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Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

“…According to these authors, one of the most methodologically rigorous studies was conducted by Campbell and Campbell (1997). They used an experimental design to determine the effect of tutoring intervention on academic success of first-year students attending a metropolitan university.…”

“…Thirdly, although we conducted several team meetings in order to follow-up the program implementation and evaluation, it could be interesting to design a contact log in order to record tutoring characteristics such as the meeting length. In this way, we could correlate the tutoring time with program effectiveness (Campbell & Campbell, 1997;Crisp & Cruz, 2009). Fourth, our sample could be too small to justify the generalization of the conclusions, and it would be appropriate to extend its size in subsequent studies.…”

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

“…The more frequently cited mentee outcomes in workplace contexts are increased pay, greater personal and career satisfaction, career progress, faster promotions, greater professional confidence, greater career mobility, reduced work-family conflict, sense of enhanced power, increased self esteem, better company knowledge (Roch, 1979;Chao et al, 1992;Chao, 1997;Hunt & Michael, 1983;Ragins & Kram, 2007). In academic or higher education mentoring literature, the mentees' outcomes frequently encountered are higher retention, academic success/higher grades, social integration, satisfaction with college and adjustment to college (Crisp & Cruz, 2009;Jacobi, 1991;Campbell & Campbell, 1997;Ehrich et al, 2004). Other mentee outcomes identified include professional skill development, networking, initial employment, career eminence, personal health (Johnson, 2007), cognitive learning, skill-based learning, affective related learning, social networks, career commitment, organisational commitment, and lower turnover intention (Wanberg et al, 2003).…”

“…Specifically, mentoring programmes are being developed in universities for their perceived usefulness in improving students' academic performance and retention (Campbell & Campbell, 1997). It is seen as a retention and enrichment strategy for undergraduate education (Jacobi, 1991).…”

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

“…However, when extracurricular activities are viewed solely as social functions, they are also seen as competing with academic work (Rubin, Bommer, & Baldwin, 2002). Studies have shown that participation in extracurricular activities contributes positively to interpersonal skills (Birkenholz & Schumacher, 1994;Ewing et al, 2009;Layfield et al, 2000;Moore, Prescott, & Gardener, 2008;Pascarella & Terenzini, 1991;Rubin et al, 2002), academic achievement and persistence (Astin, 1999;Wang & Shively, 2009), peer-to-peer interactions (Abrahamowicz, 1988;Astin, 1996;Pascarella & Terenzini, 1991), and positive faculty interactions (Abrahamowicz, 1988;Campbell & Campbell, 1997;Retallick & Pate, 2009). Kouzes and Posner (2007) suggested that exposure to a variety of out-of-classroom experiences provides concrete experiences as students apply leadership theories and skills.…”