学业成功:仅仅是成绩吗?

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1462096
Moira Cachia, S. Lynam, R. Stock
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引用次数: 42

摘要

研究人员在研究学业成就时,经常用评估分数来量化学业成就。考虑到学生对学业成功的理解,这个假设受到了质疑。提出的研究旨在确定学生对其定义的看法,以及他们认为在实现这一目标方面至关重要的因素。英国伦敦一所现代大学的16名心理学本科生参加了三个焦点小组中的一个。参与者将学业成功定义为:学习过程的完成;获得学科知识;发展就业技能。对收集到的数据进行专题分析得出两个主题:内在因素,包括动机、自主学习和个人技能;外在因素包括教学内容和学生支持结构。会议上对这些结果的讨论得出的结论是,要实现学业上的成功和最大限度地减少就业岗位资格方面的技能差距,需要将内在因素作为必修课程的一个组成部分加以解决,而不是作为可选的附加内容。
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Academic success: Is it just about the grades?
Abstract Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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