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“Rereading SoTL: Toward New Beginnings” “重读SoTL:走向新的开始”
Q2 Social Sciences Pub Date : 2023-10-10 DOI: 10.1007/s10755-023-09679-0
Nancy L. Chick
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引用次数: 1
Examining the Relation Between First-year University Students’ Intention to Drop-out and Academic Engagement: The Role of Motivation, Subjective Well-being and Retrospective Judgements of School Experience 大学一年级学生退学意向与学业投入的关系研究:动机、主观幸福感和学校经历回顾性判断的作用
Q2 Social Sciences Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09674-5
Raffaella Passeggia, Italo Testa, Giovanna Esposito, Raffaele De Luca Picione, Giancarlo Ragozini, Maria Francesca Freda
Abstract This study examined the relationships between first-year university students’ academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students’ engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.
摘要本研究考察了大学一年级学生学业动机、学校经历回顾性评价、主观幸福感、敬业度和退学意向之间的关系。本研究采用自我决定理论、SInAPSi学术投入模型、享乐方法和回顾性判断过程作为框架。最终样本包括565名参加科学-技术-工程-数学(STEM)课程(生物学、生物技术、化学、计算机科学、物理、数学)的一年级意大利学生。我们检验了三个基于结构方程的中介模型来分析所提出变量之间的关系:动机作为辍学意图的前因由,只有承诺作为中介(模型1);模型1 +主观幸福感作为第二中介(模型2);模型2 +回顾性判断作为前因(模型3)。结果表明,在所有模型中,更自主的动机风格预测学生的投入,进而直接或间接地影响他们的退学意愿。在模型2中,主观幸福感在动机、敬业度和退学意向之间起中介作用。在模型3中,我们发现主观幸福感也完全介导了回顾性判断与敬业度之间的关系。总的来说,我们的研究结果为大学学生参与和退学的机制提供了新的见解,并可能为大学政策提供信息。
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引用次数: 0
Recovering the Heart of SoTL: Inquiring into Teaching and Learning ‘as if the World Mattered’ 重拾SoTL之心:“世界至上”的教与学探究
Q2 Social Sciences Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09675-4
Peter Felten, Johan Geertsema
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引用次数: 1
Pencils Down… for Good? The Expansion of Test-Optional Policy After COVID-19 永远放下铅笔?COVID-19后Test-Optional策略扩展
Q2 Social Sciences Pub Date : 2023-09-18 DOI: 10.1007/s10755-023-09677-2
Darrell Lovell, Daniel J. Mallinson
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引用次数: 0
Faculty/Staff Training to Examine Racial Implicit Bias: Findings and Implications for Creating Inclusive Educational Spaces 检查种族内隐偏见的教职员工培训:创建包容性教育空间的发现和含义
Q2 Social Sciences Pub Date : 2023-09-12 DOI: 10.1007/s10755-023-09673-6
Corinne Corte, Audrey Amrein-Beardsley
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引用次数: 0
The Value of Articles Published in Journals Focused on the Scholarship of Teaching and Learning: A Use of Citations and Altmetrics as Indicators of Value 发表在教学学术期刊上的文章的价值:引用和替代指标作为价值指标的使用
Q2 Social Sciences Pub Date : 2023-09-11 DOI: 10.1007/s10755-023-09671-8
Nathaniel J. Bray, Andrew D’Entremont, John M. Braxton
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引用次数: 1
Predictors of Interdisciplinary Team Innovation in Higher Education Institutions 高等院校跨学科团队创新的预测因素
Q2 Social Sciences Pub Date : 2023-09-09 DOI: 10.1007/s10755-023-09676-3
Kristina Jaskyte, Ashley Hunter, Anna Claire Mell
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引用次数: 0
Improving Access and Inclusion for VITAL Faculty in the Scholarship of Teaching and Learning Through Sustained Professional Development Programs 通过持续的专业发展计划,改善重要教师在教学和学习方面的机会和包容
Q2 Social Sciences Pub Date : 2023-09-09 DOI: 10.1007/s10755-023-09672-7
KC Culver, Adrianna Kezar, Emily R. Koren
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引用次数: 1
“I’m Not Teaching Them Per Se”: Designing and Delivering Asynchronous Undergraduate Online STEM Courses “我不是在教他们”:设计和提供异步本科生在线STEM课程
IF 2.2 Q2 Social Sciences Pub Date : 2023-08-28 DOI: 10.1007/s10755-023-09670-9
Regina L. Garza Mitchell, Whitney DeCamp, B. Horvitz, Megan Grunert Kowalske, Cherrelle Singleton
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引用次数: 0
Is “Option B” a Viable Plan B? School Counselors’ Sensemaking of a Dual Enrollment Policy in Georgia “方案B”是可行的方案B吗?佐治亚州学校辅导员对双重招生政策的理解
IF 2.2 Q2 Social Sciences Pub Date : 2023-08-26 DOI: 10.1007/s10755-023-09669-2
Amy E. Stich, George Spencer, Brionna Johnson, S. Baser
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引用次数: 0
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Innovative Higher Education
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