Identifying and Advising Students with Deficient Study Skills: An Integrated Computer-Based Package for Staff and Students

Entwistle, Noël; Tait, Hilary; Speth, Carol

doi:10.1007/978-94-011-0657-3_14

Cited by 9 publications

(10 citation statements)

References 8 publications

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“…And it is found that study approaches vary according to the personality of the students. The neurotised personality students use surface approach where the extroversion students use deep approaches [38]. Neuroticism is linked to lack of concentration, fear of failure, and experiencing studying as stressful [38].…”

Section: Resultsmentioning

confidence: 99%

Psycho-social and Institutional Predictors of Study Habits

Sahu

Mallik²,

Sahu³

2022

AJESS

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The present study aims at finding predictors of study habits and the ways of influence. This review work is based on 100 research papers from digital resources. It is found that all predictors of study habits can be broadly categorized as psychological, social and institution. Psychological predictors are very much proximal to students’ cognitive process including their motivation, intelligence; sociological predictors are, though distal influence the student study habits via parental expectation, encouragement and psycho-social support; institutional climate, teachers’ personality and methods of teaching and peer group influence.

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Section: Resultsmentioning

confidence: 99%

Psycho-social and Institutional Predictors of Study Habits

Sahu

Mallik²,

Sahu³

2022

AJESS

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“…It implies a solid work discipline (Digman, 1990; Schouwenburg, 1995) as well as time management and organization skills. It associates with goal setting, self-efficacy and intrinsic motivation (Entwistle & Tait, 1996). Conscientiousness has been linked to commitment to learning goals, designing a plan of study and stronger learning goal orientation (Chamorro-Premuzic & Furnham, 2003; Klein & Lee, 2006; Lee & Klein, 2002).…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…Research has connected it with critical questioning, evaluation and analytical argumentation (Blickle, 1996; Schouwenburg, 1995). Individuals high in openness to experience can link current content to previously learned content and seek a deeper understanding (Entwistle & Tait, 1996).…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Personality and universal design for learning in management education

Sanford

Tabak

2023

OMJ

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Purpose This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL). Design/methodology/approach Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results. Findings The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation. Research limitations/implications This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model. Practical implications These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness. Social implications UDL can improve management education by making it more accessible to students with different personalities and learning styles. Originality/value This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.

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“…The answer choices were conceptualized as a continuum with 3 (unsure or undecided) representing a mid-point between agreement and disagreement. With permission from Entwistle et al (1996), small modifications in wording had been made to some items with the intention to align with American rather than English usage specific to science learning.…”

Section: Data Collectionmentioning

confidence: 99%

Measuring change within next‐generation agricultural and natural resources professionals

Speth,

Ramirez,

Ibach

et al. 2023

Natural Sciences Education

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A dynamic and diverse workforce of agricultural professionals and scientists is needed to develop sustainable and innovative solutions for the challenges of food production for a growing population under the threat of climate extremes. One path to developing workforce talent is through summer research and extension experiences. The Applied Plant Systems (APS) Research and Extension Experiences for Undergraduates (REEU) program provided 23 undergraduates a pathway to work with agricultural STEM through plant and soil sciences research and extension programs. To develop the professional skills of interns and guide self‐reflection, weekly Think Tank Sessions were organized to focus on teamwork, time management, decision making, and systems thinking. To assess variation in the students’ approach to their work, the Approaches and Study Skills Inventory for Students (ASSIST) was incorporated into program evaluation. Using a pre‐post design, students’ agreement with statements reflecting a deep, strategic, or surface approach to their work was measured. T‐Tests revealed significant increases in mean scores for subscales measuring Deep Approach, one subscale measuring Strategic Approach, and the subscale measuring fear of failure to reflect the Surface Approach. Increased fear of failure scores may be explained by new experiences working with research, peers, and mentors. Eight of 23 students who participated in a follow‐up survey after the conclusion of the program reported increased knowledge of agricultural careers. Results provided evidence that the APS experience increased student confidence in facing challenges that require deeper and strategic thinking and elevated their attention to monitoring the effectiveness of their decisions and skills.This article is protected by copyright. All rights reserved

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Identifying and Advising Students with Deficient Study Skills: An Integrated Computer-Based Package for Staff and Students

Cited by 9 publications

References 8 publications

Psycho-social and Institutional Predictors of Study Habits

Psycho-social and Institutional Predictors of Study Habits

Personality and universal design for learning in management education

Measuring change within next‐generation agricultural and natural resources professionals

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