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Aim/Purpose The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. BackgroundCoh...
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Aim/Purpose The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. BackgroundCoherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. MethodologyIn the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. ContributionThe present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. FindingsThe results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for PractitionersAs a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for ResearchersAs a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on SocietyThis paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future ResearchThis paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
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The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals...
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The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.
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Abstract School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of...
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Abstract School or academic achievement is a relevant topic of study, as it is evidence of the learning achieved by the student. This study aims to explore a model explaining academic achievement while testing the mediator role of learning strategies, study habits and study attitudes. Research design was correlational. 1712 Dominican students from 12 to 20 years old (52.75% female) were sampled through cluster sampling. Data was recruited with a set of validated questionnaires, including measures of academic achievement (marks), learning strategies, study habits, and attitudes toward?studies, school engagement, and academic support. Structural Equation Modeling was used to establish and test the mediational model. Main results show that learning strategies and study habits and attitudes play a mediator role between background variables as age, gender, cognitive or behavioral engagement, and students' academic achievement. Learning strategies and study habits play a central role in achieving a good academic performance, by mediating the effects of academic support and school engagement.
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Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee's draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master's dissertation supervisor plays...
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Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee's draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master's dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor's feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case.
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Some students struggle through medical school and do not have the confidence to seek help. This pilot study sought to explore the challenges and needs of medical students experiencing academic difficulty. Semi-structured interview...
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Some students struggle through medical school and do not have the confidence to seek help. This pilot study sought to explore the challenges and needs of medical students experiencing academic difficulty. Semi-structured interviews and online surveys were used to collect data from an academic advisor and thirteen medical students who had experienced academic difficulty. Unexpected academic failure and the loss of self-efficacy contributed to students hiding their academic difficulty and avoiding available support systems. Despite the sampling limitations, the findings of this pilot study have value in giving direction to future research. Programs that will change the current attitudes to academic difficulty, normalising access to support and encouraging early intervention, are needed to build the capacity for excellence among these students.
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The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N =1,694) participated in this study and answered ques...
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The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N =1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed.
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This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 cla...
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This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 classrooms (57.3% female) in South Korea. The results showed significant effects of teachers’ academic pressure, autonomy support, and peer support on academic hatred at both the individual and classroom levels. Interestingly, teachers’ academic pressure showed different effects on academic hatred at the individual and classroom levels: a negative effect at the individual level and a positive one at the classroom level. At the classroom level, peer support did not significantly influence academic hatred, while at the individual level, peer support negatively affected academic hatred by interacting with teachers’ autonomy support. This paper discusses the practical implications for preventing academic hatred in the classroom.
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Abstract Previous studies have illustrated a robust relationship between academic self‐efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed ...
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Abstract Previous studies have illustrated a robust relationship between academic self‐efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self‐efficacy and academic performance and whether social support moderated the mediation process. A total of 860 (M?=?16.39, SD?=?0.73) high school students in China completed questionnaires on academic self‐efficacy, academic buoyancy, and social support. Academic performance was measured by standardized tests. The results indicated that academic buoyancy partially mediated the association between academic self‐efficacy and academic performance. Social support moderated the first half of the path of the mediation model. The findings of the present study provide educational guidelines and suggestions for improving academic performance among high school students.
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This article explores the availability and relevance of research support offered by academic librarians to faculty members within the Colleges of Health Sciences and Basic and Applied Sciences at the University of Ghana, with the ...
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This article explores the availability and relevance of research support offered by academic librarians to faculty members within the Colleges of Health Sciences and Basic and Applied Sciences at the University of Ghana, with the background that current technological changes in librarianship have made research support a critical function of academic libraries. Mixed methods research design was adopted for the study. Data was collected from faculty members and academic librarians through questionnaires and semi-structured interviews respectively. The study concluded that research support activities by academic librarians exist and are seen as very relevant to faculty members. However, as there is an increase in technological advancement in academic library services, only the Online Public Access Catalogue (OPAC) was heavily utilized for research support whereas Selective Dissemination of Information (SDI) by academic librarians to faculty, news alerts, and lists of new arrivals were the least utilized services. The study observed that academic librarians had not utilized social media in communicating research support to faculty members although they had a positive mindset about its use. The identified ways of communicating research support to faculty members were through emails, the “ask the librarian” system on university websites, presentations by academic librarians at workshops for faculty members, notices on bulletin boards and one-on-one interactions. This study recommends that academic librarians regularly update their knowledge on current trends of research support tools and services to support faculty in the conduct of their research.
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Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and ...
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Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance.
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