Student skills and the Bradley agenda in Australia

Carpenter, Jennifer; Dearlove, Joanne; Marland, James Gt

doi:10.1080/07294360.2014.956698

Cited by 9 publications

(9 citation statements)

References 25 publications

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“…As in the present study, in Bartalo and Guimarães (2008) as well as in Ribeiro and Silva (2007) research, no significant differences emerged when examining the results of LASSI in relation to age. This result differed from those obtained by Carpenter et al (2014)) and Braten and Olaussen (1998) who found that older students significantly outperformed younger students on LASSI attitude scale.…”

Section: Discussioncontrasting

confidence: 99%

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Arcoverde

Boruchovitch

Góes

et al. 2022

Psicol. Refl. Crít.

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Teacher education programs should have as one of their purposes the promotion of self-regulatory skills for learning among students who aspire to be teachers so that they can take a leading role in their learning and foster these skills in their future students. Considering the importance of knowing what students in teacher education programs do to study and learn, as well as how efficacious they feel to deal with academic demands, this study is part of a larger research and aims to investigate the learning and study strategies and self-efficacy for learning beliefs of 220 students enrolled in teacher education programs in Biological Sciences, Chemistry, Physics and Mathematics of a Higher Education Institution in the state of Piauí, and examine them in relation to age, gender, licentiate area, and course semester. Brazilian translations of the Learning and Study Strategies Inventory (LASSI — Third Edition) and the Self-efficacy for Learning Form were used for data collection. Scales were administered in the classrooms both through online platforms and in paper and pencil. Nonparametric inferential statistical approaches were used to test hypotheses regarding group differences. Statistically significant differences were found in LASSI in relation to gender, licentiate area, and course semester. Overall, students in Physics dealt better with anxiety; in Mathematics showed more favorable attitudes towards learning; in Chemistry reported managing their time better; in Biological Science showed significantly lower scores on many scales than did other students. Findings from this study could help inform curricular design decisions regarding teacher education programs and inform the design of interventions to strengthen the learning and study strategies and the self-efficacy for learning beliefs of future teachers.

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Section: Discussioncontrasting

confidence: 99%

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Arcoverde

Boruchovitch

Góes

et al. 2022

Psicol. Refl. Crít.

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“…Students in the fourth-year cohort started their occupational therapy course in 2012, the first cohort to be admitted to the course after the Australian federal government uncapped tertiary admission numbers by allowing universities to admit students based on demands for specific academic courses. Carpenter et al (2015) considered this group of students to be unique and found that students in this cohort lacked sufficient skills to cope with university level studies. In addition, 60.7% of students in the fourth-year cohort started the occupational therapy course directly from high school, a much higher proportion than those in the first year (51.2%), second year (49.4%) and third year (46.6%) year-level cohorts.…”

Section: Discussionmentioning

confidence: 99%

“…However, there may be a cultural difference in approaches to study, which means that results from Lawson (2014) and Richardson (2010) cannot be generalized into the Australian context. Results from the current study suggest that it may be useful to routinely evaluate approaches to study among incoming occupational therapy students to identify their strengths and weaknesses in study skills, as Carpenter et al. (2015) did, so as to put appropriate strategies in place to facilitate a deep approach to study.…”

Section: Implications and Recommendationsmentioning

confidence: 93%

Approaches to study across four year-levels of undergraduate occupational therapy students: Similar or different?

Brown

Murdolo

2016

British Journal of Occupational Therapy

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Introduction: Past studies that have investigated approaches to study adopted by undergraduate students suggest that university learners enrolled in different year-levels in the same academic course may take up different approaches to study. No research to date has investigated how approaches to learning may differ among undergraduate occupational therapy students enrolled in their first, second, third or fourth year of tertiary level study. The aim of the current study was to examine the similarities and differences in approaches to study among four year-levels of occupational therapy students at one Australian university. Method: First-, second-, third-and fourth-year undergraduate occupational therapy students (N ¼ 376; 92.8% response rate) completed the Approaches and Study Skills Inventory for Students. A one-way ANOVA and Tukey HSD were conducted to identify differences in approaches to study across the four year-level cohorts of students. Results: Fourth-year students differed significantly from first-, second-and third-year students on the mean scores of the deep and strategic approaches to study (F(3,372) ¼ 6.958, p ¼ .01 and F(3,372) ¼ 8.366, p ¼ .001 respectively) and on a number of the associated Approaches and Study Skills Inventory for Students subscales. There was no statistically significant difference across the four student cohorts on the mean score of the surface study approach. Conclusion: Findings from the current study highlighted the difficulties in facilitating a deep approach to study and the prevalence of a surface study approach among undergraduate occupational therapy students.

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“…The Bradley Report (2008), a report commissioned by the Australian Government to assist in the development of a model of education for the next decade, identified first-in-family generational status as one of the barriers to higher education in Australia. Part of this report led to the implementation of strategies which improved the opportunities for university participation for Australians (Carpenter et al, 2015). Strategies included funding to universities for many academic and school to university linkage programs.…”

Section: Bridging the Gapmentioning

confidence: 99%

An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University

Metcalf¹

2020

WJER

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Academic bridging and other remedial programs are designed to maximize outcomes for all students and are designed around an inclusive framework which targets the most disadvantaged or at need students. This study questions the validity of this practice through an evaluation of Bandura’s sources of academic self-efficacy for bridging program participants within two distinct cohorts, first-in-family and non-first-in-family students. The study comprised students at a regional Australian university (N=1806) which prides itself on high rates of first generation student enrolment. Data was analyzed using SPSS® software to construct regression analyses for each cohort and determine for each which of Bandura’s sources of academic self-efficacy predicted current academic self-efficacy. For both first-in-family and non-first-in-family students who did not participate in bridging programs, all four of Bandura’s sources of academic self-efficacy were significant predictors of current academic self-efficacy. For first-in-family students who participated in bridging programs, vicarious learning did not significantly predict academic self-efficacy. For non-first-in-family students who participated in bridging programs, mastery experience and social persuasion did not predict academic self-efficacy. Some suggestions for the disparity between the results for bridging program participants and the bulk of accepted literature are offered as are some implications for bridging program pedagogy.

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Student skills and the Bradley agenda in Australia

Cited by 9 publications

References 25 publications

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Self-regulated learning of Natural Sciences and Mathematics future teachers: Learning strategies, self-efficacy, and socio-demographic factors

Approaches to study across four year-levels of undergraduate occupational therapy students: Similar or different?

An Assessment of Bridging Program Participants’ Sources of Academic Self-Efficacy at a Regional Australian University

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