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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We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total cohort. The email with dashboard access, as well as dashboard use, has positive effects on student behaviour in the online environment, but no effects are found on student performance in the final exam of the programming course. However, we do find differential effects by specialisation and student characteristics.
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Research conducted by the Research Group Study Success indicates that many students experience performance pressure. In addition, we’ve noticed an increase in performance pressure in recent years. A little bit of performance pressure can be a good thing: it can facilitate concentration or hitting your deadlines. Are you feeling pressured over extensive periods of time, or are you experiencing stress, lack of sleep, or decreased concentration due to concerns about delivering on performance? Then it is probably a good plan to spring into action. With this info sheet we will explain what performance pressure entails, what causes it, and we will offer suggestions on how to handle performance pressure.
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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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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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Why studying student agency? • Prepare students for lifelong learning. (Biesta & Tedder, 2007;OECD, 2018) • Agency fosters motivation, which could enhance performance. (Bandura, 2018; Ryan & Deci, 2020) • More flexibility in higher education, but not all students can handle this. (De Bruin & Verkoeijen, 2022; Van Casteren e.a., 2021)
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At the beginning of May 2020 all Inholland-students received an invitation to participate in a large international study on the corona crisis impact on student life and studies. This poster, presented by the Study Success Research Group, covers relevant results divided in four themes. These themes are student wellbeing, student engagement, satisfaction and the coronavirus. To determine student wellbeing we asked students about their feelings and contacts. Student engagement is phrased in time allocation and engagement. We also wanted to find out how satisfied students were with things like ICT facilities, quality of education and provision of information. Of course we asked students about (not) having corona and adhering to the measures.
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Student success is a critically important concept in educational assessment and research, yet a comprehensive synthesis of its defining elements remains absent. To address this gap, a scoping review was conducted, identifying 274 peer-reviewed studies published between 2011 and 2022. From these studies, data pertaining to conceptualizations of student success and related factors were extracted and analyzed using inductive coding to uncover key themes and recurring patterns. The review culminated in a comprehensive definition of student success, encompassing five core dimensions: persistence and academic progress, academic performance, attainment of learning objectives, satisfaction, and career success. Additionally, four distinct categories of factors related to student success were identified, including background and pre-college experiences, psychosocial capital, educational experiences, and institutional factors. These findings provide grounds for moving beyond traditional narrow interpretations of student success by acknowledging its multidimensional nature. This understanding of student success’ multidimensionality is essential to equip educational institutions in better preparing students to navigate the complexities of contemporary societal challenges, leading to the development of more well-rounded and successful graduates.
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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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