5,308 research outputs found
Study Time: A Key Variable in Self-Regulated Learning.
No full texteducation indicate that study time may have substantial impact on academic performance. Research on the role of study time in learning processes is scarce, however. The present study aims at constructing and validating a theoretical model of the impact of study time and other variables on study results in self-regulated learning environments in university education. The model includes study results as the dependent variable, study time as an intervening variable and different student variables and characteristics of the instructional setting as independent variables. The main data source is a web based tool for recording study time. Data collected with this tool are linked to other available data (on study results, student variables and characteristics of the learning environment). The resulting dataset is subjected to regression analyses in order to detect predictor variables for study time and academic achievement. In this paper core results of the model construction stage of the study are reported and commented upon
Affective-motivational factors predicting freshmen's study time investment
No full textStudents significantly differ in the amount of time devoted to studying. Female students have been
shown to work harder (Brint & Cantwell, 2010), whereas students with higher scores on general
cognitive ability and prior learning tests invest less study time (Plant, Ericsson, Hill, & Asberg, 2005). But
what about variables with a strong affective-motivational component? The current study aimed to
examine whether study time is related to self-efficacy, learning goal orientation (Dweck, 1999), and
different aspects of action-orientedness (disengaging from a task rather than being preoccupied with
failure and setbacks; easily initiating work on a task rather than hesitating to start working; being
persistent until completion of the task rather than being easily distracted; Diefendorff, Hall, Lord, &
Strean, 2000; Kuhl, 1994). 339 first-year students of the Faculty of Business Economics of Hasselt
University (Belgium) participated. Students recorded the study time for a particular course at least
weekly for the entire duration of the term. Affective-motivational factors regarding the course were
measured by a student questionnaire. Results showed that easily taking initiative to study and being
persistent are associated with more time investment, whereas more disengagement from the course
and a higher course-related self-efficacy are related to less time investment (after controlling for gender
and intelligence test scores). Learning goal orientation was unrelated to study time.Research Council of Hasselt University:
project R-125
Affective-motivational factors predicting freshmen's study time investment
No full textStudents significantly differ in the amount of time devoted to studying. Female students have been
shown to work harder (Brint & Cantwell, 2010), whereas students with higher scores on general
cognitive ability and prior learning tests invest less study time (Plant, Ericsson, Hill, & Asberg, 2005). But
what about variables with a strong affective-motivational component? The current study aimed to
examine whether study time is related to self-efficacy, learning goal orientation (Dweck, 1999), and
different aspects of action-orientedness (disengaging from a task rather than being preoccupied with
failure and setbacks; easily initiating work on a task rather than hesitating to start working; being
persistent until completion of the task rather than being easily distracted; Diefendorff, Hall, Lord, &
Strean, 2000; Kuhl, 1994). 339 first-year students of the Faculty of Business Economics of Hasselt
University (Belgium) participated. Students recorded the study time for a particular course at least
weekly for the entire duration of the term. Affective-motivational factors regarding the course were
measured by a student questionnaire. Results showed that easily taking initiative to study and being
persistent are associated with more time investment, whereas more disengagement from the course
and a higher course-related self-efficacy are related to less time investment (after controlling for gender
and intelligence test scores). Learning goal orientation was unrelated to study time.Research Council of Hasselt University:
project R-125
Study Time: A Key Variable in Self-Regulated Learning.
No full texteducation indicate that study time may have substantial impact on academic performance. Research on the role of study time in learning processes is scarce, however. The present study aims at constructing and validating a theoretical model of the impact of study time and other variables on study results in self-regulated learning environments in university education. The model includes study results as the dependent variable, study time as an intervening variable and different student variables and characteristics of the instructional setting as independent variables. The main data source is a web based tool for recording study time. Data collected with this tool are linked to other available data (on study results, student variables and characteristics of the learning environment). The resulting dataset is subjected to regression analyses in order to detect predictor variables for study time and academic achievement. In this paper core results of the model construction stage of the study are reported and commented upon
Study time and academic performance: A conditional relation?
No full textStudy results depend on many interacting factors, including students’ and teachers’ personal characteristics, their conceptions, preferences and strategies with respect to learning and teaching, and contextual variables (e.g., Biggs, 2001; Broekkamp & Van Hout-Wolters, 2007). The current study aims to specify the role and place of study time (ST) in this complex set of variables and relationships in a self-regulated learning environment. Although, intuitively, more ST is expected to result in higher performance, research results have been inconsistent (Stinebrickner & Stinebrickner, 2004). In some cases, ST has been shown to predict academic performance beyond a myriad of intellective (e.g., high school GPA, SAT scores) and non-intellective student characteristics (e.g., gender, health; Brint & Cantwell, 2010). In other cases, no significant association was obtained (e.g., Gortner & Zulauf, 2000). This pattern of findings suggests that the role of ST depends on other factors. Aim of the current study was to explore interactions between ST and the quality of learning activities involved. Consistent with the work of Vermunt (1992) and Masui and De Corte (2005), the focus will be on the affective-motivational, cognitive, and metacognitive processing of course content. Moreover, based on Biggs’ (2001) model of learning, the predictive value of (quantitative and qualitative) features of the learning process will be evaluated within the context of relevant student characteristics and for different courses.Funding was provided by the Research Council of Hasselt University to Chris Masui and Jan Broeckmans (project R-1257)
Too Much Information piece commenting on the local media scene. Author Chris B
No full textToo Much Information piece commenting on the local media scene. Author Chris Barry analyzes WGME-13\u27s inclusion of promotions for network entertainment in its news broadcasts; discusses the bi-weekly interviews of former governor Angus King on National Public Radio\u27s Marketplace; and praises Ed King\u27s West End News for its high quality
Manzanar camp map, "Manzanar, a photograph essay"
No full textA map of "Manzanar Relocation Center" reproduced from "Manzanar pilgrimage program" by hand by Chris S. Uyemura. The caption reads, "General plan of the W.R.A. Camp at Manzanar, California. Chris Uyemura Collection." A page from: Manzanar, a photograph essay (csudh_uye_0001).The Chris S. Uyemura Manzanar Photograph Collection consists of a pictorial essay, “Manzanar, a photographic essay,” and additional loose photos, which were compiled and collected by Chris S. Uyemura. The essay contains photographs, texts, and newspaper clippings, and was submitted to Professor Donald T. Hata of the Department of History at CSU Dominguez Hills. The collection depicts the incarceration of people of Japanese ancestry in the Manzanar camp during World War II as well as reflects the events, contrasting with photographs of the Manznar National Historic Site, which illustrates what is left of the camp today. The collection was originally named as “Asian Pacific Studies Collection Box 14.
John and Chris Crutcher Folder
No full text2 pages of family history documents containing and related to John Crutcher; Chris Crutcher - including: News articles; Valley clerk; Author; obi
Intimacy Unguarded: Chris Kraus
No full textThe Central Saint Martins research project 'Intimacy Unguarded', run by Emma Talbot and Dr Jo Morra, hosted a visit to Central Saint Martins by United States author Chris Kraus. Kraus is a highly respected writer (I Love Dick, Summer of Hate, Aliens and Anorexia etc) and editor of the semi-texte series 'Native Agents'. In this event, Kraus gave a reading from 'I Love Dick' and was then interviewed by Emma Talbot, to a live public audience.
'Intimacy Unguarded' also ran a seminar called 'Write A Letter To Chris Kraus'. Mirroring the format for the celebrated book 'I Love Dick', in which Kraus uses the letter as a way of addressing a particular figure (with whom she is obsessed) whilst simultaneously unpacking her own personal thoughts and research, participants were invited to 'Write a Letter To Chris Kraus'.
Chris Kraus was present at the seminar, where letters were read aloud and Kraus was the first respondent. Those taking part were from Raven Row, CSM BAFA, MAFA and Afterall. An excerpt from Kraus's book and a selection of the letters will be published in the June 2017n issue of Journal of Visual Art Practice, to be guest-edited by Talbot and Morra
Responding to Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’s Mississippi Trial, 1955
No full textThis study explores virtual, student–author interviews eighth-grade students led with Chris Crowe in response to his young adult novel Mississippi Trial, 1955. The opportunity to interview the author motivated students to read the novel. Through their text-world development, students connected with the fictional and nonfictional characters, Hiram Hillburn and Emmett Till, respectively. Through their critical reader-responses, students sought truth about Emmett Till’s case as they questioned Crowe about the choices he made as an author and researcher, which supported students’ understanding of character development and historical significance of Emmett Till’s case. Crowe’s answers to the students’ critical questions were not easy, but through the student–author interview preparation and implementation process, participants captured a shared understanding of Emmett Till’s case and how its connection to the U.S. civil rights movement impacted history and is pertinent today. Ultimately, this article advocates for reader-response pedagogy to include virtual or in-person student–author interviews
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