Quality of Learning Experience and Students′ College Outcomes

Neumann, Yoram; Neumann, Edith

doi:10.1108/09513549310023258

Cited by 15 publications

(14 citation statements)

References 7 publications

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“…This scale is developed by Neuman ( 1990 ) which evaluates four different aspects of quality of learning experience including: resources (such as, research facilities, the quality of library and computer); content (such as, the quality of academic guidance and the value of presented academic issues); learning flexibility (such as, the existence of independent learning opportunity, ability for choosing different courses and free discussion in class); and finally, the quality of formal and informal relationship between professors and students in university. Neuman ( 1993 ) found the reliabilities of these four aspects (resources, content, flexibility and quality) are 0.71, 0.74, 0.86, and 0.91 respectively. Also, Neuman ( 1993 ) reported the validity of the scale in a range of 0.35 to 0.67.…”

Section: Methodsmentioning

confidence: 99%

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The association of academic burnout with self-efficacy and quality of learning experience among Iranian students

2013

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The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.

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Section: Methodsmentioning

confidence: 99%

“…Neuman ( 1993 ) found the reliabilities of these four aspects (resources, content, flexibility and quality) are 0.71, 0.74, 0.86, and 0.91 respectively. Also, Neuman ( 1993 ) reported the validity of the scale in a range of 0.35 to 0.67.…”

Section: Methodsmentioning

confidence: 99%

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students

2013

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“…Input is the services offered by the DE institute (i.e. the service package) and, output is student success, retention and performance (Astin, 1984;Neumann & Neumann, 1993).…”

Section: General Degreementioning

confidence: 99%

Impact of Service Package Offered on Student Involvement: Case of Distance Education in Sri Lanka

Dassanayake

Nishantha

2018

Colombo Bus. J

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Despite its effectiveness, a higher student drop-out rate and lower student academic excellence are perceived as critical issues in the Distance Education (DE) system. Previous studies have emphasised on diverting attention towards core and peripheral services offered by DE institutes as a contextual solution. However, overcoming these issues only via the services offered is questionable as Students Involvement (SI) has been identified as a success factor in DE. Therefore, this paper investigates the impact core and peripheral services offered by DE institutes have on SI. Two hypotheses were developed through a literature review and tested using a sample of 356 undergraduates of a DE institute, drawn using simple random technique. Data analysis supported the significant positive impact of peripheral services on SI yet, rejected that of core services. These findings are imperative in designing services offered by DE institutes and, thereby addressing the prevailing issues that hinder the system's effectiveness.

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“…Newman [1] believes that the matter of curricular burning out is one of the most significant discussions raised in most of educational centres. He states that there would be various reasons for curricular burning out among which the most ones could be curricular burning out which makes curricular burning out among which the most ones could be curricular burning out which makes students' connections with university and faculties low; curricular burning out could affect the level of students' interest about studies continuity; curricular burning out could be used an important tool for identifying students' actions such as curricular performance during his/her studies.…”

Section: Review Of Literaturementioning

confidence: 99%

Surveying the Role of Family Function and Curricular Self-Regulationin Curricular Burning out among Bushehr high School Students, Iran’sAspect

Behroozi¹

2017

Abnorm Behav Psycho

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IntroductionToday, the decrease of individuals' interest towards studies, specifically boys, refers to the lack of appropriate and merit job market for graduates and therefore, it is one of the most serious factors in decreasing interest about studies. It seems that students' interest about studies is getting low since there are no appropriate conditions for the graduates. Damages done by curricular burning out has brought up too much cost for government including waste of current expenditures of educational institutes, waste of constant investment, and also adequate harms for students including the expenditure of lost opportunity, being oppressed, feeling of being scorned, inadequacy, negative paradigm, and finally depression. There are some ways to face with burning out syndrome including decrease and removing of existing stresses in workplace, spiritual and emotional support by family, friends, and colleagues, getting consulting services for making negative attitudes and getting newly self-esteem aspiration, self-evaluation, changing bad and unacceptable working status to good and acceptable one. Recognition the effective variables on curricular burning out is one of the most essential matters and therefore, this paper is to survey the role of family function and curricular self-regulation on Bushehr students' curricular burning out using SEM approach. Review of LiteratureNewman [1] believes that the matter of curricular burning out is one of the most significant discussions raised in most of educational centres. He states that there would be various reasons for curricular burning out among which the most ones could be curricular burning out which makes curricular burning out among which the most ones could be curricular burning out which makes students' connections with university and faculties low; curricular burning out could affect the level of students' interest about studies continuity; curricular burning out could be used an important tool for identifying students' actions such as curricular performance during his/her studies. Those learners who would not like educational opportunities, they might possibly experience internal and external behaviour problems, psycho-physical issues, and lower life quality. Those who suffered from curriculum burning out, usually have some symptoms like unwillingness about studies, inability to be present continuously in classes, not taking part into classes actively, having no feeling and significance about lesson activities, inability about thinking and learning matters, and ultimately, they experience curricular drop. Family institute is one of the most effective factors affecting on burning out. Family as a system is an institute whose parts are being changed coincidently. Behaviour of members is a function of the others' behaviour and the family is also willing to make a balance as any other system; therefore, members' behaviour is to keep the balance totally. Ports believes that family ability to make coordination with created change, solving any conflicts and diffe...

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Quality of Learning Experience and Students′ College Outcomes

Cited by 15 publications

References 7 publications

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students

Impact of Service Package Offered on Student Involvement: Case of Distance Education in Sri Lanka

Surveying the Role of Family Function and Curricular Self-Regulationin Curricular Burning out among Bushehr high School Students, Iran’sAspect

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