Abstract Mathematics and Music are closely connected and their multifaceted relationship has been explored since ancient times. Pythagoras was one of the first who discovered and formalized one of those connections by studying the arithmetic of musical intervals, expressing them by numerical ratios and relating ratios to consonance/dissonance notions, being the Pythagorean tuning and scale based on arithmetic principles. Another interesting link between Mathematics and Music is the geometric approach to musical composition. Geometric patterns are present in different musical style compositions and some composing techniques, such as the 12-tone technique, use geometric transformations, involving also applications of modular arithmetic and set theory to Music. The aim of this work is to present existing relations between Mathematics and Music and to propose automatic exercise generation for exploring and studying those relations. The exercises are generated using the system MVGEN and the LaTeX package MusiXTeX. The generation process and the automatically generated exercises can be used for creating learning and assessment materials for education in Mathematics and Music, linking Science and Art.
{"title":"Automatic Exercise Generation for Exploring Connections between Mathematics and Music","authors":"Irene Brito, J. J. Almeida, Gaspar J. Machado","doi":"10.1515/edu-2022-0183","DOIUrl":"https://doi.org/10.1515/edu-2022-0183","url":null,"abstract":"Abstract Mathematics and Music are closely connected and their multifaceted relationship has been explored since ancient times. Pythagoras was one of the first who discovered and formalized one of those connections by studying the arithmetic of musical intervals, expressing them by numerical ratios and relating ratios to consonance/dissonance notions, being the Pythagorean tuning and scale based on arithmetic principles. Another interesting link between Mathematics and Music is the geometric approach to musical composition. Geometric patterns are present in different musical style compositions and some composing techniques, such as the 12-tone technique, use geometric transformations, involving also applications of modular arithmetic and set theory to Music. The aim of this work is to present existing relations between Mathematics and Music and to propose automatic exercise generation for exploring and studying those relations. The exercises are generated using the system MVGEN and the LaTeX package MusiXTeX. The generation process and the automatically generated exercises can be used for creating learning and assessment materials for education in Mathematics and Music, linking Science and Art.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49350818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of the current study is to estimate the graduation grade point average (GPA) at the Arab International University (AIU). The importance of this study is that it is the first of its kind in Syria, particularly under the conditions of the bitter war, which has not yet come to its end. The sample of the study consists of data collected from AIU registry system, which covers students of six faculties from both sexes over a period of 5 years, i.e., between 2014 and 2018. The variables of the study include the student’s high school GPA, the source of the student’s certificate, and the gender of the student (GR). MLR and ANN approaches were employed in the analytical study. The correlation coefficients and several statistical criteria were calculated to evaluate the developed models. Based on the results, it can be concluded that the male students were among the key factors affecting the output, i.e., GPA. In addition, ANN tool is more accurate when the estimation of GPA value is concerned. Further, re-evaluation of this study can be done in future particularly when the male student’ trepidation disappears as stability and safety return to the country.
{"title":"Estimation of GPA at Undergraduate Level using MLR and ANN at Arab International University During the Syrian Crisis: A Case Study","authors":"A. Al-swaidani, Tamer al-Hajeh","doi":"10.1515/edu-2022-0197","DOIUrl":"https://doi.org/10.1515/edu-2022-0197","url":null,"abstract":"Abstract The aim of the current study is to estimate the graduation grade point average (GPA) at the Arab International University (AIU). The importance of this study is that it is the first of its kind in Syria, particularly under the conditions of the bitter war, which has not yet come to its end. The sample of the study consists of data collected from AIU registry system, which covers students of six faculties from both sexes over a period of 5 years, i.e., between 2014 and 2018. The variables of the study include the student’s high school GPA, the source of the student’s certificate, and the gender of the student (GR). MLR and ANN approaches were employed in the analytical study. The correlation coefficients and several statistical criteria were calculated to evaluate the developed models. Based on the results, it can be concluded that the male students were among the key factors affecting the output, i.e., GPA. In addition, ANN tool is more accurate when the estimation of GPA value is concerned. Further, re-evaluation of this study can be done in future particularly when the male student’ trepidation disappears as stability and safety return to the country.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49409974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study qualitatively investigates solutions to lecturer-related problems caused by the relatively recent introduction of a teaching–research mission at Swiss universities of applied sciences (UASs). It thereby makes an empirical contribution to the debate on organizational actors in higher education. The investigation is informed by a theoretical framework primarily drawn from the literature on organizational actorhood and relies on data from semi-structured interviews. Representing all public UASs in Switzerland, the sample consists of 19 directors and 1 head of institutes of business schools and engineering schools. The analysis identified five problem themes and numerous solutions. The findings suggest that after almost 30 years of their inception, UASs have been utilizing their decision-making leeway to a great extent at the central and decentral levels, and in some cases are still in the process of solving the problems caused by integrating teaching and research activities at the individual and institutional levels. While various solutions in terms of structure, culture, and resources have been developed and implemented, isomorphic tendencies can also be observed. The data suggest that the common key to solving many problems lies in the human resources and a post-Humboldtian configuration of research and teaching.
{"title":"Research is for Hunters, Teaching for Farmers. Investigating Solutions to Lecturer-Related Problems of the Teaching–Research Mission of Swiss Universities of Applied Sciences","authors":"Sheron Baumann","doi":"10.1515/edu-2022-0196","DOIUrl":"https://doi.org/10.1515/edu-2022-0196","url":null,"abstract":"Abstract This study qualitatively investigates solutions to lecturer-related problems caused by the relatively recent introduction of a teaching–research mission at Swiss universities of applied sciences (UASs). It thereby makes an empirical contribution to the debate on organizational actors in higher education. The investigation is informed by a theoretical framework primarily drawn from the literature on organizational actorhood and relies on data from semi-structured interviews. Representing all public UASs in Switzerland, the sample consists of 19 directors and 1 head of institutes of business schools and engineering schools. The analysis identified five problem themes and numerous solutions. The findings suggest that after almost 30 years of their inception, UASs have been utilizing their decision-making leeway to a great extent at the central and decentral levels, and in some cases are still in the process of solving the problems caused by integrating teaching and research activities at the individual and institutional levels. While various solutions in terms of structure, culture, and resources have been developed and implemented, isomorphic tendencies can also be observed. The data suggest that the common key to solving many problems lies in the human resources and a post-Humboldtian configuration of research and teaching.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study introduces a pedagogical model: “the parallel co-inquiry cycles with performative inquiry for character related design” for higher education design studies that focus on characterization. The disciplines benefitting from cross-fertilization provided by the model include game design, fashion design, graphic design, theatre, and actor’s art. Besides the model, the article discusses curriculum integration of a shared thematic denominator Commedia dell’Arte in higher education design studies. The model synthesizes progressive inquiry, drama pedagogical methodologies, and theories on theater with hands-on art workshops to create tangible and digital knowledge vessels for characterization. The research design relies on parallel co-inquiry cycles, participatory ethnography with elements from participatory design tradition. The model identifies three major components within the single 3E-inquiry cycles, namely exercise, experiment and experience. The entire process acquires complexity as each single inquiry cycle enters the next loop of Observe–Plan–Act–Reflect and more time and resources are allocated to the process. The pattern of action and reflection has an iterative cycle format in this model. Reflection has two distinguished purposes: first, to internalize reflective design and to become a reflective practitioner. Second, to see the importance of reflection as distancing oneself from the current process, to allow a reflective mind to linger on the process and learn from mistakes to turn them into assets. Reflection as a metacognitive skill has an all-encompassing purpose in both design and learning processes. The model distinguishes two types of knowledge vessels. Knowledge objects are abstractions that condense knowledge in the co-design process, whereas knowledge artifacts are concrete items, such as masks, outfits, and accessories in both digital and tangible formats. The model connects maker-culture, practice-based inquiry, and performative inquiry in the inquiry cycles. The drama method with performative inquiry acknowledges shared knowledge building in a collaborative, dialogical inquiry that fosters both argumentative and reflection skills.
{"title":"Towards a Pedagogical Model Applying Commedia dell’Arte and Art Workshops in Higher Education Design Studies","authors":"Heini Haapaniemi, Teemu Leinonen","doi":"10.1515/edu-2022-0199","DOIUrl":"https://doi.org/10.1515/edu-2022-0199","url":null,"abstract":"Abstract This study introduces a pedagogical model: “the parallel co-inquiry cycles with performative inquiry for character related design” for higher education design studies that focus on characterization. The disciplines benefitting from cross-fertilization provided by the model include game design, fashion design, graphic design, theatre, and actor’s art. Besides the model, the article discusses curriculum integration of a shared thematic denominator Commedia dell’Arte in higher education design studies. The model synthesizes progressive inquiry, drama pedagogical methodologies, and theories on theater with hands-on art workshops to create tangible and digital knowledge vessels for characterization. The research design relies on parallel co-inquiry cycles, participatory ethnography with elements from participatory design tradition. The model identifies three major components within the single 3E-inquiry cycles, namely exercise, experiment and experience. The entire process acquires complexity as each single inquiry cycle enters the next loop of Observe–Plan–Act–Reflect and more time and resources are allocated to the process. The pattern of action and reflection has an iterative cycle format in this model. Reflection has two distinguished purposes: first, to internalize reflective design and to become a reflective practitioner. Second, to see the importance of reflection as distancing oneself from the current process, to allow a reflective mind to linger on the process and learn from mistakes to turn them into assets. Reflection as a metacognitive skill has an all-encompassing purpose in both design and learning processes. The model distinguishes two types of knowledge vessels. Knowledge objects are abstractions that condense knowledge in the co-design process, whereas knowledge artifacts are concrete items, such as masks, outfits, and accessories in both digital and tangible formats. The model connects maker-culture, practice-based inquiry, and performative inquiry in the inquiry cycles. The drama method with performative inquiry acknowledges shared knowledge building in a collaborative, dialogical inquiry that fosters both argumentative and reflection skills.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44101063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The delivery of education and the outcome it produces largely depend on how students are taught, the resources they are exposed to along with the kind of facilities they are provided with. We have to acknowledge that teaching and learning do not occur in the same way across the world due to critical factors. These factors cause hindrances in the education system that create educational inequalities which exist in various forms as this article aims to outline. Some of these include shortage of teachers, poverty learning-gap, distribution of resources, location of schools, access to scholarship, and school curriculum. It is worth comparing Fiji’s education system to the global context using all the three streams of education that is primary, secondary, and higher education. It is prudent that stakeholders in all three education streams are aware of the nature of inconsistencies that affect the students. This will inform and enable policy makers to engage with the current underlying inequalities in education in order to address these that persist in the world and in Fiji. Conversations that revolve around these issues will be fruitful for the education system in Fiji and worldwide.
{"title":"Underlying Educational Inequalities in the Global and Fijian Context","authors":"P. R. Goundar","doi":"10.1515/edu-2022-0192","DOIUrl":"https://doi.org/10.1515/edu-2022-0192","url":null,"abstract":"Abstract The delivery of education and the outcome it produces largely depend on how students are taught, the resources they are exposed to along with the kind of facilities they are provided with. We have to acknowledge that teaching and learning do not occur in the same way across the world due to critical factors. These factors cause hindrances in the education system that create educational inequalities which exist in various forms as this article aims to outline. Some of these include shortage of teachers, poverty learning-gap, distribution of resources, location of schools, access to scholarship, and school curriculum. It is worth comparing Fiji’s education system to the global context using all the three streams of education that is primary, secondary, and higher education. It is prudent that stakeholders in all three education streams are aware of the nature of inconsistencies that affect the students. This will inform and enable policy makers to engage with the current underlying inequalities in education in order to address these that persist in the world and in Fiji. Conversations that revolve around these issues will be fruitful for the education system in Fiji and worldwide.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46740967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students’ reading comprehension and monitoring skills. Thirty-four students were assigned to the RT group for reading instruction, whereas 30 students were assigned to the control group for regular reading instruction. The four RT strategies (predicting, questioning, clarifying, and summarizing) empowered the students to engage in a non-linear approach to comprehend texts and monitor their reading comprehension. They afforded the students the chance to engage in pre-, during-, and post-reading cognitive and metacognitive processes, collaborate with their peers, read with intentionality and focus, and assume shared responsibility for monitoring their advancement in reading comprehension. The students engaged in the scaffolded activities of read-aloud, dialogue, structured comprehension, and peer teaching to develop their reading comprehension and monitoring skills. The results showed that the RT group outperformed the control group on the post-test in both total score of reading comprehension and individual reading skills. Therefore, language instructors are recommended to use an array of effective RT strategies to enhance their students’ reading comprehension and monitoring skills.
{"title":"Reciprocal Teaching as a Cognitive and Metacognitive Strategy in Promoting Saudi University Students’ Reading Comprehension","authors":"Rafik Ahmed Abdelmoati Mohamed","doi":"10.1515/edu-2022-0200","DOIUrl":"https://doi.org/10.1515/edu-2022-0200","url":null,"abstract":"Abstract Reciprocal teaching (RT) involves collaborative dialogue between the teacher and students, with the aim of jointly constructing the meaning from a shared text. This study employs RT as a cognitive and metacognitive set of strategies for enhancing students’ reading comprehension and monitoring skills. Thirty-four students were assigned to the RT group for reading instruction, whereas 30 students were assigned to the control group for regular reading instruction. The four RT strategies (predicting, questioning, clarifying, and summarizing) empowered the students to engage in a non-linear approach to comprehend texts and monitor their reading comprehension. They afforded the students the chance to engage in pre-, during-, and post-reading cognitive and metacognitive processes, collaborate with their peers, read with intentionality and focus, and assume shared responsibility for monitoring their advancement in reading comprehension. The students engaged in the scaffolded activities of read-aloud, dialogue, structured comprehension, and peer teaching to develop their reading comprehension and monitoring skills. The results showed that the RT group outperformed the control group on the post-test in both total score of reading comprehension and individual reading skills. Therefore, language instructors are recommended to use an array of effective RT strategies to enhance their students’ reading comprehension and monitoring skills.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Damira Belessova, A. Ibashova, L. Bosova, Guldana Shaimerdenova
Abstract The article is an analysis of the current topic – digitalization of the educational process. In the course of collecting and interpreting the known data, the authors cite the pedagogical foundations of digital literacy, the current state of digital learning and problems, and the prospects for the development of this direction in the future are also considered. In addition, the situations of creating a digital ecosystem in individual countries of the world were analyzed.
{"title":"Digital Learning Ecosystem: Current State, Prospects, and Hurdles","authors":"Damira Belessova, A. Ibashova, L. Bosova, Guldana Shaimerdenova","doi":"10.1515/edu-2022-0179","DOIUrl":"https://doi.org/10.1515/edu-2022-0179","url":null,"abstract":"Abstract The article is an analysis of the current topic – digitalization of the educational process. In the course of collecting and interpreting the known data, the authors cite the pedagogical foundations of digital literacy, the current state of digital learning and problems, and the prospects for the development of this direction in the future are also considered. In addition, the situations of creating a digital ecosystem in individual countries of the world were analyzed.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46070632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The balanced scorecard (BSC) is a mission-oriented and strategy-focused performance management tool for educational institutions. The study reviews the literature on the implementation of the BSC by different educational institutions as a strategic performance management. After a comprehensive review of the literature, we analyzed the documents based on the publication trends during the years, authors’ affiliations by countries, sources from which the documents have been published, most frequently used keywords in the documents, and the highest cited documents in the Scopus database. A bibliometric mapping analysis was used to construct and visualize the bibliometric networks. We found that 267 documents that were published in the sources are indexed by Scopus. Finally, gaps in the relevant literature are identified, leading to several directions for future research.
{"title":"Strategic Performance Management Using the Balanced Scorecard in Educational Institutions","authors":"A. Coşkun, Mirgul Nizaeva","doi":"10.1515/edu-2022-0198","DOIUrl":"https://doi.org/10.1515/edu-2022-0198","url":null,"abstract":"Abstract The balanced scorecard (BSC) is a mission-oriented and strategy-focused performance management tool for educational institutions. The study reviews the literature on the implementation of the BSC by different educational institutions as a strategic performance management. After a comprehensive review of the literature, we analyzed the documents based on the publication trends during the years, authors’ affiliations by countries, sources from which the documents have been published, most frequently used keywords in the documents, and the highest cited documents in the Scopus database. A bibliometric mapping analysis was used to construct and visualize the bibliometric networks. We found that 267 documents that were published in the sources are indexed by Scopus. Finally, gaps in the relevant literature are identified, leading to several directions for future research.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42096656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the identified benefits of formative assessment to teaching and learning, its implementation in the classroom remains a significant challenge to teachers. This has widened the gap between the theory and practice of formative assessment in the classroom to enhance students’ learning. This study investigated the potential resource-related factors that affect basic teachers’ adoption of formative assessment in their classrooms. A descriptive survey design with a multistage sampling procedure was employed to select 300 teachers from the six circuits in the Cape Coast Metropolis of Ghana. Data gathered were analyzed using descriptive (mean values, SD) and inferential statistics (two-way ANOVA). Time, workload, overcrowded curriculum, class size, and the number of lessons were reported as barriers to the effective implementation of formative assessment. Findings also revealed no statistically significant interaction effect of gender and grade level on the resource-related barriers. Moreover, grade level and gender had no statistically significant main effects with respect to the resource-related barriers. Recommendations and implications for policy, practice, and future research are discussed.
{"title":"Barriers to Basic School Teachers’ Implementation of Formative Assessment in the Cape Coast Metropolis of Ghana","authors":"E. Asare, Elizabeth Afriyie","doi":"10.1515/edu-2022-0193","DOIUrl":"https://doi.org/10.1515/edu-2022-0193","url":null,"abstract":"Abstract Despite the identified benefits of formative assessment to teaching and learning, its implementation in the classroom remains a significant challenge to teachers. This has widened the gap between the theory and practice of formative assessment in the classroom to enhance students’ learning. This study investigated the potential resource-related factors that affect basic teachers’ adoption of formative assessment in their classrooms. A descriptive survey design with a multistage sampling procedure was employed to select 300 teachers from the six circuits in the Cape Coast Metropolis of Ghana. Data gathered were analyzed using descriptive (mean values, SD) and inferential statistics (two-way ANOVA). Time, workload, overcrowded curriculum, class size, and the number of lessons were reported as barriers to the effective implementation of formative assessment. Findings also revealed no statistically significant interaction effect of gender and grade level on the resource-related barriers. Moreover, grade level and gender had no statistically significant main effects with respect to the resource-related barriers. Recommendations and implications for policy, practice, and future research are discussed.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45222324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Universities spend significant time and energy establishing a sense of community for their students. University personnel strive to increase school community ties for commuter students who travel back and forth from home to campus under the assumption that these increased ties will predict academic success. In an effort to understand those variables related to commuter student success, 335 participants responded to questions regarding commuter status, psychological sense of community with one’s school, psychological sense of community with one’s hometown, and academic self-handicapping. Results indicated that those with a strong sense of community with their hometown were less likely to engage in academic self-handicapping. Moreover, this relationship was moderated by commuting status, such that the effect was stronger for commuter students than for non-commuter students. Implications for commuter student success and future research are discussed.
{"title":"Commuter Students and Psychological Sense of Community: How Ties to Home Relate to Academic Success","authors":"Brian T. Smith, K. Charlton, A. Allen","doi":"10.1515/edu-2022-0189","DOIUrl":"https://doi.org/10.1515/edu-2022-0189","url":null,"abstract":"Abstract Universities spend significant time and energy establishing a sense of community for their students. University personnel strive to increase school community ties for commuter students who travel back and forth from home to campus under the assumption that these increased ties will predict academic success. In an effort to understand those variables related to commuter student success, 335 participants responded to questions regarding commuter status, psychological sense of community with one’s school, psychological sense of community with one’s hometown, and academic self-handicapping. Results indicated that those with a strong sense of community with their hometown were less likely to engage in academic self-handicapping. Moreover, this relationship was moderated by commuting status, such that the effect was stronger for commuter students than for non-commuter students. Implications for commuter student success and future research are discussed.","PeriodicalId":33645,"journal":{"name":"Open Education Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47148554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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