Relevant bibliographies by topics / Student Academic Optimism

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Student Academic Optimism'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Student Academic Optimism"

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Anderson, Karen, Frances Kochan, Lisa A. W. Kensler, and Ellen H. Reames. "Academic Optimism, Enabling Structures, and Student Achievement." Journal of School Leadership 28, no. 4 (July 2018): 434–61. http://dx.doi.org/10.1177/105268461802800401.

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This study examined the relationships between enabling structures, academic optimism, and student achievement to determine whether academic optimism served as a mediator between the two. Student achievement was measured using both criterion-referenced and norm-referenced tests. Findings indicated a relationship between academic optimism, enabling structures, and student achievement. Also, academic optimism appeared to serve as a mediator between enabling structures and norm-referenced assessments but did not correlate with criterion-referenced tests. This study is one of only a few seeking to establish connections among enabling structures, academic optimism, and student achievement, measured at the school level, in elementary schools. The use of mediation also offers a unique perspective on the literature.
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Tschannen‐Moran, Megan, Regina A. Bankole, Roxanne M. Mitchell, and Dennis M. Moore. "Student Academic Optimism: a confirmatory factor analysis." Journal of Educational Administration 51, no. 2 (March 15, 2013): 150–75. http://dx.doi.org/10.1108/09578231311304689.

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Kariman, Fatemeh, and Soolmaz Nourabadi. "Investigating the relationship between hidden curriculum and academic optimism in upper secondary school students." Revista Tempos e Espaços em Educação 14, no. 33 (July 21, 2021): e16086. http://dx.doi.org/10.20952/revtee.v14i33.16086.

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This study aimed to determine the relationship between hidden curriculum and academic optimism in upper secondary school students. The research method was descriptive-correlational. The statistical population of this research consists of upper secondary school students of Pakdasht city in the academic year 2020-2021 with 3500 people. The sample size was determined based on Krejcie and Morgan table of 346 people. Also, for sampling, after estimating the sample size, the available random sampling method was use. In order to collect data, two standardized questionnaires were used for assessing the hidden curriculum (Fathi Vajargah) and the questionnaire for assessing academic optimism (Schennemoran). Descriptive statistics methods including: mean, percentage and frequency and inferential statistics such as: Pearson correlation test, one-sample t-test and multiple regression were used. SPSS22 was also used to analyze the collected data. The findings of Pearson correlation coefficient indicated that there is a significant relationship between the hidden curriculum and the academic optimism of the studied students at the alpha level of 0.01. Findings of one-sample t-test indicated that the students surveyed were at a relatively good level in terms of the components of academic optimism as well as the hidden curriculum. The results of correlation test showed that there is a significant relationship between the two components of the hidden curriculum (school social atmosphere and teacher-student interactions) with students 'academic optimism, but the findings showed that there isn’t any relationship between school organizational structure and students' academic optimism. The correlation coefficient also showed that there is a significant and direct relationship between the hidden curriculum and all components of students' academic optimism. Also, the findings of regression test indicated that the latent hidden curriculum variable explains 0.28 variance of academic optimism of the students and only the organizational structure of the school did not play a significant role in predicting students' academic optimism. Also, the findings of the regression test indicated that among components of hidden curriculum, the component of teacher-student interactions had the largest share in explaining and predicting changes in students' academic optimism.
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Shin, Min, and Doehee Ahn. "Reliability and Validation of the Student Academic Optimism Scale." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 9 (September 30, 2016): 337–64. http://dx.doi.org/10.22251/jlcci.2016.16.9.337.

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Smith, Page A., and Wayne K. Hoy. "Academic optimism and student achievement in urban elementary schools." Journal of Educational Administration 45, no. 5 (August 21, 2007): 556–68. http://dx.doi.org/10.1108/09578230710778196.

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Hoy, Wayne K., C. John Tarter, and Anita Woolfolk Hoy. "Academic Optimism of Schools: A Force for Student Achievement." American Educational Research Journal 43, no. 3 (January 2006): 425–46. http://dx.doi.org/10.3102/00028312043003425.

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Pawitra, Maria Gracia Amara, and Wahyu Jati Anggoro. "The Role of Dispositional Optimism, Upward and Downward Counterfactual Thinking towards Student Persistence in Joining Competitions." Jurnal Psikologi 48, no. 2 (August 30, 2021): 31. http://dx.doi.org/10.22146/jpsi.64016.

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Persistence is a key element contributing to college students’ success in an academic competition. We argue that dispositional optimism, and upward and downward counterfactual thinking have influence in determining individuals’ persistence. This cross-sectional study aimed to examine the role of dispositional optimism, upward and downward counterfactual thinking among persistence of student participants in university competitions. It employed quantitative methods and data were collected through the use of Dispositional Optimism Scale, Counterfactual Thinking Scale, and Persistence Scale. College students (N=204) who have competed in university competitions were recruited using a non-probability sampling method. Multiple regression assisted the data analysis process. Result showed that both dispositional optimism and upward counterfactual thinking simultaneously predicted students’ persistence. However, downward counterfactual thinking was unable to predict the students’ persistence. The research suggests that student competitors should enhance their optimism by developing positive thoughts concerning future competitions, as well as forming upward counterfactual thinking in subsequent competitions.
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Montgomery, R. L., F. M. Haemmerlie, and D. M. Ray. "Psychological Correlates of Optimism in College Students." Psychological Reports 92, no. 2 (April 2003): 545–47. http://dx.doi.org/10.2466/pr0.2003.92.2.545.

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This study assessed optimism held by 300 college students at a mid-western university using Scheier and Carver's Life Orientation Test. Optimism ratings were compared to measures of psychological functioning. Analysis showed that optimism was significantly associated with all of the adjustment measures (social, academic, personal, and goal commitment) assessed with Baker and Siryk's Student Adaptation to College Questionnaire, higher self-esteem measured with Rosenberg's Self-esteem scale, and with lower ratings of loneliness as assessed with the Revised UCLA Loneliness Scale.
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Wagner, Charles A., and Michael F. Dipaola. "Academic Optimism of High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement." Journal of School Leadership 21, no. 6 (November 2011): 893–926. http://dx.doi.org/10.1177/105268461102100607.

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The purpose of this study is to build on an emergent research base for academic optimism by testing the construct and its relationship to student achievement and organizational citizenship behaviors in schools in a sample of public high schools. All participants in this study were full-time teachers guidance counselors, and other full-time professional instructional faculty from 36 public high schools in Virginia serving Grades 9–12. Although not random the sample comprised a demographic and geographic range of Virginia's 308 high schools featuring Grades 9–12. The data for this study were aggregated at the school level to support the school as the unit of analysis. The three dimensions of academic optimism were shown to correlate significantly with student achievement even when controlling for student family background. The findings in this study also confirm that academic optimism and organizational citizenship behaviors in schools are strongly correlated. Measuring teachers’ beliefs and perceptions about themselves, their colleagues, and their schools can provide important insights into the school's collective belief about instruction, learning, and student achievement and help principals improve the quality of schools’ learning contexts.
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Oldac, Yusuf Ikbal, and Yasar Kondakci. "Multilevel analysis of the relationship between school-level variables and student achievement." Educational Management Administration & Leadership 48, no. 4 (February 10, 2019): 762–80. http://dx.doi.org/10.1177/1741143219827303.

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The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.
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Dissertations / Theses on the topic "Student Academic Optimism"

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Wu, Hsin-Chieh. "COLLECTIVE RESPONSIBILITY, ACADEMIC OPTIMISM, AND STUDENT ACHIEVEMENT IN TAIWAN ELEMENTARY SCHOOLS." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332497667.

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Mull, Lindsay M. "The Role of Academic Optimism and Study Habits in College Student Test Anxiety." Ohio Dominican University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1462379899.

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Ruyle, Michael Alan. "Student engagement, academic optimism, and leadership| A case study of performance-based schools." Thesis, Montana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684539.

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The performance-based model of education has been proven successful in a number of schools across the United States and the world. The majority of the students and teachers who are currently operating in innovative performance-based programs have been exposed to the traditional model of education for the bulk of their educational lives, and are in a unique position to judge the efficacy of the system. In an earlier pilot study, there was a significant difference in the perspective of the students and teachers in favor of the performance-based system, which could eventually lead to the adoption of the model on a larger scale in future years. The purpose of this embedded, multiple-case study was to analyze how students and teachers operating in two educational programs that had implemented the performance-based model perceived their own levels of engagement and optimism, and how the teachers judged the leadership that helped put the system in place. The case is bound by the system of performance-based education, bound by place in terms of one school in California and one in Montana, and bound by time in that the analysis of the participant data is from the early months of 2014. This research was framed by the following central question: How do teachers and students who operate in a performance- based educational system describe academic optimism, student engagement, and transformational leadership behaviors of their principals? Three primary sources of data were used: individual interviews, student and teacher surveys, and achievement documentation. Analysis and triangulation of the data identified key issues and painted a rich picture of academic success in this innovative model.

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McGuigan, Leigh. "The role of enabling bureaucracy and academic optimism in academic achievement growth." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123098409.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains ix, 178 p.; also includes graphics. Includes bibliographical references (p. 160-178). Available online via OhioLINK's ETD Center
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Ashworth, Gwendolyn Baugh. "Exploring The Interaction Between Appreciative Inquiry And Student Academic Optimism: An Action Research Study." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091835.

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The study's purpose was to examine the degree and manner in which students have experienced a climate of academic optimism in the setting. The study was intended to provide a means for student participants to reflect on the structures currently in place within the setting through the Appreciative Inquiry (AI) process. The study investigated three research questions. How does participation in the AI process influence students' perceptions of features of school climate, as measured by shifts in Student Academic Optimism (SAO) and outputs generated during the AI process in the school selected for the study? What themes emerged from participants in the Inquire phase of the AI process that support SAO? What action plans emerged based on the themes and provocative propositions created related to SAO during and in the 2 months following the AI process? The study utilized a convergent parallel mixed methods design to collect data from a quantitative survey on SAO, a qualitative survey on the AI process, and physical artifacts and audio recordings generated during the AI process. The study's findings revealed that: (a) the results of the survey on SAO were non-significant; (b) the AI process influenced student participants' perceptions of features of school climate, indicated through a myriad of outputs; (c) themes related to academic press were most common, followed by student trust in teachers, general school climate, and student identification with school; and (d) design statements and action plans related to academic press and student identification with school were generated.
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Viamontes, Quintero Jesika. "A Mixed Method Inquiry into Student Academic Optimism: Validation of the Construct and Its Use to Give Voice to Latinx Student Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703281/.

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This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.
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Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.

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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
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Krier, Timothy James. "An Exploratory Study of Professional Learning Community and Academic Optimism, and Their Impact on Student Achievement." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405684219.

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Ha, Yo Sang. "The Influence of Components of Positive Psychology on Student Development." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5233.

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Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA) has focused on three areas, academic development, career development, and personal/social development to provide various skills and learning opportunities for the successful life of students. During the past 50 years, psychologists have concentrated on the disease treatment model. However, unlike this psychological trend, positive psychology has paid attention to prevent school violence and delinquency. Further, Positive psychologists have discovered not only to prevent problems but also to facilitate human strengths and virtues to live successful and happy life. Therefore, the purpose of this study was to investigate the causal relationship between components of positive psychology and student development. More specifically this research examined the influence of hope, optimism, and self-regulation on student's academic achievement, career development, and social development. This quantitative study included 507 6th grade elementary school students and their parents living in Seoul, South Korea. Four conceptual models were developed to investigate the best fit model to examine the causal relationship between hope, optimism, and self-regulation and student's academic achievement, career development, and social development. Structural Equation Modeling (SEM) was employed to analyze the data. Confirmatory Factor Analysis (CFA) was used to explore measurement model and Path Analysis was engaged in to discover structure model. The results of SEM analysis provided major findings. There was a causal relationship between hope and student's academic achievement, career development, and social development. However, it was not confirmed the causal relationship between optimism and student's academic achievement, career development, and social development and between self-regulation and student's academic achievement, career development, and social development. Further, a structural model on the causal relationship between hope, optimism, self-regulation and student's academic achievement, career development, and social development was not statistically significant. Implications and suggestions for future research are discussed.
ID: 031001437; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Edward H. Robinson III.; Title from PDF title page (viewed June 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 217-235).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
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Huff-Franklin, Clairie Louisa. "AN EXPLORATORY STUDY OF VALUE-ADDED AND ACADEMIC OPTIMISM OF URBAN READING TEACHERS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492180577150475.

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Books on the topic "Student Academic Optimism"

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Kreitzer, Mary Jo, Mary Koithan, and Andrew Weil, eds. Integrative Nursing. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190851040.001.0001.

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Fully updated and revised, the second edition of Integrative Nursing is a complete roadmap to holistic patient care, providing a step-by-step guide to assess and clinically treat conditions through a variety of combined methodologies including traditional and alternative therapies with all aspects of lifestyle. This text identifies both the skills and theoretical frameworks for interprofessional systems leaders to consider and implement integrative healthcare strategies within institutions, including several case studies involving practical nursing-led initiatives. This volume covers the foundations of the field; the most effective ways to optimize wellbeing; principles of symptom management for many common disorders like sleep, anxiety, pain, and cognitive impairment; the application of integrative nursing techniques in a variety of clinical settings and among a diverse patient population; and integrative practices around the world and how they impact planetary health. The academic rigor of the text is balanced by practical and relevant content that can be readily implemented into practice for both established professionals as well as students enrolled in undergraduate or graduate nursing programs. Integrative health and medicine is defined as healing-oriented care that takes account of the whole person (body, mind, and spirit) as well as all aspects of lifestyle; it emphasizes the therapeutic relationship and makes use of appropriate therapies, both conventional and alternative. Series editor Andrew Weil, MD, is Professor and Director of the Arizona Center for Integrative Medicine at the University of Arizona. Dr. Weil’s program was the first such academic program in the U.S., and its stated goal is “to combine the best ideas and practices of conventional and alternative medicine into cost effective treatments without embracing alternative practices uncritically.”
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Book chapters on the topic "Student Academic Optimism"

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Mitchell, Roxanne, and John Tarter. "Effects of Principal Professional Orientation Towards Leadership, Professional Teacher Behavior, and School Academic Optimism on School Reading Achievement." In How School Leaders Contribute to Student Success, 263–77. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_12.

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Nedzinskaitė-Mačiūnienė, Rasa, and Gerda Šimienė. "A Strategic and Goal-Directed Student: Expectations vs. Reality." In Inclusive Learning and Educational Equity, 187–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_8.

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AbstractThe characteristic of an expert learner has recently been widely discussed in the research literature. The expert learner is a learner who is self-directed, self-governed, motivated, resourceful, knowledgeable, able to learn effectively and efficiently, approaches academic tasks with diligence and confidence and employs appropriate strategies to reach the desired academic goals. The act of goal setting is often associated with students’ learning-to-learn skills and deeper engagement in their learning process, whereas the choice of appropriate learning strategies increases their capacity to manage their learning. In this respect, the latter aspect – strategic and goal-directed learning of an expert learner – necessitates deeper investigation and analysis. Hence, this chapter presents how we can guide students to become strategic and goal-directed in their learning while striving for the attainment of knowledge and skills, as well as incorporating and applying a variety of learning strategies to optimise their academic performance.
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Srivastava, Anugamini Priya, and Uta M. Stelson. "Stimulating Academic Optimism." In Advances in Early Childhood and K-12 Education, 178–203. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9775-9.ch010.

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This study attempts to provide the bibliography and future agenda of a school attribute: academic optimism. Academic optimism refers to a tool used in the hands of school teachers to attain student achievement which can help side-line their socio-economic status. In other words, it explains teachers' belief in self, colleagues, and students in order to manage change in student outcomes. The study evaluates the different taxonomies used within the concept of academic optimism through a comprehensive review of existing literature located in different databases. However, only English language full-text articles available in online databases between the periods of 2000-2019 were considered in this study. The result provided significant lines for future studies that can be conducted in this area by examining publications in 39 journals and 19 countries. Since the topic was considered as key school attribute to achieve student achievement and school effectiveness, this study provides the contextual gaps where future studies can be conducted. The result indicated that most of the research underlying the selected papers on the topic was conducted in developed nations rather than developing nations. The current analysis will contribute understanding in two ways: first it adds value to highlight the conceptual gap available in the literature; second, the gaps identified will pave the way for future research. Practically, this study provides ways for policy makers and other constituents involved in education to design their academic curriculum and motivate their faculty to remain academically optimistic.
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Eadens, Danielle M., and Daniel W. Eadens. "Pivoting to Deeper Experiences in Education." In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, 277–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch015.

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The COVID-19 pandemic led educators to quickly pivot to continue teaching. Negative effects include exacerbated academic achievement gaps between SES groups, less access to health services, aggravated digital divides, widened academic achievement gaps, and enormously interrupted the education processes. Positive changes include educator optimism for digital portfolios, simulated lesson planning, and delivery; supports for social-emotional engagement; seamless transitions to remote learning; and seeing recalcitrant individuals revise and adapt teaching formats, relationship-building, increased quality online education, and motivation to try innovations. Relational humanity is an integral part of the faculty-student relationship; showing students they matter as humans and deepening relationships with them is a humanitarian act. The pivot forced variations, created disequilibrium, celebrated innovations, and yielded creative delivery models. Faculty are now re-examining their content and delivery in the spirit of creating an improved student experience for all modalities of instruction.
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Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility." In Addressing Multicultural Needs in School Guidance and Counseling, 82–105. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch005.

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Student trauma can set up challenges and obstacles to a student's academic success. The correlation between experienced childhood trauma and negative medical and social problems is significant, creating problems at school with academic work, behaviors, and social interactions. Further compounding this issue are cultural differences in traumatic resolution and the hidden curriculum of education, especially as the globalization of school communities increases. The complexity of this issue generates an ideal situation for a multidisciplinary team approach, with precise defining of each team member's role to increase comprehensive services for teachers, students, families, and the administration. Essential members of the multidisciplinary team are school administration, teachers, family members, guidance staff, counseling staff, school social workers, school nurses, and community resources that can coordinate with the school to create individualized plans to optimize student success. The chapter is a compilation of scholarly research through desktop research.
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Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility." In Research Anthology on Navigating School Counseling in the 21st Century, 44–62. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch003.

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Student trauma can set up challenges and obstacles to a student's academic success. The correlation between experienced childhood trauma and negative medical and social problems is significant, creating problems at school with academic work, behaviors, and social interactions. Further compounding this issue are cultural differences in traumatic resolution and the hidden curriculum of education, especially as the globalization of school communities increases. The complexity of this issue generates an ideal situation for a multidisciplinary team approach, with precise defining of each team member's role to increase comprehensive services for teachers, students, families, and the administration. Essential members of the multidisciplinary team are school administration, teachers, family members, guidance staff, counseling staff, school social workers, school nurses, and community resources that can coordinate with the school to create individualized plans to optimize student success. The chapter is a compilation of scholarly research through desktop research.
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Carter, Margaret Anne, Paul Pagliano, Cecily Knight, and Donna Goldie. "Learning About Blended Learning Through Students' Experiences." In Student Engagement and Participation, 845–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch042.

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The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.
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Sankaran, Siva, and Kris Sankaran. "Improving Online Course Performance Through Customization." In Student Engagement and Participation, 688–708. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch035.

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The number of educational courses offered online is growing, with students often having no choice for alternative formats. However, personal characteristics may affect online academic performance. In this study, the authors apply two business analytics methods - multiple linear/polynomial regression and generalized additive modeling (GAM) - to predict online student performance based on six personal characteristics. These characteristics are: communication aptitude, desire to learn, escapism, hours studied, gender, and English as a Second Language. Survey data from 168 students were partitioned into training/validation sets and the best fit models from the training data were tested on the validation data. While the regression method outdid the GAM at predicting student performance overall, the GAM explained the performance behavior better over various predictor intervals using natural splines. The study confirms the usefulness of business analytics methods and presents implications for college administrators and faculty to optimize individual student online learning.
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Lohr, Linda, Nicholas Eastham, and David Kendrick. "Constructivist Strategies to Optimize Four Levels of Interaction in a Distributed Learning Environment." In Information Technology and Constructivism in Higher Education, 247–61. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch016.

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This case study describes how a constructivist theory of learning guided the design of distributed learning environment for a three credit hour graduate level course on instructional design. Four types of interaction data were collected from 27 participants, one instructional designer/instructor, and two assistant designers. Overall, constructivist strategies appeared to contribute to a successful learning experience as measured by participant surveys, designer observations, and academic performance. A strong majority of students considered a number of constructivist strategies beneficial, such as the provision of a variety of reading and learning activity options, as well as participation in an authentic and relevant learning task. Academic quality of end of semester instructional products was high. A strong majority of participants received a rating of excellent, as determined by designer/instructor and mentor evaluations. Some constructivist strategies appeared to detract from the learning experience. Data related student-to-student, student-to-content, student-to-teacher, and student-to-interface interaction suggests the need to clarify expectations for small group discussions and participant blogs, rewriting or repositioning an instructional story as a case study, increasing design-document specific feedback, using a broad and shallow interface structure and moving selected course content to pre-packaged paper-based format to reduce cognitive demands related to reading while online.
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Chakraborty, Misha. "Learners' Perception of Engagement in Online Learning." In Student Engagement and Participation, 1440–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch071.

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The widespread popularity of online classes is evident in both professional and academic settings. Learners' engagement and satisfaction with the online courses, especially from the learners' perspective, are considered core to the promotion of quality learning. The voices of the present day's “virtual generation” need to be heard. The opportunities they see and the challenges they face can be utilized in creating engaging online learning environments. This chapter discusses online class engagement strategies that work. Multiple sources including semi-structured interviews with eight participants at a Research 1 University in Southwest United States, online course documents, email exchanges, and discussion transcripts were used to collect and analyze data. The findings indicate online class engagement factors and issues that need to be considered in effective design and successful delivery of online courses. The findings can be used to help faculties and learners achieve optimum benefits from online classes.
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Conference papers on the topic "Student Academic Optimism"

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López Rodríguez, María Isabel, Daniel G. Palací López, and Jesús Palací López. "Docencia presencial, on-line o mixta: ¿Qué herramientas pedagógicas son mejor valoradas por el alumnado?" In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11799.

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The implementation of the Bologna process in Spanish universities, which has been active for a decade as of this academic year, facilitated the implementation of multiple teaching methodologies where numerous Information and Communication Technologies (ICTs) and e-learning tools have had a place. Thus, at this point, an analysis ought to be carried out of the impact that their use may have had on the teaching-learning process for the students. The results from such study will allow selecting the tools that could potentially optimize the results of the aforementioned process. Once the best ones among them have been identified, and taking into account their face-to-face or online nature, it will be posible to make a proposal of which teaching methodologies will lead to the best results in three possible scenarios: face-to-face, online or mixed teaching. While most reaserach in this field focuses on the academic performance as the main output to optimize, measured through the student's qualification, the present work aims at taking the student’s opinion into consideration. Therefore, the perception of the students with regards to some pedagogical tools is assessed in this work. Specifically, two tools have been selected: one face-to-face tool (an Audience Response Tool, H.R.A.) and another e-learning one (a hypermedia container) that, logically, does not require attendance. The data collection required for its posterior analysis was carried out through an ad-hoc questionnaire presented to the students of a degree offered by the University of Valencia,. The first results reflect a better reception to H.R.A., with a higher average score (higher than 8), although e-learning is postulated useful for self-evaluation.
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Wangenheim, Matthias, Sarah Engelmann, and Frank Haupt. "Better Learning Success in Engineering Mechanics." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50377.

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Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students’ evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.
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Culpepper, Martin L., and Soohyung Kim. "A Framework and Design Sythesis Tool Used to Generate, Evaluate and Optimize Compliant Mechanism Concepts for Research and Education Activities." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57606.

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In 2002, a Microsoft-MIT iCampus effort was initiated to generate methods and tools which accelerate the process by which students and researchers acquire perspective and skill in compliant mechanism design: (1) Experience and skill: A synthesis tool, CoMeT, was developed as a means for researchers and students to gain experience and skill in working with old (education) and new (research) compliant mechanisms. The simulator is based on compliance theory and screw theory. (2) Perspective: A framework, the 5 Fs, was developed to help designers form a holistic perspective on compliant mechanisms. A “big picture” view helps them systematically identify and link the important elements of a compliant mechanism problem. This opens to door for them to properly conceptualize, model and fabricate these mechanisms. In this paper we discuss the work of early compliant mechanism/instrument designers to gain insight into how they thought about, designed and taught others about compliant mechanisms. We explain how their work has influenced the development of our framework and simulator. We then show results obtained by using the framework and simulator at MIT in: (1) Compliant mechanism research: Generation of a compliant mechanism for an R&D 100 award winning, six-axis Nanomanipulator. (2) Compliant mechanism education: Use within student projects to design two devices: A compliant x-y Nanomanipulator with 30×30 μm range and a MEMS accelerometer. Both devices are designed, fabricated and tested in a semester-long class. The paper closes with an appendix which highlights the main steps of a CoMeT study on the screw axis characteristics of a four bar compliant mechanism. The CoMeT simulator and a CoMeT User’s Guide have been made publicly available for academic use at psdam.mit.edu.
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González-Alonso, María Yolanda. "Estrategias utilizadas para el cambio en la percepción de estudiantes universitarios hacia personas con discapacidad." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12024.

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This research aims to investigate the perception of university students about people with disabilities. Fifty-six first-year students of the occupational therapy degree participated in the study, during the 2017-2018 academic year. The effect caused by the use of different strategies with the aim of achieving a positive perception of persons with disabilities is collected, after several information, training, contact and reflection sessions. The results suggest that first-year students appreciate having contact with people with whom they will be able to apply their knowledge as professionals. They are surprised by the autonomy, optimism, perseverance and participation of people with disabilities. It has served them mainly to understand the profession, to value the therapeutic relationship and to see support products. The most chosen weakness to change, after carrying out the designed activities is patience. Disability is still a distant and unknown world for first year students, however, it is crucial to achieve a positive perception through strategies throughout the career, since in the near future they will work with these people from the occupation in contributing to their health, welfare and participation in life.
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Roberts, John W. "The Nuclear Technology Education Consortium: UK Nuclear Education to Meet the Global Workforce Demand." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81044.

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Networks that foster collaboration have been used for educational purposes for many years as they optimise resources and enhance the student experience by bringing together the very best of the teaching staff available. When nuclear education at UK universities had declined to such an extent that its sustainability was in jeopardy, networking the remaining pockets of expertise at several universities was proposed as the best solution. The Nuclear Technology Education Consortium (NTEC), was therefore established in 2005, and brings together six preeminent nuclear universities in the UK plus the Nuclear Department of the Defence Academy to provide a Master’s level programme in nuclear science and technology. Following extensive consultation with industry an innovative delivery method of one week modular courses is used for the programme which caters for both full-time and part-time students. Full-time students can complete the programme in one year (September to September) while part-time students complete the programme in three years. As the courses are all delivered in this one-week format they can also be taken individually for continual professional development. The programme can also be completed via web-based distance learning which provides options for the 21st century student wherever they are based. With many countries embarking on a new build programme, extending the lifetime of their current reactors and planning geological disposal facilities the nuclear workforce will need to expand over the next decade. The flexibility of the NTEC programme allows both the current nuclear workforce to upskill as well as the development of the next generation workforce, providing them with the skills, competencies and professionalism required by the nuclear industry. Over 200 students have completed the programme on a full-time basis, with 80% either entering the nuclear industry directly, or embarking on further nuclear education programmes, demonstrating that the curriculum of the NTEC programme is matched to the requirements of industry. Nuclear education at UK universities has grown substantially in the last twelve years with NTEC at the forefront, producing graduates to meet the global workforce demand, both in terms of quantity and quality.
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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Adetimirin, Airen. "An Empirical Study of Online Discussion Forum by Library and Information Science (LIS) Postgraduate Students Using Technology Acceptance Model 3." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2230.

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E-learning is an important trend globally accepted to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using the survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper revealed that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness has significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forum should be encouraged for learning in postgraduate education. A revised version of this paper was published in the Journal of Information Technology Education: Research Volume 14, 2015
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Senegačnik, Marjan, Alenka Baggia, Branka Jarc Kovačič, Maryna Vovk, and Olga Cherednichenko. "Opportunities for Sustainable Mobility Promotion among Students of the University of Maribor, Faculty of Organizational Sciences." In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.57.

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The aim of sustainable mobility is to choose means of transport that have the least possible impact on the environment. Since all motor vehicles cause a direct or indirect form of pollution, walking and cycling are an ideal form of mobility from an environmental point of view. If the use of vehicles is taken into account, public transport generates much less pollution per passenger than the car. In addition to logistical problems such as congestion and lack of parking space, the massive use of cars is a major contributory factor to a sharp deterioration in air quality in urban areas and causes emissions of greenhouse gasses. In addition to promoting sustainable forms of mobility, rational route planning is also important. It is, therefore, reasonable to prepare the timetable of activities, stressing the importance of limiting unnecessary routes. In this paper, we will see how sustainable mobility can be addressed in a higher academic environment. Several proposals are presented to optimize mobility by rationalizing the organization of students' obligations within the faculty.
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Vásquez, Rafael E., Norha L. Posada, Fabio Castrillón, and David Giraldo. "Development of a Laboratory Equipment for Dynamic Systems and Process Control Education." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38924.

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This paper addresses the development of an equipment to teach control engineering fundamentals. The design requirements were determined by users that perform academic, research and industrial training tasks in the area of dynamic systems and process control. Such requirements include: industrial instrumentation; measurement of controlled and manipulated variables, and disturbances; process reconfigurability; different control technologies; several control strategies; appropriate materials for visualization; and compact shape to optimize lab space. The selected process is a tank system that allows one to choose among several dynamic behaviors: first, second, and third order, linear and nonlinear behavior, and dead time; the mathematical model that represents the dynamics of the system is presented. A traditional 3-stage design methodology that includes conceptual, basic and detailed design was followed. The developed equipment allows the user to select from three different technological alternatives to control the system: a PLC, an industrial controller, and a computer. With such flexibility, several control strategies can be implemented: feedback, feedforward, PID, LQG, nonlinear control (gain scheduling, sliding mode, etc.), fuzzy logic, neural networks, dynamic matrix control, etc. The developed system is being used to teach undergrad courses, grad courses, and industrial training. Additionally, the equipment is useful in research projects where grad students and researches can implement and test several advanced control techniques.
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Hernandez, Kristian, Ryan King, Joseph Lauth, Joshua Sharp, Eric Wittman, and Christopher Depcik. "Shape Comparison for Solar Thermal Parabolic Collector." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88475.

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The KU EcoHawks are a mechanical engineering, undergraduate, senior design group at the University of Kansas that focuses on projects emphasizing a sustainable approach to automobiles and energy infrastructure. Much of the EcoHawks construction work is completed at a barn on campus that does not currently contain a heating or air conditioning system. Due to the temperature extremes reached in Kansas during the summer and winter months, thermal comfort is problematic for students working within the barn. This past academic year, one design group implemented a heating system for the barn utilizing a solar thermal parabolic collector. During the design phase, research of the literature found relatively little information in regards to the optimized depth of the parabolic curve. As a result, a prototype solar thermal parabolic trough was built in order to test three different parabolic shapes with varied depths. Static testing of a 50-50 mix of ethylene glycol and water found that the parabolic shape with the smallest focal length had the greatest solar collection efficiency. From this assessment, a final parabolic trough design was created. The assumptions, testing procedure, and results of static testing for the optimum parabolic shape of a solar trough collector will be addressed herein.
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