Introduction Student success is positively linked to engagement, but negatively linked to emotional exhaustion. Though both constructs have been conceptualized as opposites previously, we hypothesize that students can demonstrate high or low engagement and emotional exhaustion simultaneously. We used quantitative and qualitative data to identify the existence of four student profiles based on engagement and exhaustion scores. Furthermore, we studied how profiles associate to study behaviour, wellbeing and academic achievement, and what risks, protective factors and support requirements students and teachers identify for these profiles. Methods The Student Wellbeing Monitor 2021, developed by Inholland University of Applied Sciences, was used to identify profiles using quadrant analyses based on high and low levels of engagement and emotional exhaustion (n= 1460). Correlation analyses assessed profile specific differences on study behaviours, academic delay, and wellbeing. Semi-structured interviews with students and teachers are currently in progress to further explore the profiles, to identify early signals, and to inspect support requirements. Results The quadrant analysis revealed four profiles: low engagement and low exhaustion (energised-disengaged; 9%), high engagement and low exhaustion (energised-engaged; 15%), low engagement and high exhaustion (exhausted-disengaged; 48%), and high engagement and high exhaustion (exhausted-engaged; 29%). Overall, engaged students demonstrated more active study behaviours and more social connections and interactions with fellow students and teachers. The exhausted students scored higher on depressive symptoms and stress. The exhausted-engaged students reported the highest levels of performance pressure, while the energised-disengaged students had the lowest levels of performance pressure. So far, students and teachers recognise the profiles and have suggested several support recommendations for each profile. Discussion The results show that students can be engaged but at the same time are exhausting themselves. A person-oriented mixed-methods approach helps students and teachers gain awareness of the diversity and needs of students, and improve wellbeing and student success.
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Student achievement is a frequently debated issue in many European countries. In most public debates, it is assumed that all school-level stakeholders hold the same beliefs about student achievement. This paper contributes to the debate by presenting the results of research on the beliefs of teachers regarding student achievement.The results reveal four beliefs about student achievement held by teachers. The beliefs are centred on student efficiency, learning and enhancing skills, personal development, and active citizenship. The dominant belief is about the preparation for a profession in which a high-achieving student has good prospects of becoming a successful professional in a particular field. The results also show that the dominant belief held by school administrators(management), namely that student achievement is the same as student efficiency (how quickly students complete their studies), is questioned by teachers.
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BackgroundIn the Netherlands, there has been a strong increase in diversity among students in recent decades. Even though access for previously underrepresented groups based on economic status, ethnicity or culture has been realised to a certain extent, differences in student performance between groups persist. Research shows that teacher performance influences student achievement and that this influence is more pronounced for 'non-western students'. This creates a need for reflection on the way teachers cope with their increasingly diverse student population. This paper explores the attitudes of Dutch teachers in higher vocational education towards their diverse student population and the translation of these attitudes into teaching practice.MethodsTwenty-five teacher teams at two universities of applied sciences participated in this research. The teams came from a broad range of programmes that educate students for different future professions. A mixed method methodology was used to gather data, in which the qualitative method was most substantial. Focus group interviews on diversity and student achievement were held with each teacher team. Additionally, a questionnaire was distributed to all 274 participants, which was completed by 215 teachers. Data from the questionnaire were analysed using SPSS. In order to analyse the qualitative data we used AtlasTI. Because we applied a grounded approach, allowing teachers to form their own ideas on both diversity and student achievement, we used a similar approach in the first analytical phase. In a second phase, we compared the concepts arising from the grounded theory approach with concepts from the literature.Results and conclusionsAround 40% of the teachers repudiated the influence of diversity on student achievement and did not take student diversity into account in their teaching practice. Problems regarding the student achievement of students or groups thereof are considered as something that the students, the educational institution or society at large should cope with, not teachers themselves. Of the teachers, 60% recognised diversity among students, but mainly based on students’ shortcomings and perceived problems. A minority of this 60% not only recognised but also understood diversity’s effect on student achievement. Teachers do not always translate this understanding into their teaching practice. They feel they lack the skills, knowledge or time to do so. Teachers seemingly translate their understanding of diversity into their didactic and pedagogical approaches only when these conditions are met.
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In dit white paper wordt ingegaan op het begrip student engagement. Waarom nu inzetten op engagement? Wat levert dat op? Is student engagement te meten? En is er een blauwdruk voor HO instellingen?
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Poster presented at EFYE 2018. Strengthening the wellbeing of students is an increasingly important approach of the development of students’ social, emotional and academic skills. Personal wellbeing motivates, among other things, students to learn and increases academic involvement and performance accordingly (Noble et al., 2008). According to the Centre for Education of Statistics and Evaluation (CESE, 2015) the educational welfare of students is also important for another reason; the recognition that teaching is not just about achieving academic performance, but also about the welfare of the student as a whole (intellectual, physical, social, emotional, moral and spiritual). Recent studies indicate that more and more students suffer from (mental) health problems (LSvB 2013, 2017; Schaufeli et al., 2002). The aim of the Student Wellbeing Project at Inholland University of Applied Sciences is to 1) investigate the state of student wellbeing in Dutch higher education and investigate the factors that influence wellbeing, 2) explore and offer best practices to improve student wellbeing (curative and preventive) 3) establish a strong (international) partnership and collaborate to improve student wellbeing.
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Corrigendum to original article: Elwin R. Savelsbergh, Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner, Bram E. Vaessen, Jael M. Draijer, Arthur Bakker Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study Educational Research Review, Volume 19, November 2016, Pages 158-172 https://doi.org/10.1016/j.edurev.2016.07.003
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The design of health game rewards for preadolescents Videogames are a promising strategy for child health interventions, but their impact can vary depending on the game mechanics used. This study investigated achievement-based ‘rewards’ and their design among preadolescents (8-12 years) to assess their effect and explain how they work. In a 2 (game reward achievement system: social vs. personal) x 2 (game reward context: in-game vs. out-game) between-subjects design, 178 children were randomly assigned to one of four conditions. Findings indicated that a ‘personal’ achievement system (showing one’s own high scores) led to more attention and less frustration than a ‘social’ achievement system (showing also high scores of others) which, in turn, increased children’s motivation to make healthy food choices. Furthermore, ‘out’-game rewards (tangible stickers allocated outside the game environment) were liked more than ‘in’-game rewards (virtual stickers allocated in the game environment), leading to greater satisfaction and, in turn, a higher motivation to make healthy food choices.
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A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engagedenergized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students’ well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices.
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The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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In this article I will discuss theories on students’ success in higher education and the need for adjustments of these theories in the contemporary, information and media saturated world. The integration theory on student retention, founded by Tinto and further developed by him and many others, lies at the base of most studies on student success. In line with Tinto’s theory the majority of studies measure both social and academic integration of a student, alongside background variables. Social integration is shaped by the personal contact with fellow students and staff and whether or not a student enjoys being at the institute. Academic integration has more to do with academic achievement and sharing the academic norms and values. Although the distinction of these types of integration has been experienced as an artificial one and has been abandoned in more recent studies, the conclusion of most studies remains the same: the higher the level of integration, the greater the level of commitment, which in turn has a positive affect on the likelihood of student persistence in college and the success of a student. More recent studies use ‘engagement’ to embed the various factors of integration to avoid the rigid distinction between social and academic and to include new forms of communication between students for social, academic and other purposes. Furthermore the world has changed since the origin of Tinto’s integration theory in the early eighties, especially if you look at the changes in society under the influence of technology in general and in particular the Internet. New ways of communicating has emerged which brought along new possibilities. The emergence of smart phones has played a big part in the various ways we communicate. The new devices and communication tools have made it possible to employ integrating social and academic activities without the necessity of physical presence. The central question of the article is: Should online communities or engaging platforms like Facebook, be taken into account when investigating the influential facors of student success?
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