scores for physical activity behavior were constructed from the UK Biobank. Quantitative genetic modeling and linear regression models were used to analyze the data. Results: The trait correlations between LTPA and academic skills were significant but weak (r = .05–.08). The highest trait correlation was found between LTPA and mathematics. A significant genetic correlation was revealed between LTPA and essay writing (rA = .14). Regarding polygenic scores of physical activity, the highest correlations were found with reading comprehension, spelling, and essay writing, but these results only approached statistical significance (P values = .09–.15). Conclusions: The authors’ results suggest that reading and writing are the academic skills that most likely share a common genetic background with LTPA.
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Zou, Bin, and Guhuai Jiang. "The impact of EAP skills on students’ academic study." International Journal of English for Academic Purposes: Research and Practice: Volume 2021, Issue Spring 2021, Spring (2021): 57–80. http://dx.doi.org/10.3828/ijeap.2021.5.
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This study investigated how the English for Academic Purposes (EAP) skills students learnt at an English language centre enhanced their further academic study at an English-medium institution (EMI) university in China and a university in the U.K. Participants included students and teachers from a variety of academic departments at the two universities. Research methods consisted of questionnaires and interviews. The results revealed respondents’ perceptions of students’ strengths and weaknesses in EAP skills in their academic study. The findings suggested that the majority of students perceived that EAP skills are transferable to other modules and helpful to their academic study. However, there are also some differences between the EMI context in China and the university in the U.K., including class pace, communication skills, and use of L1. Areas for further improvement include accent recognition and encouraging students’ western way of thinking in order for better transition to their further academic study.
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Vo Van, Viet, Chanh Huynh Trung, and Binh Nguyen Thanh. "UNDERGRADUATE’S SPECIFIC STUDY SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT." Journal of Science Educational Science 67, no. 3 (2022): 55–62. http://dx.doi.org/10.18173/2354-1075.2022-0044.
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Study skills play an important role in academic achievement of students. This research was conducted to determine the study skills used by students and the relationship between study skills and academic achievement. This study is a descriptive correlational research design consisting of 579 students studying in different departments at Nong Lam University who were selected through convenient sampling. Data was collected by using the Inventory of College Level Study Skills which was developed by Dennis H Congos. The results showed that concentration skills had the highest mean (m=3.69), followed by test preparation skills (m=3.50), note-taking skills (m=3.33), memorizing skills (m=3.25), textbook reading skills (m=3.21), and the lowest one was time management skills (m=3.00). The findings also indicated that one-third of the participants had poor study skills; a half of them had medium study skills and only 14.7% of the participants had good study skills. This meant that the students did not acquire effective study skills. In measuring the relationship, the results revealed that there was a significant relationship between study skills and academic achievement (CGPA). There were significant positive weak correlations between concentration skills and CGPA (r=0.113), and between test preparation and CGPA (r=0.082). The findings proposed that students should be provided with suitable guidelines for effective study skills resulting in better academic achievements.
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Baik, Hei-Jo. "A Critical Study on the Basic Academic Skills Guarantee Policy in Korea." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (2022): 397–415. http://dx.doi.org/10.22251/jlcci.2022.22.17.397.
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Objectives This study attempted to suggest an improvement strategy for the design of the basic academic skills guarantee policy by examining the basic academic skills related policies implemented in each period in Korea, and by investigating the problems that appear in the implementation of basic academic skills policies.
 Methods Research methods employed in this study were literature review related the basic academic skills guarantee policy implemented in each period in Korea.
 Results The problems that appear in the basic academic skills policies in Korea are as follows. First, rather than continuous policy planning and implementation based on objective data and scientific methods, the implementation and reversal of basic academic skills policies are repeated according to the political inclinations of policy makers. Second, there are insufficient measures for students with normal academic skills or higher, and policies for low level basic academic skills guarantee are being implemented. Third, without legal and institutional supplementation, a heavy responsibility is placed on the unit school.
 Conclusions Accordingly, the following improvement measures are suggested. First, it is necessary to create a system that can diagnose and prescribe basic academic skills through objective and scientific diagnostic tools. Second, it should be possible to design the national curriculum flexibly and to design and implement the basic academic skills guarantee policy within the broad framework of the national curriculum. Third, the Ministry of Education, the Offices of Education, and the Offices of Education Support should prepare plausible project plans and provide practical support so that the unit school can get them implemented.
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Johnson, Karen, and Lisa Wells. "Palgrave Study Skills: The International Student Handbook." Journal of International Students 4, no. 2 (2014): 196–98. http://dx.doi.org/10.32674/jis.v4i2.479.
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The International Student Handbook addresses the needs of students whose first language is not English. Whether they are future or current students, as non-native English speakers who study at English-speaking universities, they will deal with issues ranging from adapting to the new academic culture to understanding the nuances of the language. This practical handbook can help prepare students adjust to the academic rigors of Western universities, understand the university culture, improve their English, and become successful university students. The three authors report a combined history of teaching at universities in 12 different countries.
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Wardani, Ria. "ACADEMIC HARDINESS, SKILLS, AND PSYCHOLOGICAL WELL-BEING ON NEW STUDENT." Jurnal Psikologi 19, no. 2 (2020): 188–200. http://dx.doi.org/10.14710/jp.19.2.188-200.
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This study aims to determine the academic hardiness of new students and use a model that integrates transformational coping, social support, and psychological well-being. As individuals undergoing a period of educational transition, new students need to adapt to the requirements and academic tasks that are different from schooling and insist on them to demonstrate their strong persistence personalities and develop their psychological well-being. This study uses a non-experimental cross-sectional research design. A total of 237 participants filled out the academic hardiness, skills, and psychological well-being questionnaire, and the data were analyzed with SEM version 8.80. The test results show that academic hardiness plays a direct role in developing participant's psychological well-being. Even though academic hardiness plays a role in developing transformational coping and social support skills, both skills do not play a role in fostering psychological well-being. These results indicate that commitment - control - and challenges that reveal participants' ability to adapt to the new academic demands can improve their individual ability to demonstrate their fully functioning self or fully functioning person in completing academic demands and tolerating pressures. However, a similar role does not find transformational coping skills and social support skills as the product of academic hardiness. The skill level does not determine the development of the participant's psychological well-being.
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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.
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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing
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Wainwright, Mark A., Margaret J. Wright, Michelle Luciano, Grant W. Montgomery, Gina M. Geffen, and Nicholas G. Martin. "A Linkage Study of Academic Skills Defined by the Queensland Core Skills Test." Behavior Genetics 36, no. 1 (2005): 56–64. http://dx.doi.org/10.1007/s10519-005-9013-z.
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Malkawi, Nibal, and Tamara Krishan. "Utilization of Teaching Language Skills Across the Curriculum for Developing Language Skills to Rich Academic Content in All Subjects." World Journal of English Language 13, no. 1 (2022): 312. http://dx.doi.org/10.5430/wjel.v13n1p312.
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This study is based on the involvement of language skills among the students in academics. Language skills improvement can help individuals manage their communication with others, increasing their confidence level. The objectives have been developed to determine the need for language skill development in the curriculum. High-level negotiations with native languages are managed through academic language improvement. The application of Krashen’s monitor model and Hardlry's theory of language development can help manage the language learning opportunities for students in academics. The use of the secondary research method has helped uncover the importance of using language skills in future development. The qualitative analysis has helped in analyzing the data and finding appropriate results for the study. This study aimed to discover students' creativity in order to maintain language skill development. The inclusion of issues such as lack of interest among the students is affecting the proficiency of the educational system. Moreover, the use of the language skill helps in managing communication, through which the ideas of the students are increased. This aids in the development of critical thinking processes in students in order to improve their skills.
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Subedi, Netra Bahadur. "Leaders’ Narratives on Enhancing Academic Results through Soft Skills." KMC Research Journal 4, no. 4 (2020): 127–38. http://dx.doi.org/10.3126/kmcrj.v4i4.46473.
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Although the term “soft skill” is new in our context, it has got lots of momentum very recently. Many research works on soft skills have been made worldwide and one important finding says that soft skills are important employability skills (Vasanthakumari, 2019.) Unfortunately, no substantial study has been made on whether soft skills help retain hard skills or not. Therefore, I have attempted to research this less travelled area and the finding is that soft skills help retaining hard skills and strengthening academic results. In the course of my research, I applied narrative inquiry as a research methodology selecting three research participants purposively. After data presentation, as I analyzed the patterns and themes, I got the finding that soft skills are supportive to enhance hard skills.
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Matthews, Michael D. "Academic Skills of Engineering Psychology Majors: A Comparative Study." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 48, no. 7 (2004): 1035–39. http://dx.doi.org/10.1177/154193120404800707.
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Chen, Hsuanwei Michelle. "Information visualization skills for academic librarians." Library Hi Tech 37, no. 3 (2019): 591–603. http://dx.doi.org/10.1108/lht-01-2018-0012.
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Purpose The purpose of this paper is to investigate how scholars in the digital humanities employ information visualization techniques in their research, and how academic librarians should prepare themselves to support this emerging trend. Design/methodology/approach This study adopts a content analysis methodology, which further draws techniques from data mining, natural language processing and information visualization to analyze three peer-reviewed journals published within the last five years and ten online university library research guides in this field. Findings To successfully support and effectively contribute to the digital humanities, academic librarians should be knowledgeable in more than just visualization concepts and tools. The content analysis results for the digital humanities journals reflect the importance of recognizing the wide variety of applications and purposes of information visualization in digital humanities research. Practical implications This study provides useful and actionable insights into how academic librarians can prepare for this emerging technology to support future endeavors in the digital humanities. Originality/value Although information visualization has been widely adopted in digital humanities research, it remains unclear how librarians, especially academic librarians who support digital humanities research, should prepare for this emerging technology. This research is the first study to address this research gap through the lens of actual applications of information visualization techniques in digital humanities research, which is compared against university LibGuides for digital humanities research.
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Grant, Anthony M., and John Franklin. "The Transtheoretical Model and Study Skills." Behaviour Change 24, no. 2 (2007): 99–113. http://dx.doi.org/10.1375/bech.24.2.99.
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AbstractThere is empirical support for the transtheoretical model (TTM) of change within the health and psychopathology-related areas, but relatively little research into its applicability in relation to academic settings. The aim of the study was to investigate whether the TTM is applicable to the adoption of improved study skills. Participants were 148 first-year university students. A 2-factor (pros and cons) study-related decisional balance measure was developed and participants completed questionaries assessing their readiness to change, self-efficacy, study strategies and decisional balance. Decisional balance pros and cons were as predicted by the TTM. Cons were higher than pros in precontemplation and pros were higher than cons in maintenance. Self-efficacy increased from contemplation through to maintenance, and students in action and maintenance showed an increase in the use of deep achieving study strategies and a decrease in the use of surface strategies. The data provides initial support for the applicability of the TTM to academic performance enhancement. The TTM may be a useful psycho-educational tool that can facilitate the adoption of improved study strategies through coaching.
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Topalov, Jagoda, and Biljana Radić-Bojanić. "Academic Research Skills of University Students." Romanian Journal of English Studies 10, no. 1 (2013): 145–52. http://dx.doi.org/10.2478/rjes-2013-0012.
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Abstract The paper analyzes questionnaires administered to 135 English Language students in all four years with an attempt to elaborate how developed the students’ academic research skills are and investigate if they correlate with the years of study. Furthermore, the results are compared to students’ general habits concerning internet use to prove that they do not correlate with academic research skills.
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Credé, Marcus, and Nathan R. Kuncel. "Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance." Perspectives on Psychological Science 3, no. 6 (2008): 425–53. http://dx.doi.org/10.1111/j.1745-6924.2008.00089.x.
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Study habit, skill, and attitude inventories and constructs were found to rival standardized tests and previous grades as predictors of academic performance, yielding substantial incremental validity in predicting academic performance. This meta-analysis ( N = 72,431, k = 344) examines the construct validity and predictive validity of 10 study skill constructs for college students. We found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories. Study motivation and study skills exhibit the strongest relationships with both grade point average and grades in individual classes. Academic specific anxiety was found to be an important negative predictor of performance. In addition, significant variation in the validity of specific inventories is shown. Scores on traditional study habit and attitude inventories are the most predictive of performance, whereas scores on inventories based on the popular depth-of-processing perspective are shown to be least predictive of the examined criteria. Overall, study habit and skill measures improve prediction of academic performance more than any other noncognitive individual difference variable examined to date and should be regarded as the third pillar of academic success.
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Sahoo, Suruchi, Madhusmita Panda, Suchitra Patel, and Partha Sarathi Mallik. "EMPLOYABILITY SKILL AMONG UNIVERSITY STUDENTS IN RELATION TO ACADEMIC STREAM." International Journal of Advanced Research 10, no. 11 (2022): 96–104. http://dx.doi.org/10.21474/ijar01/15645.
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The study was intended to investigate employability skills among University Graduate students and one of the specific purpose was to find out difference in employability skills between Science and Arts students. Descriptive survey method was employed for this study. Primary data were collected from 50 science and 50 arts of G.M University by standardised Employability Assessment inventory of Larry Dershem, 2016 which has six employability skill domains, measured by 24 items. The obtained data were analysed and interpreted by using percentage and t-test. The results of the study revealed that 17% university students have self-concept, 17% have self control, 17% have social, 17% have communication, 18% have problem solving and 13% have job searching skill. With reference Academic stream wise employability skill difference, it is found that science students have comparative more skill than arts students and the difference is significant at .01 level. The result of the present study will help full for policy makers and practitioners of higher education to develop employment skills among students by redesigning curricular content, methodology and practical component.
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Chowdhury, Tamgid Ahmed, and Mohammad Khasro Miah. "Developing Multidimensional Employability Skill Index: A Study of Local and Multinational Companies in Bangladesh." South Asian Journal of Human Resources Management 6, no. 1 (2019): 73–96. http://dx.doi.org/10.1177/2322093718821217.
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This study offers an “employability skill index” for entry-level job seekers and compares the skill requirements of local and multinational corporations (MNCs) in Bangladesh through a structural equation modelling approach. The primary data were collected from 1,285 managers in 24 local companies and 27 MNCs in Bangladesh. The results of the study revealed an eight-dimensional 33-item index with significant differences in skill requirements between local companies and MNCs. The study found that local companies put more emphasis on “Reliability Skills” and “Integrity Skills”. MNCs, on the other hand, highlighted “Interactive Skills” and “Academic Skills” substantially. Finally, the article suggests some directions for future research.
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Muellenbach, Joanne Marie. "Academic Library Department Experience Fosters the Development of Leadership Skills Relevant to Academic Library Directorship." Evidence Based Library and Information Practice 12, no. 1 (2017): 134. http://dx.doi.org/10.18438/b80p8p.
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A Review of:
 Harris-Keith, Colleen S. (2015). The Relationship Between Academic Library Department Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship. The Journal of Academic Librarianship, 41(3), 246-263. doi:10.1016/j.acalib.2015.03.017
 
 Abstract
 
 Objective – This study sought to identify if the perception of library leadership skill and quality development is equal across departmental experience, and what are the leadership skills and qualities most commonly perceived to be used in each department.
 
 Design – Quantitative online survey instrument. 
 
 Setting – Master’s colleges and universities from 728 institutions in the United States of America, as classified by the Carnegie Foundation. 
 
 Subjects – 666 academic library directors. 
 
 Methods – Selected participants, representing academic library administrative leadership, were contacted by email a maximum of four times and were invited to complete an online survey instrument composed of six sections. The first three sections contained the purpose and confidentiality statements, demographic information, and data on the past five positions held by respondents prior to their current directorship. The next two sections each had 25 statements on a 5-point Likert scale, to collect data on perceived leadership skills and qualities exercised by respondents in their most recent three positions. The final section had four open-ended questions to help explain the academic library directors’ responses and provide context for the ratings in previous sections of the instrument. 
 
 Main results – A total of 296 responses were received, for a 40.66% response rate, which was representative of the institution type demographics, including private non-profit, public, and private for-profit. 
 
 The first research question asked: is the perception of library leadership skill and quality development equal across departmental experience? The data used for this question involved all library departments: Access Services, Administration, Collection Development, Digital Library Services, Information Technology, Reference and Instruction, and Technical Services. When departments were compared pairwise on composite leadership skill scores, Administration was significantly higher than another department. Results showed that perceptions of leadership quality development appeared to be equal across departments, but leadership skill development was not, and in fact, there was a significant difference between the variances of the composite scores in the population. 
 
 The second research question asked: what are the leadership skills and qualities most commonly perceived to be used in each department? Results revealed that every leadership skill score except for time management was significant, indicating a difference among library departments based on individual leadership skill scores. Respondents perceived that there was a difference in leadership skill (but not leadership quality) development opportunity by department. 
 
 Departments were also compared pairwise on offering a greater opportunity to develop leadership skills, and overall, academic library directors perceived that there were significant differences in skill development by department. Furthermore, respondents overwhelmingly indicated that Administration was where they perceived the most leadership skill development opportunities. There was no perceived difference in leadership quality development by department. As well, some departments were reported to provide targeted, department-specific leadership skills, such as resource allocation and budget management. 
 
 Conclusion – This study offers strong evidence that development of many of the leadership skills necessary for success as an academic library director only present themselves to professionals once they enter the Administration department, the library director position, or the assistant director position.
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Price, T. E., and M. Redford. "An Academic-Industry Partnership: A Case Study of a Teaching Company." International Journal of Electrical Engineering & Education 31, no. 1 (1994): 3–12. http://dx.doi.org/10.1177/002072099403100101.
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An academic-industry partnership: a case study of a teaching company Details of an academic-industry partnership scheme based on the Teaching Company scheme is presented here as a case study. The participants have been National Semiconductor and the University of Paisley. It has successfully brought together academia and industry to develop and transfer ideas and skills and to provide training for young graduates.
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Meneghetti, Chiara, Nicole Casali, Mara Fabris, et al. ""Students with Academic Difficulties: Benefits of a Study Skills Group Compared to an Emotional Skills Group"." Journal of Evidence-Based Psychotherapies 21, no. 2 (2021): 101–16. http://dx.doi.org/10.24193/jebp.2021.2.13.
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"Students can encounter difficulties in their academic careers, regarding their studying skills, for instance, or experiencing negative emotions. Both are amenable to training and related to one another. This study aimed to examine the efficacy of two interventions focusing on studying skills or emotional skills. Two groups of students with academic difficulties participated: 30 worked on study-related aspects (Study skills group); and the other 30 attended lessons on emotions in everyday life (Emotional skills group). They were tested before and after the training on measures of their motivation to learn, self–regulated learning strategies, and emotions (positive and negative emotions). The results showed that both groups benefited from the training. The Study skills group improved specifically in incremental theory of intelligence (d=0.94, p<0.001), self–regulated learning strategies (organization: d=0.74, p<0.001; elaboration: d=0.58, p<0.001; preparing for exams: d=0.78, p<0.001, specific effects), and more positive emotions about their academic performance (d=0.64, p<0.001, transfer effect). The Emotional skills group showed smaller effects on study-related aspects (0.10≤d≤0.49), with a large effect on negative emotions about the self (d=– .87). These results offer insight on how to approach students’ academic difficulties."
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Kaleli, Yavuz Selim. "An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills." International Journal on Social and Education Sciences 3, no. 3 (2021): 548–62. http://dx.doi.org/10.46328/ijonses.226.
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Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.
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Purwanto, Eko, Sumardjo Sumardjo, Retno Hafsari, and Cahyono Tri Wibowo. "Communication Patterns in the Development of Life Skills at the Darul Fallah Islamic Boarding School in Bogor Regency." Nyimak: Journal of Communication 4, no. 2 (2020): 267. http://dx.doi.org/10.31000/nyimak.v4i2.2875.
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This study aims to determine the pattern of communication in the process of developing life skills at the Darul Fallah Islamic Boarding School, Bogor Regency. The research method used is a case study with a qualitative approach. The results showed that the curriculum used was an integrated curriculum, namely a combination of religious material, general material, and life skills consisting of: personal skills, social skills, academic skills, and vocational skills. Personal skill development is carried out through public lectures, muhadhoroh, pencak silat, and sports. Social skill development is carried out through HISDAF which is an organization of students, muhadatsah and scouts. Academic skill development is carried out through learning the Qur’an, Hadith and the Salaf book (Yellow book). Vocational skill development is carried out through an integrated agricultural program. Linear communication patterns are actualized in general lectures and muhadhoroh (discourse) activities. Interactional communication patterns are carried out in muhadatsah (conversation) activities, learning the Qur’an, Hadith and the Salaf books. While transactional communication patterns are carried out in scouting activities, HISDAF student organizations, and agricultural education.Keywords : Life skills, linear communication, interactional communication, transactional communication ABSTRAKPenelitian ini bertujuan untuk mengetahui pola komunikasi dalam proses pengembangan life skill di Pondok Pesantren Pertanian Darul Fallah Kabupaten Bogor. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa kurikulum yang digunakan adalah kurikulum terpadu, yaitu gabungan materi keagamaan, materi umum, serta keterampilan (life skill) yang terdiri atas: personal skill, social skill, academic skill, dan vocational skill. Pengembangan personal skill dilakukan melalui ceramah umum, muhadhoroh, pencak silat, dan olahraga. Pengembangan social skill dilakukan melalui HISDAF yang merupakan organisasi santri, muhadatsah dan pramuka. Pengembangan academic skill dilakukan melalui pembelajaran al-Qur’an, Hadis dan kitab salaf (kitab kuning). Pengembangan vocational skill dilakukan melalui program pertanian yang terpadu. Pola komunikasi linier diaktualisasikan dalam kegiatan ceramah umum serta muhadhoroh. Pola komunikasi interaksional dilakukan dalam kegiatan muhadatsah, pembelajaran al-Qur’an, Hadis dan kitab salaf. Adapun pola komunikasi transaksional dilakukan dalam kegiatan pramuka, organisasi santri HISDAF, dan pendidikan pertanian.Kata Kunci: Life skills, komunikasi linier, komunikasi interaksional, komunikasi transaksional
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Agbesi Wornyo, Albert, Ernest Kwesi Klu, and Hlaviso Motlhaka. "Authentic Learning: Enhancing Learners’ Academic Literacy Skills." International Journal of Applied Linguistics and English Literature 7, no. 4 (2018): 56. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.56.
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Several studies have shown that authentic learning facilitates learners’ acquisition of knowledge, understanding of concepts and application of skills to solve real life problems. This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills. The objective of the study was to observe students’ reaction to authentic learning, to find out their learning styles and to find out their views about the authentic learning tasks and activities. The study adopted observation and a qualitative free text comments approach to collect data about students’ reaction to the authentic learning activities and students’ learning styles. In addition, focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented. The paper presents the views of students about the authentic learning tasks and activities that were implemented. The students reacted positively to the authentic learning tasks and activities and expressed satisfaction. The findings of the study demonstrate that authentic learning can be used to enhance the academic literacy skills of ESL learners.
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Hernandez-Grageda, Nataly. "Improvement of academic performance by studying in pairs." PANORAMA ECONÓMICO 14, no. 27 (2018): 18. http://dx.doi.org/10.29201/pe-ipn.v14i27.211.
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This paper focuses on analysing the process of partnership formation and its effects on academic performance. We model the formation of studying partnerships as a Bayesian game. Students utility functions are in the spirit of firms' profit functions where the time they devote to study is the input to produce human capital. Academic skills are uniformly distributed, and every student is assumed to know her academic skills. We find that a student decides to study with a classmate because she believes that the classmate has better academics skills. We also find that, in equilibrium, the time a student is willing to spend studying with a classmate increases with the mean and the variance of the distribution of the academic skills. Therefore, under incomplete information, we expect students to devote more time studying with a classmate regardless whether they are studying in a high standard school.
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Shank, John D., and Nancy H. Dewald. "Academic Library Administrators’ Perceptions of Four Instructional Skills." College & Research Libraries 73, no. 1 (2012): 78–93. http://dx.doi.org/10.5860/crl-219.
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This study seeks to fill a gap in the literature by examining the perceptions of current administrators toward four domains and their associated skill sets needed to fulfill the library’s instructional role. Hundreds of Library Directors/Deans/Associate Deans/Heads in academic libraries of all sizes across the United States were surveyed to determine to what extent they value the skill sets associated with the four selected instructional skill domains: two traditional—teaching and presentation—and two more recently adopted by librarians—instructional design and educational technology. The findings of this research indicate that library administrators value the traditional skill sets more than the newer nontraditional skills. The results and possible implications, as well as directions future studies can take, are discussed.
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Cammisa, Kathryne M. "Educational Kinesiology with Learning Disabled Children: An Efficacy Study." Perceptual and Motor Skills 78, no. 1 (1994): 105–6. http://dx.doi.org/10.2466/pms.1994.78.1.105.
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Educational Kinesiology is a treatment using specific movements to access different parts of the brain in maximizing learning potential. It has been recommended for use with learning disabled children; however, studies validating its effects are limited. The school records of 25 students each with a diagnosis of specific learning disability were examined for pre- and posttest scores on academic and perceptual motor skill measures following an Educational Kinesiology program. Analysis indicated significant improvement in perceptual motor skills following the Educational Kinesiology program. The change in academic skills was not significant. Educational Kinesiology is recommended as a treatment to improve perceptual motor function of learning disabled children. Other variables affecting this study as well as clinical and research implications are discussed.
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Shetty, SmithaS, and SamuelRaj Srinivasan. "Effectiveness of study skills on academic performance of dental students." Journal of Education and Ethics in Dentistry 4, no. 1 (2014): 28. http://dx.doi.org/10.4103/0974-7761.143175.
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Gurbuz, Gulruh, and Sinem Ergun. "Power of soft skills determining academic career satisfaction: empirıicial study." Pressacademia 2, no. 1 (2016): 703. http://dx.doi.org/10.17261/pressacademia.2016118692.
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Kim Dong-il, 고혜정, 조영희, 박소영, 안예지, and Miji Lee. "A Validation Study on Basic Academic Skills Assessment (BASA) : Vocabulary." Journal of Special Children Education 18, no. 3 (2016): 55–76. http://dx.doi.org/10.21075/kacsn.2016.18.3.55.
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Budd, R. "Simulating academic research: one approach to a study-skills course." ELT Journal 43, no. 1 (1989): 30–37. http://dx.doi.org/10.1093/elt/43.1.30.
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Furnham, Adrian, and Jean Mitchell. "Personality, needs, social skills and academic achievement: A longitudinal study." Personality and Individual Differences 12, no. 10 (1991): 1067–73. http://dx.doi.org/10.1016/0191-8869(91)90036-b.
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Jordan, Christine, and Ozlem Bak. "The growing scale and scope of the supply chain: a reflection on supply chain graduate skills." Supply Chain Management: An International Journal 21, no. 5 (2016): 610–26. http://dx.doi.org/10.1108/scm-02-2016-0059.
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Purpose The growing scale and scope of the supply chain requires a greater understanding of the broader supply chain skills picture. This study aims to assess the supply chain skills needs within the context of a UK-based higher education institution involving graduates, academics and employers to appreciate the graduate skills demands of modern supply chains. Design/methodology/approach A mixed methods study entailing in-depth interviews with academics followed by a questionnaire distributed to graduates and employers has been designed and utilised. Findings The findings indicate that the changing supply chain scope encourages the requisition and development of different supply chain skills with varied levels of emphases in relation to 25 skills identified in the literature. Key graduate skills needs are highlighted, including time management, collaborative learning, teamwork and problem solving, with the addition of two supply chain skill areas, namely specialist training and the understanding and application of regulations. The findings of the current study present a limited emphasis on information technology (IT) skills, despite the significant IT advancements and changes in supply chains. Research limitations/implications The study has been carried out in a UK university delivering undergraduate supply chain management courses. It would be beneficial to test whether the findings are exemplary across other supply chain courses and to investigate the integration of these skills within the supply chain syllabus and how employers, graduates and academic parties could actively engage in developing the agenda for future supply chain skills needs. Practical implications This research paper highlights the gaps in supply chain skills, which inevitably puts considerable pressure on operatives and managers whose responsibility it is to ensure compliance with regulations and professional bodies. Originality/value This paper contributes to the supply chain skills discussion and reports subject relevant challenges for supply chain educators by engaging three key stakeholders – graduate employers, graduates and academics. The findings have generated additional supply chain skills to the academic literature, in addition to providing an understanding of the weighting of skills in terms of their importance and application to industry needs.
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K L, Sagayaraj, and Nisha Ashokan. "Analysis of Employability Skills Among Rural Graduates." ECS Transactions 107, no. 1 (2022): 5613–23. http://dx.doi.org/10.1149/10701.5613ecst.
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The purpose of education is to bring out the good qualities that are hidden among students. Education enlightens and creates new job avenues for the graduates to hone their employability skills. Employers look for graduates who are acquainted with expected employability skills fit for the job market. Academicians and academic institutes have a vital role in imparting knowledge and shaping the future of graduates. Employability skill creates new hopes and promises to the graduates to secure a promised job. Employability skill is well described as the attributes, knowledge, and skills possessed by graduates during the academic pursuit. As employability skill is becoming more important for the graduates to get good placement, it is the need of the hour to explore new ways of imparting employability skill among the graduates. This article aims at exploring the existing literature on employability skills among graduates. The purpose of this study is to analyze the various dimensions, categories, and frameworks of employability skills among graduate students. This article identifies the gap that is existing between academic institutions and employers. This paper focuses also on the important skills that are expected by employers in the 21st century.
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Iyai, Deny Anjelus, Siska Syaranamual, and Alexander Yaku. "Improving Academic Skills on Freshmen Student Performance in Mastering Learning Skills." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (2021): 23. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.24593.
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This study aims to describe the capacity of students' learning skills, provide and develop problem-solving learning skills, prepare appropriate modules that are used by students, and encourage counseling and learning development units. The method used in this action research is a qualitative research design. The research technique was carried out by using a case study approach and observation. The results showed that the students' mathematical abilities ranged from 26-50 (57.14%). Only 14% (11.43% + 2.86%) of AgtSP students have capacities in basic mathematics. Learning skills, for example, reading and writing, had lower AgtSP values, namely 37.14% and 34.29%. AgtSP is still dominated by Papuan students (86%) and a small proportion of non-Papuan students (14%). Many students enrolled in AgtSP graduated from Social Sciences (38%), some graduated from Agricultural High School (33%), and a few graduated from natural sciences 21%) and a small number of students graduated from Non. Agricultural Senior High School, namely administration interest. Student GPA has increased in the number of students who have GPA scores. 23 components affect student learning skills at the university level as experienced by AgtSP. The conclusion is the low scores obtained by mathematics, reading, and writing students enrolled in the Faculty.
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Chemir, Sileshi, and Tamene Kitila. "NEEDS ANALYSIS FOR ENGLISH FOR ACADEMIC PURPOSES: IMPORTANCE OF ACADEMIC LANGUAGE SKILLS FOR UNIVERSITY STUDENTS IN ETHIOPIA." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 77. http://dx.doi.org/10.18592/let.v12i1.6377.
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This study aims to investigate undergraduate students’ needs analysis in English for Academic Purposes. In this study, three hundred-eight first-year students and forty-one EAP and subject area instructors at Wachemo University participated. The research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic English language skills and sub-skills prioritized by participants. The findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. The instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. The study emphasized the importance of conducting learners’ needs analysis before developing any English for Academic Purposes course. Findings in the current study could be provided as implications for course designers and recommendations for future studies. Keywords: Needs Analysis; English for Academic Purposes; Academic language skills; Ethiopia;
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Fee, Robert J., Jacqueline Montes, Jennifer L. Stewart, and Veronica J. Hinton. "Executive Skills and Academic Achievement in the Dystrophinopathies." Journal of the International Neuropsychological Society 24, no. 9 (2018): 928–38. http://dx.doi.org/10.1017/s1355617717001333.
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AbstractObjectives:To examine academic performance in dystrophinopathy as a function of dystrophin gene mutation position as well as intellectual function, executive skills, socioeconomic status (SES), behavior, and physical ability.Methods:In a cross-sectional study, boys with dystrophinopathy (ages 5–17;n=50) completed tests of academics (Woodcock-Johnson-III: spelling, reading, calculation and total scores), executive functioning (selective attention/inhibitory control, set shifting, working memory, and processing speed), single word comprehension and nonverbal reasoning. Motor skills were assessed and parents provided demographic information and child behavioral assessments. Dystrophin gene mutation positions were dichotomized into groups (upstream versus downstream of exon 43, location of isoforms previously linked to intellectual impairment). Genetic mutation groups were compared on measures of academic achievement, and multiple regression analyses examined unique and joint contributions of executive skills, intelligence quotient (IQ), SES, motor abilities, behavior, and mutation positions to academic outcomes.Results:Academic performance was slightly, yet significantly, lower than IQ and varied as a function of dystrophin gene position, wherein boys possessing the downstream mutation exhibited greater impairment than boys with the upstream mutation. Digit span forward (indexing verbal span), but no other measure of executive function, contributed significant variance to total academic achievement, spelling and calculation.Conclusions:Weak academic performance is associated with dystrophinopathy and is more common in downstream mutations. A specific deficit in verbal span may underlie inefficiencies observed in children with dystrophinopathy and may drive deficits impacting academic abilities. (JINS, 2018,24, 928–938)
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Menke, Donna, Shaunna Stuck, and Sara Ackerson. "Assessing Advisor Competencies: A Delphi Method Study." NACADA Journal 38, no. 1 (2018): 12–21. http://dx.doi.org/10.12930/nacada-16-040.
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Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entry-level academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.
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Shekhari, Serene, and Sarita Sanwal. "Meta Cognitive Skills Affecting Academic Achievements amongst Students of SDAU." International Journal of Current Microbiology and Applied Sciences 11, no. 1 (2022): 27–33. http://dx.doi.org/10.20546/ijcmas.2022.1101.005.
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The study was undertaken under AGRESCO project for the year 2020-2021, at Sardarkrushinagar Dantiwada Agricultural University of Gujarat state; with the aim to find meta-cognitive skills amongst boys and girls of SDAU students. Representative samples of 160 respondents were proportionately selected from all the colleges of SDAU. Standardized scale namely “Meta-cognitive skills scale MCSS-GMS” developed by Dr. Madhu Gupta and Ms. Suman was used for data collection. Due to covid-19, the data was collected by questionnaire method. Statistical analysis was done by computing, frequency, percentage, standard deviation, and correlation co-efficient. The results shows that 67.50 per cent of the respondents belonged to ‘Average Meta-cognitive Level’, When Meta-cognitive skills amongst boys and girls of SDAU students were compared it was found that there is statistically high difference of z= 4.61 (P<0.0001) and boys (Mean=153.21) has significantly higher Meta-cognitive skill in comparison to girl students (Mean=143.44). All the students plan and monitor their learning in same manner, irrespective of their gender but boys showed higher implementation skill and evaluation skill, in comparison to girls. It can be concluded from the table that gender and CGPA shows positive and significant correlation. It can be concluded from the study that Meta Cognitive Skills affects academic achievements amongst students of SDAU.
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Yendir Qizi, Davlatova Mukhsina. "THE IMPORTANCE OF PRODUCTIVE SKILLS IN LEARNING LISTENING SKILLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (2022): 234–42. http://dx.doi.org/10.55640/eijmrms-02-10-43.
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The article returns to the pretended listening abilities in second language mastering by testing the impression of tuning in as responsive expertise. It contends that listening can be made useful by consolidating show-in study hall errands to bring out additional useful elements of learning. To launch the execution of the show, a listening movement is proposed with a system. The article opens another exchange in the academic characterization of language abilities through re-picturing what students can perform during listening undertakings also as how this presentation can extend our ordinary thinking about the idea of language practice.