ABSTRACT
Challenges and competition are being faced in higher education. Students' unsatisfactory academic performance and dropouts are obvious problems worldwide. The "student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students' academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.
ABSTRACT
While previous research on student success has focused on disciplinary academic classes and programs with varying results regarding the predictive validity of English proficiency tests, namely the International English Language Testing System (IELTS), none have studied student success within the non-program-specific context of an English for academic purposes (EAP) program in which the cut scores set by the university align with the IELTS guidance. Using data collected during the intake of new international students and at the completion of each semester, this study primarily sought to determine how students placed via IELTS fared compared to those placed via other tests, including the in-house English placement test (EPT), and whether they were more likely to fail EAP courses during their first semester. Across six semesters, success data for 663 English language learners (ELLs) enrolled in EAP courses during their first semester at the university were collected and compared on the basis of the placement test used, students' test scores, and their final course grades. Logistic regression analysis results revealed that the EPT performed significantly better in placing students into level-appropriate courses than IELTS. The findings indicate the predictive value of the in-house EPT process and suggest further research into semester-to-semester variations, emergent placement methods, and the probability of seeking services to mitigate academic challenges.
ABSTRACT
Introduction: 15-year-old female referred to outpatient unit after COVID lockdown for binge eating and purging with depressive symptoms and anxiety. Objective(s): To show the importance of a correct diagnosis in an impulsive patient with eating disorder Methods: case report and literature review Results: The patient presents emotional instability with interpersonal difficulties with high fear of rejection. She suffered from fear of gaining weight and desires to lose weight with rejection of her body image. Fluoxetine and lorazepam are started together with low doses of olanzapine. During the follow up she presented a worsening of mood, onset of self-injuries and an episode of suicidal attempt. A biographical examination was performed, expressing a feeling of academic failure with difficulty concentrating and performing simple tasks. As a child she is described as impulsive, with frequent arguments with classmates. CPT III was performed with a high probability of ADHD. Treatment was started with lisdexamfetamine up to 50 mg with good tolerance. From the beginning of the treatment the patient expressed a feeling of improvement in the control of emotions as well as in the management of her impulsivity. There was an improvement in her academic performance with a decrease in self-injury episodes. The patient was able to express improvement in the sense of incapacity she felt. Conclusion(s): This case shows how marked emotional dysregulation and impulsive symptoms improves after diagnosis and subsequent treatment of ADHD, also improving eating symptoms. ADHD is present in eating disorders, especially in those with impulse dyscontrol such as binge eating disorder or bulimia nervosa.
ABSTRACT
The COVID-19 pandemic caused schools nationwide to open the 2019-2020 school year with educational options for students and parents. Distance learning has become increasingly popular with the ability to learn anytime and anywhere. Traditional learning provides face-to-face instruction with the ability for collaboration among students. This quantitative study compared the impact of virtual or face-to-face instruction on students' progress towards high school graduation. Specifically, this study investigated the effect the two instructional models had on course failures, grade point average, and attendance. Lastly, this study investigated the influence a tiered two intervention, Extended School Day, had on students identified as Off-Track students who had earned less than the required credits and had a grade point average below 2.0. Unpaired, two-tailed t-tests were used to determine the instructional model's impact on course failures, absenteeism, and grade point average. Archival data from a suburban high school from the 2019- 2020 school year was analyzed. The results showed that distance education students accumulated less course failures and better grade point averages for semester one. The results shifted towards traditional learning for semester two, and a Fisher Exact test was used to calculate the effect Extended School Day had on Off-Track students. The results demonstrated this two-tiered intervention benefitted those who attended by decreasing course failures thus increasing grade point average. These results suggested that distance education provided a better learning environment for students during the beginning of the 2019-2020 school year. However, traditional education impacted students more positively during the second semester. Therefore, distance education may be a good option during times of emergency, but it cannot be the only option for all students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)