The impact of perceived psychosocial environment and academic emotions on higher education students’ intentions to drop out

Ekornes, Stine

doi:10.1080/07294360.2021.1882404

Cited by 29 publications

(23 citation statements)

References 36 publications

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“…However, this definition fails to account for the contextual aspects of the learning environment (Lund et al, 2017). Further, individual, educational, and relational factors are also dimensions of the PSE (Ekornes, 2021) and students may experience a lack of psychosocial well‐being without being exposed to bullying. These dimensions of teachers' work with the students' PSE are missing from the reviewed studies.…”

Section: Discussionmentioning

confidence: 99%

“…The PSE entails the social climate and the students' perception of their school lives, that is, the relationships between students' psychological dimensions and their social experiences (Eriksen & Lyng, 2015) as well as their perception of academic pressure (Ekornes, 2021). Factors that affect students' PSE can be located within the student, such as psychological and emotional student characteristics (e.g., Dunn et al, 2015), or they may be situated outside school, such as parental support (Markkanen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

Denfeld,

Canrinus,

Dalehefte

2023

Psychology in the Schools

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This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies (n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task‐related self‐efficacy and job satisfaction along with likelihood or frequency of intervention in bullying situations. However, results regarding relations between general teaching efficacy or task perception and teachers' approach to bullying were inconclusive. Findings suggest that teachers' self‐efficacy and job satisfaction as identity domains play an important role in students' PSE. This information has implications for teacher education, professional development, and policymakers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

Denfeld,

Canrinus,

Dalehefte

2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The reasons can perhaps be found in the factors related to the organization of studies and the current state of society, specifically the difficulties with finding employment in one's profession. The high percentages of students who lose motivation and consider dropping their studies indicate the need for social support from faculty employees and other students (Ekornes, 2021;Čarapina and Ševo, 2017).…”

Section: Discussionmentioning

confidence: 99%

Burnout Among Students of Technical Faculties in Serbia – A Case Study

Miltojević

Krstić

Orlić

2022

IJCRSEE

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Even though university students are not employees of the faculties, their academic duties (attending classes, taking exams, writing term papers and essays, and so on) can be considered as forms of work, whereby they engage socially with their teachers and other students, which is why student burnout has come into increased focus of numerous studies. The aim of this paper is to examine the relationship between gender, tuition fee status, and year of study and burnout among the students of basic academic studies at one of the public faculties in southern Serbia (N=194) using the School Burnout Inventory (SBI-U 9). The obtained results indicate that moderate exhaustion, cynicism, and the feeling of inadequacy are related to moderate burnout of the majority of the students. It has been determined that gender influences one burnout dimension – exhaustion, while the students’ tuition fee status is related to cynicism and inadequacy, as is their year of study. This study also found that high degree of burn-out increases with the years of study.

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“…Finding ways to provide learning support is an essential role of universities because these students face multiple obstacles on their academic journeys (Fong et al, 2021). Unlike university instructors, learning professionals outside of the classroom have the capacity in a one-on-one academic skill development session to acknowledge the student's emotions as an important part of learning (Ekornes, 2021) and establish an emotional rapport. Researchers have found that rapport sets the stage for achieving learning outcomes (Brookfield, 1990;Wilson et al, 2010).…”

Section: Learner Affect In the Academic-support Environmentmentioning

confidence: 99%

Academic-Support Environment Impacts Learner Affect in Higher Education

Voisin

Phillips²,

Afonso³

2023

SUCCESS

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Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers’ perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.

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The impact of perceived psychosocial environment and academic emotions on higher education students’ intentions to drop out

Abstract: To cite this article: Stine Ekornes (2021): The impact of perceived psychosocial environment and academic emotions on higher education students' intentions to drop out, Higher Education Research & Development,

Cited by 29 publications

References 36 publications

Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research

Burnout Among Students of Technical Faculties in Serbia – A Case Study

Academic-Support Environment Impacts Learner Affect in Higher Education

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