1,720,955 research outputs found
Transitioning to university life: experiences of students with heavy study investment
No full textThe transition from secondary school to university remains a challenging period for many students, despite the widespread implementation of interventions such as time management training and bridging courses in core subjects (Bashaar et al., 2019; Terpstra-Tong & Ahmad, 2018). While these measures aim to help students manage academic demands, a one-size-fits-all approach often fails to account for the diverse motivations and experiences of different learner groups (Gašević et al., 2016; Rear, 2019). This thesis focuses on a specific subset of students undergoing this transition—those with a heavy study investment (HSI), i.e. those dedicating significant time and effort to their academic pursuits. According to Loscalzo and Giannini (2019), HSI may manifest as either maladaptive compulsive studyholism or as enthusiastic and dedicated study engagement. Given HSI’s strong academic commitment, this group may be overlooked in research and support initiatives, raising concerns about this issue being a silent problem.
Students with a heavy study investment (HSI) may find conventional academic interventions, such as additional time management strategies and courseload increases, ineffective or even detrimental to their well-being (Huang, 2020; Whitelock et al., 2015). Overstudying has been linked to negative outcomes, including higher dropout rates (Loscalzo, 2021), social impairment (Loscalzo & Giannini, 2022), social anxiety (Lawendowski et al., 2019), lower test scores (Loscalzo & Giannini, 2020), and exam stress (Atroszko et al., 2019).
Drawing on the multidimensional adaptation to university framework (Baker & Siryk, 1984), the study demands-resources model (Lesener et al., 2020; Schaufeli & Bakker, 2004) and the heavy study investment model (Loscalzo & Giannini, 2019), this research project investigates the experiences of students transitioning to university with a heavy study investment through three empirical studies. Using an exploratory multi-methods design, the research first explores students’ behavioural patterns, motivations, study demands, and coping strategies through two stages of in-depth interviews. The findings from these two qualitative studies then inform a subsequent quantitative survey study, designed to test and validate key insights.
The first study used interpretive phenomenological analysis (IPA; Smith & Nizza, 2022) to explore the experiences and motivations of 13 students transitioning with different forms of heavy study investment. Findings revealed that students with high studyholism scores reported negative emotions, restlessness during non-study time, and limited support networks, relying more on external motivation. In contrast, students with high study engagement scores exhibited more positive emotions, stronger internal motivation, and broader support systems.
The second study, based on a second round of interviews, examined study demands and coping strategies. Using IPA, it identified emotional, academic, and social demands, as well as seven distinct coping strategies employed by students. Findings showed that all participants encountered significant challenges, with variations in adaptive and maladaptive coping approaches.
The third study tested key findings from the first two studies through a survey of 336 students transitioning to university. Results indicated that studyholism and study engagement acted as mediators in the relationship between emotional study demands and several dimensions of university adaptation, further clarifying their distinct roles in the transition process.
This research responds to Loscalzo and Giannini’s (2022) call for a qualitative exploration of the relatively recent heavy study investment model, offering deeper theoretical insights into studyholism and study engagement. The findings highlight the role of self-set goals in fostering more adaptive forms of heavy study investment, in contrast to externally imposed goals, such as those driven by competition—an interpretation grounded in goal-setting theory (Locke & Latham, 2002, 2006). Additionally, the research contributes to theorising how study engagement enhances coping, suggesting that positive emotions may facilitate new ways of thinking that encourage students to diversify their coping strategies, aligning with the broaden-and-build theory (Fredrickson, 2004). On a practical level, the study offers recommendations for institutional initiatives and enhanced lecturer support to better assist students during the transition to university. Finally, the thesis details a campus-wide initiative developed in response to the research findings, aimed at raising awareness and providing resources for students with a heavy study investment
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Transitioning to university life: experiences of students with heavy study investment
No full textThe transition from secondary school to university remains a challenging period for many students, despite the widespread implementation of interventions such as time management training and bridging courses in core subjects (Bashaar et al., 2019; Terpstra-Tong & Ahmad, 2018). While these measures aim to help students manage academic demands, a one-size-fits-all approach often fails to account for the diverse motivations and experiences of different learner groups (Gašević et al., 2016; Rear, 2019). This thesis focuses on a specific subset of students undergoing this transition—those with a heavy study investment (HSI), i.e. those dedicating significant time and effort to their academic pursuits. According to Loscalzo and Giannini (2019), HSI may manifest as either maladaptive compulsive studyholism or as enthusiastic and dedicated study engagement. Given HSI’s strong academic commitment, this group may be overlooked in research and support initiatives, raising concerns about this issue being a silent problem.
Students with a heavy study investment (HSI) may find conventional academic interventions, such as additional time management strategies and courseload increases, ineffective or even detrimental to their well-being (Huang, 2020; Whitelock et al., 2015). Overstudying has been linked to negative outcomes, including higher dropout rates (Loscalzo, 2021), social impairment (Loscalzo & Giannini, 2022), social anxiety (Lawendowski et al., 2019), lower test scores (Loscalzo & Giannini, 2020), and exam stress (Atroszko et al., 2019).
Drawing on the multidimensional adaptation to university framework (Baker & Siryk, 1984), the study demands-resources model (Lesener et al., 2020; Schaufeli & Bakker, 2004) and the heavy study investment model (Loscalzo & Giannini, 2019), this research project investigates the experiences of students transitioning to university with a heavy study investment through three empirical studies. Using an exploratory multi-methods design, the research first explores students’ behavioural patterns, motivations, study demands, and coping strategies through two stages of in-depth interviews. The findings from these two qualitative studies then inform a subsequent quantitative survey study, designed to test and validate key insights.
The first study used interpretive phenomenological analysis (IPA; Smith & Nizza, 2022) to explore the experiences and motivations of 13 students transitioning with different forms of heavy study investment. Findings revealed that students with high studyholism scores reported negative emotions, restlessness during non-study time, and limited support networks, relying more on external motivation. In contrast, students with high study engagement scores exhibited more positive emotions, stronger internal motivation, and broader support systems.
The second study, based on a second round of interviews, examined study demands and coping strategies. Using IPA, it identified emotional, academic, and social demands, as well as seven distinct coping strategies employed by students. Findings showed that all participants encountered significant challenges, with variations in adaptive and maladaptive coping approaches.
The third study tested key findings from the first two studies through a survey of 336 students transitioning to university. Results indicated that studyholism and study engagement acted as mediators in the relationship between emotional study demands and several dimensions of university adaptation, further clarifying their distinct roles in the transition process.
This research responds to Loscalzo and Giannini’s (2022) call for a qualitative exploration of the relatively recent heavy study investment model, offering deeper theoretical insights into studyholism and study engagement. The findings highlight the role of self-set goals in fostering more adaptive forms of heavy study investment, in contrast to externally imposed goals, such as those driven by competition—an interpretation grounded in goal-setting theory (Locke & Latham, 2002, 2006). Additionally, the research contributes to theorising how study engagement enhances coping, suggesting that positive emotions may facilitate new ways of thinking that encourage students to diversify their coping strategies, aligning with the broaden-and-build theory (Fredrickson, 2004). On a practical level, the study offers recommendations for institutional initiatives and enhanced lecturer support to better assist students during the transition to university. Finally, the thesis details a campus-wide initiative developed in response to the research findings, aimed at raising awareness and providing resources for students with a heavy study investment
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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