首页 > 最新文献

Journal of Applied Research in Higher Education最新文献

英文 中文
Improving students’ academic integrity through academic integrity training (AIT) program in higher education 通过高等教育学术诚信培训(AIT)计划提高学生的学术诚信水平
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-19 DOI: 10.1108/jarhe-07-2024-0329
Zulmi Ramdani, Yonathan Natanael, Andrian Liem, Anton Abdulbasah Kamil, Deni Hadiana, Jaka Warsihna

Purpose

The study examines the effectiveness of an academic integrity training program called Academic Integrity Training (AIT) in improving students’ academic integrity among final-year students.

Design/methodology/approach

The research design used was one group pretest and posttest (n = 40) students in research proposal courses.

Findings

Analysis with stacking and racking analysis showed a change in the distribution of the Logit Value Person (LVP) and Logit Value Item (LVI) values on the side of the subjects and items used for this study. Testing with a paired sample t-test yielded a value of t = −3.059 and a significance (p) = 0.004, indicating that there was a significant increase in LVP at the pre-test (M = 2.52 & SD = 1.56) and post-test (M = 3.33 & SD = 2.09) in the subject of the study.

Practical implications

The study results concluded that this academic integrity training program can improve students' academic integrity and is designed and implemented with the right personal approach to suppress academic dishonesty, especially the problem of plagiarism among graduate students submitting thesis proposals.

Originality/value

Academic dishonesty has been a major problem in higher education over the last two decades. Various strategies have been attempted to address the condition, but no program has been found to directly address the problem on the personal order or individuals who do so.

研究目的:本研究探讨了学术诚信培训项目 "学术诚信培训(AIT)"在提高毕业班学生学术诚信方面的效果。研究设计为研究计划书课程的一组前测和后测(n = 40)学生。研究结果:通过堆叠和排序分析,本研究使用的受试者和项目的对数值人(LVP)和对数值项(LVI)的分布发生了变化。通过配对样本 t 检验得出 t = -3.059,显著性 (p) = 0.004,表明研究对象的对数值在前测(M = 2.52 & SD = 1.56)和后测(M = 3.33 & SD = 2.09)时有显著增加。实践意义研究结果表明,该学术诚信培训项目可以提高学生的学术诚信度,并以正确的个人方法设计和实施该项目,以遏制学术不诚信行为,尤其是研究生提交论文提案时的抄袭问题。 原创性/价值在过去的二十年里,学术不诚信一直是高等教育中的一个主要问题。人们尝试了各种策略来解决这一状况,但还没有发现任何方案可以直接解决个人秩序或个人的学术不诚实问题。
{"title":"Improving students’ academic integrity through academic integrity training (AIT) program in higher education","authors":"Zulmi Ramdani, Yonathan Natanael, Andrian Liem, Anton Abdulbasah Kamil, Deni Hadiana, Jaka Warsihna","doi":"10.1108/jarhe-07-2024-0329","DOIUrl":"https://doi.org/10.1108/jarhe-07-2024-0329","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study examines the effectiveness of an academic integrity training program called Academic Integrity Training (AIT) in improving students’ academic integrity among final-year students.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research design used was one group pretest and posttest (<em>n</em> = 40) students in research proposal courses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analysis with stacking and racking analysis showed a change in the distribution of the Logit Value Person (LVP) and Logit Value Item (LVI) values on the side of the subjects and items used for this study. Testing with a paired sample <em>t</em>-test yielded a value of <em>t</em> = −3.059 and a significance (<em>p</em>) = 0.004, indicating that there was a significant increase in LVP at the pre-test (M = 2.52 &amp; SD = 1.56) and post-test (M = 3.33 &amp; SD = 2.09) in the subject of the study.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study results concluded that this academic integrity training program can improve students' academic integrity and is designed and implemented with the right personal approach to suppress academic dishonesty, especially the problem of plagiarism among graduate students submitting thesis proposals.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Academic dishonesty has been a major problem in higher education over the last two decades. Various strategies have been attempted to address the condition, but no program has been found to directly address the problem on the personal order or individuals who do so.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267456","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}
引用次数: 0
Adapting accounting education to evolving business paradigm-an Indian perspective 使会计教育适应不断演变的商业模式--印度视角
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-12 DOI: 10.1108/jarhe-04-2024-0202
Abhishek Nanjundaswamy, M.S. Divyashree, Neethu Suraj, Abhinandan Kulal, Habeeb Ur Rahiman, Rashmi Kodikal

Purpose

This study examines the need for an accounting curriculum to evolve in response to the changing business landscape. Specifically, this study aims to explore the relationship between various market forces, the shifting dynamics of business, and the importance of adapting accounting education to these changes.

Design/methodology/approach

This study is a combination of both quantitative and qualitative research. A structured questionnaire was administered to 320 professionals to gather data, and the study employed descriptive analysis, one-sample t-tests, and structured equation modeling to analyze the relationship between the variables.

Findings

The findings reveal a strong correlation between business transformation and the imperative to adapt accounting education. This study emphasizes the significance of modifying accounting curricula to align with the current market trends. Furthermore, this study addresses the pressing concern of sustainability and the triple bottom line (TBL), advocating specialized education in sustainability accounting programs.

Research limitations/implications

Despite its contributions, this study acknowledges a limitation in its focus solely on the perceptions of professionals and academicians regarding the impact of business transformation on accounting education, without directly examining the prevailing accounting education system. Future research should address this limitation by undertaking a qualitative exploration of the actual accounting education landscape and market requirements.

Practical implications

The implications of the study span the theoretical, regulatory, environmental, and social domains, stressing the need for educational institutions, regulatory bodies, and industry to collaborate in shaping competent and future-ready accounting professionals. A systematic approach would validate and extend the findings of this study, providing deeper insights into the transformative processes necessary to enhance accounting education in response to evolving business landscapes and environmental dynamics.

Originality/value

The outcome of the study assists educational institutions and regulatory bodies in framing policies to adapt accounting education to the evolving business landscape by updating the accounting curriculum as per the changes in the market forces to make graduates relevant and competent.

目的本研究探讨了会计课程为应对不断变化的商业环境而不断发展的必要性。具体而言,本研究旨在探讨各种市场力量、不断变化的商业动态之间的关系,以及使会计教育适应这些变化的重要性。研究采用了描述性分析、单样本 t 检验和结构方程模型来分析变量之间的关系。研究结果研究结果表明,企业转型与调整会计教育的必要性之间存在密切联系。本研究强调了修改会计课程以适应当前市场趋势的重要性。此外,本研究还探讨了可持续发展和三重底线(TBL)这一紧迫问题,倡导在可持续发展会计课程中开展专门教育。研究局限/影响尽管本研究做出了贡献,但它也承认存在局限性,即本研究仅关注专业人士和学者对商业转型对会计教育影响的看法,而没有直接考察现行的会计教育体系。实际意义本研究的意义涵盖理论、监管、环境和社会领域,强调教育机构、监管机构和行业有必要合作,共同培养有能力、为未来做好准备的会计专业人员。本研究的成果有助于教育机构和监管机构制定政策,使会计教育适应不断变化的商业环境,根据市场力量的变化更新会计课程,使毕业生具有相关性和能力。
{"title":"Adapting accounting education to evolving business paradigm-an Indian perspective","authors":"Abhishek Nanjundaswamy, M.S. Divyashree, Neethu Suraj, Abhinandan Kulal, Habeeb Ur Rahiman, Rashmi Kodikal","doi":"10.1108/jarhe-04-2024-0202","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0202","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the need for an accounting curriculum to evolve in response to the changing business landscape. Specifically, this study aims to explore the relationship between various market forces, the shifting dynamics of business, and the importance of adapting accounting education to these changes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study is a combination of both quantitative and qualitative research. A structured questionnaire was administered to 320 professionals to gather data, and the study employed descriptive analysis, one-sample <em>t</em>-tests, and structured equation modeling to analyze the relationship between the variables.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal a strong correlation between business transformation and the imperative to adapt accounting education. This study emphasizes the significance of modifying accounting curricula to align with the current market trends. Furthermore, this study addresses the pressing concern of sustainability and the triple bottom line (TBL), advocating specialized education in sustainability accounting programs.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Despite its contributions, this study acknowledges a limitation in its focus solely on the perceptions of professionals and academicians regarding the impact of business transformation on accounting education, without directly examining the prevailing accounting education system. Future research should address this limitation by undertaking a qualitative exploration of the actual accounting education landscape and market requirements.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The implications of the study span the theoretical, regulatory, environmental, and social domains, stressing the need for educational institutions, regulatory bodies, and industry to collaborate in shaping competent and future-ready accounting professionals. A systematic approach would validate and extend the findings of this study, providing deeper insights into the transformative processes necessary to enhance accounting education in response to evolving business landscapes and environmental dynamics.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The outcome of the study assists educational institutions and regulatory bodies in framing policies to adapt accounting education to the evolving business landscape by updating the accounting curriculum as per the changes in the market forces to make graduates relevant and competent.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220747","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}
引用次数: 0
Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool 第二语言写作焦虑与采用 ChatGPT 作为自动写作评估工具
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-12 DOI: 10.1108/jarhe-06-2024-0260
Zhifang Liu

Purpose

This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.

Design/methodology/approach

This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.

Findings

This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.

Originality/value

This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.

目的 本研究探讨了英语第二语言学习者的写作焦虑与他们在学术写作中使用 ChatGPT 作为自动写作评价工具的意向之间的关系。本研究以技术接受模型(TAM)为理论框架,将写作焦虑作为一个附加变量,以了解写作焦虑对 ChatGPT 作为自动化写作评价工具的感知有用性、ChatGPT 的感知易用性以及将 ChatGPT 作为自动化写作评价工具用于学术写作的态度有多大影响。研究结果本研究发现,写作焦虑会显著影响对 ChatGPT 作为自动化写作评估工具的易用性感知,以及对使用 ChatGPT 的态度。原创性/价值本研究有助于了解学生在写作焦虑的情况下使用 ChatGPT 作为自动写作评价工具的意向。
{"title":"Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool","authors":"Zhifang Liu","doi":"10.1108/jarhe-06-2024-0260","DOIUrl":"https://doi.org/10.1108/jarhe-06-2024-0260","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227287","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}
引用次数: 0
Remote learning and exploring the factors affecting students' adoption of behavioral intentions toward conference applications 远程学习和探索影响学生对会议应用采取行为意向的因素
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-10 DOI: 10.1108/jarhe-04-2024-0189
K.D.V. Prasad, Shivoham Singh, Ved Srinivas
<h3>Purpose</h3><p>The authors investigated whether remote learning and its associated factors affect students’ adoption of Zoom, Microsoft Teams, Blue Jeans and other conference applications.</p><!--/ Abstract__block --><h3>Design/methodology/approach</h3><p>The study used a quantitative design; data were collected by surveying B-school students in Hyderabad using a questionnaire prepared adopting the validated scales. About 33 items were used to measure nine reflective constructs: remote learning, performance expectancy, adoption behavioral intention, institutional support, ecological acceptance, habit formation, hedonic motivation, attitude towards conference apps and social influence. The exploratory and confirmatory factor analyses were carried out, and hypotheses were tested using IBM SPSS and AMOS version 28.</p><!--/ Abstract__block --><h3>Findings</h3><p>A 61% variance in students’ adoption behavioral intentions and a 37% variance in students’ attitude towards conference apps are accounted for by remote learning, performance expectancy, institutional support, ecological acceptance, habit formation, hedonic motivation and social influence. The exogenous constructs of institutional support, environmental acceptance, habit formation and social influence are statistically significant and influence students’ adoption and behavioral intentions toward conference applications. The attitude towards conference apps fully mediated the relationship between students’ adoption behavioral intentions and performance expectancy. However, the constructs of environmental concern, social influence and habit formation are partially mediated. This study provides empirical evidence that attitude towards conference apps, environmental acceptance, performance expectancy, institutional support, habit formation and social influence are the key predictors of remote learning and students’ adoption of and conference applications.</p><!--/ Abstract__block --><h3>Research limitations/implications</h3><p>This study was limited to the B-schools of Hyderabad city, an Indian metro. To encourage students to adopt remote learning through conference apps, academicians should appropriately illustrate the idea of remote learning. To enable students to learn while on the go, educational institutions should offer intuitive applications with enhanced reading layouts. Second, since internet access is required for remote learning, this study is crucial for service providers. To make it simpler to obtain educational resources, the internet should be more widely accessible. Third, since technology is linked to remote learning, this type of study is essential for the education sector since devices need to be developed.</p><!--/ Abstract__block --><h3>Practical implications</h3><p>The pandemic has caused restructuring of the educational system, necessitating new strategies for distance and virtual learning for teachers. In the future, teachers will adopt techniques centered aro
目的 作者调查了远程学习及其相关因素是否会影响学生对 Zoom、Microsoft Teams、Blue Jeans 和其他会议应用程序的采用。研究采用了定量设计;数据是通过对海德拉巴的 B 类学校学生进行调查收集的,调查问卷采用了经过验证的量表。约 33 个项目用于测量九个反思性建构:远程学习、绩效预期、采用行为意向、机构支持、生态接受、习惯养成、享乐动机、对会议应用程序的态度和社会影响。结果 远程学习、绩效预期、制度支持、生态接受、习惯养成、享乐主义动机和社会影响分别解释了学生采用行为意向的 61% 和学生对会议应用程序态度的 37% 的差异。制度支持、环境接受、习惯养成和社会影响这些外生建构在统计上显著影响了学生对会议应用程序的采用和行为意向。对会议应用程序的态度完全调解了学生采用行为意向与绩效预期之间的关系。然而,环境关注、社会影响和习惯养成这三个构念则部分地起到了中介作用。本研究提供的经验证据表明,对会议应用程序的态度、环境接受度、绩效预期、机构支持、习惯养成和社会影响是远程学习和学生采用会议应用程序的关键预测因素。为了鼓励学生通过会议应用程序进行远程学习,学术界应适当说明远程学习的理念。为了让学生在旅途中学习,教育机构应提供直观的应用程序,并增强阅读布局。其次,由于远程学习需要互联网接入,这项研究对服务提供商至关重要。为了更方便地获取教育资源,互联网应该更加普及。第三,由于技术与远程学习息息相关,这类研究对教育部门至关重要,因为需要开发相关设备。未来,教师将采用以使用虚拟平台、社交媒体和视频制作为中心的技术。政府应建立足够的基础设施来促进在线教育,并帮助教师更加了解和熟练使用技术,尤其是在创建、执行和评估在线教学时。原创性/价值本研究的目的是确定使用 Zoom、BlueJeans、Microsoft Teams 和其他会议软件进行在线/远程学习的益处。无论是在线/远程学习方法本身,还是学习者适应新的正常情景的能力,都应在教育环境中加以培养。
{"title":"Remote learning and exploring the factors affecting students' adoption of behavioral intentions toward conference applications","authors":"K.D.V. Prasad, Shivoham Singh, Ved Srinivas","doi":"10.1108/jarhe-04-2024-0189","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0189","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The authors investigated whether remote learning and its associated factors affect students’ adoption of Zoom, Microsoft Teams, Blue Jeans and other conference applications.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The study used a quantitative design; data were collected by surveying B-school students in Hyderabad using a questionnaire prepared adopting the validated scales. About 33 items were used to measure nine reflective constructs: remote learning, performance expectancy, adoption behavioral intention, institutional support, ecological acceptance, habit formation, hedonic motivation, attitude towards conference apps and social influence. The exploratory and confirmatory factor analyses were carried out, and hypotheses were tested using IBM SPSS and AMOS version 28.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;A 61% variance in students’ adoption behavioral intentions and a 37% variance in students’ attitude towards conference apps are accounted for by remote learning, performance expectancy, institutional support, ecological acceptance, habit formation, hedonic motivation and social influence. The exogenous constructs of institutional support, environmental acceptance, habit formation and social influence are statistically significant and influence students’ adoption and behavioral intentions toward conference applications. The attitude towards conference apps fully mediated the relationship between students’ adoption behavioral intentions and performance expectancy. However, the constructs of environmental concern, social influence and habit formation are partially mediated. This study provides empirical evidence that attitude towards conference apps, environmental acceptance, performance expectancy, institutional support, habit formation and social influence are the key predictors of remote learning and students’ adoption of and conference applications.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study was limited to the B-schools of Hyderabad city, an Indian metro. To encourage students to adopt remote learning through conference apps, academicians should appropriately illustrate the idea of remote learning. To enable students to learn while on the go, educational institutions should offer intuitive applications with enhanced reading layouts. Second, since internet access is required for remote learning, this study is crucial for service providers. To make it simpler to obtain educational resources, the internet should be more widely accessible. Third, since technology is linked to remote learning, this type of study is essential for the education sector since devices need to be developed.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The pandemic has caused restructuring of the educational system, necessitating new strategies for distance and virtual learning for teachers. In the future, teachers will adopt techniques centered aro","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220748","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}
引用次数: 0
Locus of control, academic procrastination and academic performance amongst university students: moderating role of parental involvement 大学生的控制欲、学业拖延和学习成绩:父母参与的调节作用
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-06 DOI: 10.1108/jarhe-04-2024-0181
Regina Bahl, Shubhangi Gupta, Kamini Tanwar, Zubair Khan, Irfan Ahmad Hakak, Faseeh Amin

Purpose

Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.

Design/methodology/approach

This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.

Findings

The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.

Originality/value

The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.

目的 学业拖延是指推迟完成作业的行为,是全世界学生中普遍存在的一种行为,对学业成绩有重大影响。本研究探讨了学业拖延对大学生学业成绩的影响。本研究还确定了控制位置的中介效应和父母参与对学业拖延与学业成绩之间关系的调节效应。研究采用英语问卷调查的方式,从印度北部地区的大学生中获得回复。研究共收到 539 份参与者的回复,经过数据清理后,使用了 507 份回复。本研究使用 AMOS 25.0 结构方程模型进行假设检验。研究结果使用结构方程模型进行的回归分析表明,外部控制源导致学业拖延,而内部控制源对学业拖延有负面影响。此外,学业拖延还会对学业成绩产生负面影响,凸显了拖延对学生成绩的不利影响。此外,学业拖延在控制位置与学业成绩之间起着中介作用,而父母参与则起着调节作用。该研究对教育心理学做出了重要贡献,同时也完善了之前有关大学生学业成就前因的理论框架。
{"title":"Locus of control, academic procrastination and academic performance amongst university students: moderating role of parental involvement","authors":"Regina Bahl, Shubhangi Gupta, Kamini Tanwar, Zubair Khan, Irfan Ahmad Hakak, Faseeh Amin","doi":"10.1108/jarhe-04-2024-0181","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0181","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227273","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}
引用次数: 0
A systematic review of the Metaverse in formal education 对正规教育中的 "元宇宙 "进行系统审查
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-05 DOI: 10.1108/jarhe-04-2024-0162
Chao Shi, Jung Yeon Park

Purpose

In light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes.

Design/methodology/approach

The research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends.

Findings

The analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies.

Research limitations/implications

The limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts.

Originality/value

The study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development.

目的 鉴于在教育背景下人们对元宇宙的兴趣日益浓厚,本研究提供了一份全面的综述,以解决 K-12 和高等教育教师和教育工作者中普遍存在的知识差距。随着元宇宙越来越多地融入课堂教学,我们有必要系统地探讨元宇宙对特定学科教学法、评估方法、研究方法和整体学习成果的影响。纳入标准优先考虑对课堂教学中 Metaverse 应用的调查,重点关注学科、教学方法、衡量标准和研究方法。分析显示,研究主要集中在高等教育领域,包括科学、技术、工程和数学(STEM)以及非 STEM 学科。然而,采用综合实验设计的研究很少。这表明,目前有关教育领域元数据整合的研究在方法的严谨性方面存在差距。尽管Metaverse对高等教育的影响是显而易见的,但这项研究强调了需要更强大的实验设计和更全面的研究方法。研究局限性/影响对学生在教育环境中使用Metaverse的体验进行的有限探索凸显了这一新兴研究领域值得进一步研究。未来的研究应优先考虑通过考试成绩等指标来衡量学生的看法和表现,以加深我们对元数据在教育环境中的功效的理解。原创性/价值本研究旨在为元数据在教育中的整合现状提供见解,并确定进一步研究和发展的领域。
{"title":"A systematic review of the Metaverse in formal education","authors":"Chao Shi, Jung Yeon Park","doi":"10.1108/jarhe-04-2024-0162","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0162","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220749","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}
引用次数: 0
An examination of COVID-19’s impact on student learning: a self-determination theory perspective 考察 COVID-19 对学生学习的影响:自我决定理论视角
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-04 DOI: 10.1108/jarhe-03-2024-0124
Holly Hapke, Anita Lee-Post, Tereza Dean, Kun Huang

Purpose

We propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.

Design/methodology/approach

Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.

Findings

All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.

Originality/value

We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.

目的我们提出并测试了一个有理论依据的结构模型,让我们深入了解学生的 COVID 体验如何影响他们在 COVID 后的一般学习体验、具体学习体验和具体课堂表现。设计/方法/途径大量研究报告了 COVID-19 如何影响 2020 年春季至 2021 年秋季大流行期间高等教育中学生的学习。研究发现,学生脱离学习、缺乏动力、孤立、焦虑、难以适应紧急远程教学(ERT),并面临经济、身体和/或心理健康问题。在此背景下,我们利用调查工具开展了自己的调查,以确定 COVID-19 对学生学习的持久影响。具体来说,我们假设 COVID-19 所造成的学业和社会干扰影响了学生的社会联系和心理健康,进而影响了他们的情感和认知学习成果。我们使用结构方程模型验证了一个以自我决定理论为基础的结构模型,该模型将 COVID-19 对学生学习的总体影响因素和具体影响因素之间的复杂关系概括为七个假设。研究结果我们的七个假设都得到了支持,这表明,正如我们的结构模型所假设的那样,课堂特定因素和课堂之外的更广泛的一般因素都会影响学生对课堂的满意度和学习效果。总之,我们的研究证实了在学习研究中考虑焦虑和满意度等情感因素的价值。
{"title":"An examination of COVID-19’s impact on student learning: a self-determination theory perspective","authors":"Holly Hapke, Anita Lee-Post, Tereza Dean, Kun Huang","doi":"10.1108/jarhe-03-2024-0124","DOIUrl":"https://doi.org/10.1108/jarhe-03-2024-0124","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>We propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220801","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}
引用次数: 0
Cheating and plagiarism in higher education: a systematic literature review from a global perspective, 2016–2024 高等教育中的作弊和剽窃:2016-2024 年全球视角下的系统文献综述
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-03 DOI: 10.1108/jarhe-12-2023-0558
Md Sozon, Wei Fong Pok, Bee Chuan Sia, Omar Hamdan Mohammad Alkharabsheh

Purpose

This study examined the causes of cheating and plagiarism in higher education from a global perspective and developed strategies for reducing these behaviours.

Design/methodology/approach

The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines to select 26 research articles published between 2016 and 2024.

Findings

Cheating and plagiarism are caused by laziness, time constraints, lack of confidence, difficult exams, excessive assignments, fear of poor grades, and motivation to achieve higher grades. However, students are often unaware of the effects these behaviours can have on their academic and professional careers. Therefore, in addition to regularly updating academic honour codes following national laws and regulations, higher education institutions need to introduce training programmes and workshops to raise students’ awareness of the negative consequences of cheating and plagiarism, enhance their writing skills, and promote positive attitudes.

Practical implications

The study findings may assist policymakers and stakeholders in higher education institutions in deciding whether to implement academic integrity education programmes and modify honour codes following government laws and regulations. Additionally, this study contributes to the existing literature on cheating and plagiarism and will help higher education institutions address the root causes of these behaviours.

Originality/value

This study contributes valuable insights to the literature on cheating and plagiarism.

研究结果作弊和剽窃的原因包括懒惰、时间限制、缺乏自信、考试难度大、作业过多、害怕成绩差以及想获得更高分的动机。然而,学生往往没有意识到这些行为会对他们的学业和职业生涯造成影响。因此,除了根据国家法律法规定期更新学术荣誉准则外,高等教育机构还需要引入培训计划和研讨会,以提高学生对作弊和抄袭的负面影响的认识,增强他们的写作能力,并促进他们树立积极的态度。此外,本研究还为现有的有关作弊和剽窃的文献做出了贡献,并将有助于高等教育机构解决这些行为的根本原因。
{"title":"Cheating and plagiarism in higher education: a systematic literature review from a global perspective, 2016–2024","authors":"Md Sozon, Wei Fong Pok, Bee Chuan Sia, Omar Hamdan Mohammad Alkharabsheh","doi":"10.1108/jarhe-12-2023-0558","DOIUrl":"https://doi.org/10.1108/jarhe-12-2023-0558","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examined the causes of cheating and plagiarism in higher education from a global perspective and developed strategies for reducing these behaviours.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines to select 26 research articles published between 2016 and 2024.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Cheating and plagiarism are caused by laziness, time constraints, lack of confidence, difficult exams, excessive assignments, fear of poor grades, and motivation to achieve higher grades. However, students are often unaware of the effects these behaviours can have on their academic and professional careers. Therefore, in addition to regularly updating academic honour codes following national laws and regulations, higher education institutions need to introduce training programmes and workshops to raise students’ awareness of the negative consequences of cheating and plagiarism, enhance their writing skills, and promote positive attitudes.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study findings may assist policymakers and stakeholders in higher education institutions in deciding whether to implement academic integrity education programmes and modify honour codes following government laws and regulations. Additionally, this study contributes to the existing literature on cheating and plagiarism and will help higher education institutions address the root causes of these behaviours.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes valuable insights to the literature on cheating and plagiarism.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220499","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}
引用次数: 0
“This is not my forte”: examining the impact of cultural dimensions, teacher support, and self-efficacy on university student learned helplessness "这不是我的专长":研究文化维度、教师支持和自我效能对大学生习得性无助感的影响
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-30 DOI: 10.1108/jarhe-01-2024-0050
Hang Thanh Pham, Minh Ngoc Do

Purpose

University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.

Design/methodology/approach

Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.

Findings

The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.

Originality/value

The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.

目的大学生经常会遇到学业挑战和挫折,这会影响他们对自己能力的信念,从而导致一种被称为习得性无助感的现象。本研究通过教师支持、自我效能感以及权力距离、不确定性规避和男性气质等文化维度之间的相互作用,探讨了习得性无助感的前因。设计/方法/途径作者从建构主义出发,利用结构方程模型(SEM)对概念模型进行了实证研究。共有 268 名大学生通过谷歌表格完成了关于习得性无助感的自我调查。研究结果研究表明,习得性无助感受个人特质、感知支持和文化背景的影响。较高的自我效能感与较低的习得性无助感得分相关,而教师的支持则通过自我效能感间接影响习得性无助感。权力距离和不确定性规避也直接影响 LH。此外,文化影响通过感知支持和自我效能间接影响 LH。原创性/价值本研究采用多维建构主义方法探讨了大学生的 LH 问题,从而推动了 LH 文献的发展,为教育当局提供了宝贵的见解。我们阐明了个人、社会和文化因素如何影响 LH,强调了自我效能感和感知到的教师支持之间的序列中介作用。现有文献往往忽视了文化维度和其他因素之间错综复杂的相互作用,从而限制了综合解决方案的制定。我们的研究为教育领域的 LH 定量分析开辟了新天地,深入研究了霍夫斯泰德的文化维度,并提出了缓解不确定性和权力距离的策略,以促进学生的幸福和成功。
{"title":"“This is not my forte”: examining the impact of cultural dimensions, teacher support, and self-efficacy on university student learned helplessness","authors":"Hang Thanh Pham, Minh Ngoc Do","doi":"10.1108/jarhe-01-2024-0050","DOIUrl":"https://doi.org/10.1108/jarhe-01-2024-0050","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220501","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}
引用次数: 0
Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP) 博士生对伊朗英语水平结业标准的看法:为通用学术英语(EGAP)提供依据
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-30 DOI: 10.1108/jarhe-02-2024-0094
Fateme Chahkandi

Purpose

This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.

Design/methodology/approach

Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).

Findings

Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.

Research limitations/implications

The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.

Originality/value

A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.

目的 本研究旨在调查博士生对英语能力展示标准的看法,这些标准是完成伊朗大学博士课程要求的一部分。这些标准包括科学、研究和技术部(MSRT)测试、学术英语(EAP)课程、达到博士入学考试英语部分的最低分数,以及获得导师对学生英语水平的认可。研究结果学生们对新的毕业要求,尤其是 MSRT 考试的看法不一。然而,他们主张采取平等、客观和满足需求的措施,而这些措施在 EAP 项目中得到了更好的体现。研究局限性/影响研究结果在讨论 MSRT 测试和 EAP 项目的预测有效性、真实性和建构相关性时进行了讨论。尽管缺乏有关高风险测试和 EAP 项目可比性的量化数据,但本研究为测试机构、学术机构和高校学生提供了启示。因此,更好地了解学生的看法有助于政策制定者在必要时重新考虑其政策。
{"title":"Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP)","authors":"Fateme Chahkandi","doi":"10.1108/jarhe-02-2024-0094","DOIUrl":"https://doi.org/10.1108/jarhe-02-2024-0094","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227475","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}
引用次数: 0
期刊
Journal of Applied Research in Higher Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1