The present research aims to conduct a process-oriented analysis to measure whether a group of graduate students enrolled in a translation course made steady progress in their performance of ...identifying machine translation (MT) errors and post-editing MT drafts of company web texts and news texts. A mixed methods approach consisting of quantitative and qualitative analyses was used. The findings show that there was a steady decline in the average number of MT errors that students could not spot or correctly identify in their three assignments. However, there was no significant improvement in student MTPE performance, with only a slight decrease in errors in the final MTPE assignment, which still remained worse than the first one. Finally, student responses in their reflection essays indicated that their reception of MT and MTPE had shifted from negative denial to positive acceptance. Overall, the findings of the present study reveal the need to extend the period of MTPE training for students. Incorporating MT training into the translation course has proven to be worthwhile for students, as it helps to dispel students’ previous misconception about MT and MTPE.
•Whereas the correlation for positive affect was significantly larger than zero for African-American and White students, it was not for Latino and Asian students.•Whereas the mean correlation between ...public regard and achievement was significant for Latino students, it was not for African-American students.•The mean correlation became smaller with age, such that it was significantly larger than zero for children and adolescents, but not for adults.
Over the last 20 years, ethnic/racial identity (ERI) has been regarded as a component central to identity for minority students, and often proposed to be positively associated with academic achievement. However, the findings of individual studies scattered across the literature suggest that the size and direction of the correlation is somewhat inconsistent, prompting the meta-analysis of 47 studies reported herein. The authors gave particular attention to specific moderator variables that might explain differences across these studies. Results demonstrated that the overall effect size for ERI and academic achievement was small but significant in the positive direction. Effect sizes varied according to participant race and the dimension of ERI used in the analysis. Theoretical and future research implications are discussed.
This book provides a comprehensive state-of-the-art review of personality and intelligence, as well as covering other variables underlying academic and occupational performance. Personality and ...Intellectual Competence is a unique attempt to develop a comprehensive model to understand individual difference by relating major personality dimensions to cognitive ability measures, academic and job performance, and self-assessed abilities, as well as other traditional constructs such as leadership and creativity. It will be essential reading for anyone interested in personality, intelligence, and the prediction of future achievement in general.Personality and Intellectual Competence is an outstanding account of the relationship between major individual differences constructs. With its informative summary of the last century of research in the field, this book provides a robust and systematic theoretical background for understanding the psychological determinants of future achievement. The authors have sought to combine technical expertise with applied interests, making this a groundbreaking theoretical tool for anyone concerned with the scientific prediction of human performance.
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in ...Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
•Prolonged school closures have increased learning loss around the world.•In Mexico, we estimated a learning loss in a range from 0.34 to 0.45 SD in reading and 0.62-0.82 SD in numeracy.•According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy.•Gaps in fundamental learning by gender and SES increased.•We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Final year students often face significant academic and emotional challenges, especially when completing their theses, which can impact their academic performance. The aim of this research is to find ...out how coping with stress affects the academic achievement index of final year students. The sample of the study was 175 final year students who are doing their thesis of Universitas Islam Negeri Sultan Maulana Hasanuddin Banten. Data was collected through the Coping Stress questionnaire, the questionnaire revealed two aspects, namely problem-focused coping or coping focused on problems and emotion-focused coping or coping focused on emotions. The data analysis technique used in this research is linear regression. The results of the research show that stress coping for final year students has a significant effect on academic achievement. Besides that, there is a strong relationship between final year students' stress coping and academic achievement. Apart from that, coping stress in final year students has an effect on academic achievement by 36,1%. This study's findings highlight the importance of paying close attention to students' living situations, particularly those who reside with their parents. The emotional health and academic success of students can be improved when schools and parents work together to provide a nurturing atmosphere for them. The research show that stress coping for final year students has a significant effect on academic achievement.
Conscientiousness and interest are well-known predictors of academic effort and achievement. As hypothesized by the Conscientiousness × Interest Compensation (CONIC) model, conscientiousness and ...interest can (partly) compensate for each other, leading to (comparatively) high effort if either conscientiousness or interest is high. The present research (a) provides a test of this prediction across four school subjects, (b) examines whether the compensatory interaction can also be found when academic achievement is the outcome instead of academic effort, and (c) probes for the compensatory interaction when interest is replaced by utility value as a predictor variable. A total of 830 students in Grades 5 to 12 participated in this study. We assessed their conscientiousness and measured task value beliefs, academic effort, and achievement in 4 school subjects (German, English, mathematics, and biology). The predictions of the CONIC model were supported in all 4 subjects. In addition, we found compensatory interactions between conscientiousness and interest in predicting both academic effort and achievement. Furthermore, we observed similar compensatory interactions between conscientiousness and utility value. In sum, the results suggest a broader applicability of the CONIC model than originally proposed.
Educational Impact and Implications Statement
The present study demonstrates that students' level of conscientiousness-a general personality trait that is manifested across different situations-as well as their interest in and the perceived utility value of different school subjects (i.e., German, English, mathematics, and biology) predict their engagement and, in some of the subjects, their grades. More specifically, we showed that interest and utility value can compensate for low conscientiousness: Students who were low in conscientiousness but were very interested in a subject or perceived it as highly useful were as engaged as students high in conscientiousness. Our findings suggest that there are 2 potential pathways through which teachers can foster their students' effort and achievement: By focusing on raising interest and perceived utility value for a specific subject or by instigating a change in cross-situationally stable conscientiousness.
Undergraduates often report problematic perceptions of low value and high cost in their initial science courses. These beliefs often predict poor performance and retention, and also strengthen over ...time. Few studies have examined how profiles of value and cost beliefs emerge, and fewer track students' transitions across profiles over a course and their implications for learning outcomes. We observed undergraduates' value and cost perceptions for a science course at the beginning, middle, and end of a semester; fit latent profiles and latent transitions; and examined both how students' demographics predicted profile membership and transition membership, and how such membership predicted achievement and intentions to continue in one's major. Value-oriented, cost-oriented, and moderately-motivated profiles consistently emerged across time points, and 32% of students transitioned across them within the semester. Trends included stable, upward (with rising value to cost balance), downward, and fluctuating perceptions. Demographic characteristics predicted profile membership and transition likelihood. Stable value-oriented and upward transition profiles outperformed stable cost-oriented and downward transition profiles. Members of stable and increasingly cost-oriented profiles expressed stronger intentions to leave their STEM programs. Findings align to expectancy-value theory and indicate that initial and periodic surveying may be important to monitor perceptions known to impact achievement and retention. Value and cost interventions may be useful to encourage perceptions and transitions associated with positive outcomes.
Educational Impact and Implications Statement
Students' perceptions of the value and costs of their course work are known to predict their achievement and influence their intention to abandon their pursuit of a STEM degree. Students' motivations are also known to change over time. We examined undergraduate science learners' motivations at the beginning, middle, and end of the semester, then established three initial profiles (moderately motivated, cost-oriented, value-oriented) and students' alignment to them at each time point. Students (32%) transitioned in ways we classified as toward stronger value, toward stronger cost, or fluctuating over time. Women, older students, and those from racial groups underrepresented in STEM tended to be value oriented, and students who stably endorsed or transitioned into this profile performed better in the course and expressed the least interest in leaving their major. The opposite was true for those in cost-oriented profiles.
In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are ...investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.
Introduction. Heretofore, research on optimizing academic performance has suffered from an inability to translate what is known about an individual's learning behaviors to how effectively they are ...able to use the critical nodes and hubs in their cerebral cortex for learning. A previous study from our laboratory suggests that lower theta-beta ratios (TBRs) measured by EEG may be associated with higher academic performance in a medical school curriculum. Methods. In this study, we tested the hypothesis that TBR and academic performance may be correlated with EEG coherence, a measure of brain connectivity. We analyzed the interhemispheric coherences of the subjects involved in our prior study. TBR and coherence measurements were made at 19 scalp electrode recording sites and 171 electrode combinations with eyes open and closed (EO, EC). Control data were acquired during a session of acclimation to the research protocol 3 d before an initial examination in anatomy-physiology (control exam) and were repeated five weeks later, 3d before a second exam covering different anatomy-physiology topics (comparison exam). Results. Between the control and comparison exams, beta coherences increased significantly at the frontal pole, frontal, parietal, midtemporal, posterior temporal, and occipital recording sites under the EO condition and at the inferior frontal, central, midtemporal, and posterior temporal sites under the EC condition. Alpha coherences increased significantly at the same sites and under the same EO/EC conditions as found for the beta coherences. The beta coherences were negatively correlated with the TBR and were positively correlated with the comparison exam score at the midfrontal electrode site (F3-F4) but only under the EO condition. Beta and alpha coherences at the midfrontal, inferior frontal midtemporal, posterior temporal, and occipital sites were also negatively correlated with the average TBR under the EO condition. Conclusions. Lower TBR, an indicator of attentional control, was associated with higher alpha and beta interhemispheric coherences measured with eyes open at sites overlying the frontal, temporal, and occipital cortices. Changes in EEG coherences and TBRs might be useful as neurophysiological measures of neuroplasticity and the efficacy of strategies for preventing academic underachievement and treatments for improving academic performance.
Numerous stereotypes of the veteran population miss the diverse backgrounds of veterans as a group, particularly that one quarter of known veterans are living in rural communities across the United ...States (VA, 2022). Despite the Federal focus on veteran rural health, there needs to be more literature available on veteran success in community colleges, particularly in rural‐serving community colleges. Also, it is important to know more about how veteran student success influences the communities in which they live. This manuscript includes a comprehensive literature review examining rural veterans in the United States, particularly in higher education, and develops a framework for community colleges to better understand the needs of their rural veteran populations. We conclude by offering several promising practices to effectively serve this diverse population.
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