Cognitive Strategies, Motivation to Learning, Levels of Wellbeing and Risk of Drop-out: An Empirical Longitudinal Study for Qualifying Ongoing University Guidance Services

Biasi, Valeria; Vincenzo, Conny De; Patrizi, Nazarena

doi:10.2478/jesr-2018-0019

Cited by 14 publications

(13 citation statements)

References 21 publications

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“…A limitation of this research is the non-inclusion of sociodemographic, mental health (e.g., stress, depression, coping strategies), and contextual variables (e.g., semester assessment period), which could have influenced students' well-being scores. The analysis could also be enriched by incorporating other educational indicators, such as objective academic performance or levels of adaptation to university (Bailey and Phillips, 2016;Biasi et al, 2018). Despite these limitations, the main strength of this study is the use of a longitudinal research design for the evaluation of these variables.…”

Section: Predicting the Perception Of Social Support In Affective Andmentioning

confidence: 99%

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

et al. 2020

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The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

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Section: Predicting the Perception Of Social Support In Affective Andmentioning

confidence: 99%

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

et al. 2020

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“…We must also consider that until now, during the first months of the first academic year, the students are not yet really involved in the preparation of the exams and, as we expected, the academic motivation scores (recorded by AMS) and the self-regulated knowledge scores (detected by SRKS-U) did not yet show any significant correlation with the risk of abandonment. On the other hand, towards the second part of the first university year, after the exam experiences, students can develop the risk of abandonment Biasi, De Vincenzo & Patrizi, 2018a;2018b).…”

Section: Resultsmentioning

confidence: 99%

“…Other factors positively related to perceived control are self-regulated learning (Shell and Husman, 2008;Biasi, De Vincenzo & Patrizi, 2018a, 2018b, effective study strategies used (Cassidy and Eachus, 2000), self-monitoring strategies use and intrinsic motivation (Perry, Hladkyj, Pekrun & Pelletier, 2001), achievement motivation (Hall, Perry, Ruthig, Hladkyj & Chipperfield, 2006), and personality constructs such as extraversion or conscientiousness (Perry, Hall & Ruthig, 2005).…”

mentioning

confidence: 99%

Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

Bias¹,

Vincenzo²,

Fagioli³

et al. 2019

JESR

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This correlational study aims to identify the predictive latent factors of academic failure in a sample of university students not yet at risk of dropping out. 80 healthy students of the first academic year, voluntary recruited through the Ongoing Guidance service at "Roma Tre" University (female = 92%; mean age = 19 year, 8 months), took part in the study. They completed a battery of questionnaires using the online platform Limesurvey. We computed correlation coefficients (Pearson r) of the relationship between total drop-out score and the measure of cognitive and affective dimensions (STAI, STAXI, OQ-45.2, QLS-Italian QSA, ZTPI, AMS, SRKS-U, Questionnaire on the perceived quality of the interaction with the academic setting). Variables which survived Bonferroni correction for multiple comparisons were entered as predictors in a model of multiple regression analysis (stepwise method). The main results indicate that the Drop-Out score is significantly and positively correlated with State, Trait Anxiety and Anger-In scores, and also with the Interpersonal Relations and Social Role). Again, the Drop-Out score correlates positively with Anxiety and "Self-regulation" subscales of QLS (QSA). Finally, the students' perception of integration within the University context (quality of social networking, utilization of students' facilities and quality of the interaction with the teachers) appears correlated to specific attitudes or traits. In conclusion, there is evidence to consider the relevance of the social context as a predictive factor in developing the risk of dropping-out, considering the interaction of personality traits or attitudes as latent factors.

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“…This study states that gender differences (male and female) differ significantly in their critical-thinking skills. This means that female students show better performance, cognitive knowledge, argumentation than male students do in critical thinking-skills in the chemical material of electrolyte and non-electrolyte solutions.Critical-thinking skills need to be trained because it is an effective way to improve students' understanding of material concepts especially the chemical material of electrolyte and non-electrolyte solutions (Biasi, Vincenzo, & Patrizi, 2018;Demiral&Çepni, 2018).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

Perdana¹,

Budiyono²,

Sajidan³

et al. 2019

JESR

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Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students' critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of criticalthinking skills used a 6-essay-question instrument of the chemical material of electrolyte and nonelectrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

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Cognitive Strategies, Motivation to Learning, Levels of Wellbeing and Risk of Drop-out: An Empirical Longitudinal Study for Qualifying Ongoing University Guidance Services

Cited by 14 publications

References 21 publications

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

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