Insights into a bachelor's degree program: an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Hochschulschrift/Dissertation Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
2014
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027572534&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | VIII, 218 S. graph. Darst. |
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| 245 | 1 | 0 | |a Insights into a bachelor's degree program |b an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment |c by Karen Tinsner-Fuchs |
| 264 | 1 | |c 2014 | |
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| 502 | |a Zürich, Univ., Diss., 2013 | ||
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Datensatz im Suchindex
| _version_ | 1819301056854622208 |
|---|---|
| adam_text | Table
of
Contents
Chapter
1:
Introduction
1
Academic Achievement at Higher Education Institutions
...............................................4
Definitions and Criterion Variables
..............................................................................4
Dropout and Persistence
...........................................................................................6
Examination Grades
.................................................................................................8
Credit Accumulation
.................................................................................................8
The Context of the Thesis: A Bachelor of Science Degree Program
.........................10
Summary
.....................................................................................................................12
Theories in Higher Education Research
.........................................................................13
Constructivist
Learning Views
...................................................................................13
Concepts and Models of Teaching and Learning in Higher Education
......................15
Pathways Theory on Pathways Through Higher Education
...................................15
Determinants of Academic Achievement in University
.........................................17
Student Learning Approaches and Learning Strategies
..........................................20
Conceptual Framework: The Relational Presage-Process-Product Model
................23
Summary
.....................................................................................................................25
Conceptual Framework: Empirical Research on Academic Achievement
....................27
Students Characteristics and Prior Experiences
........................................................27
Learning Strategies, Class Attendance, Self-Study Activity
......................................28
Students Motivational Characteristics...
....................................................................30
Teaching-Learning Environment: Perceptions of the Degree Course
........................31
Teaching-Learning Environment: Perceptions of Course Teaching
..........................33
Academic Achievement
..............................................................................................35
Aim of the Thesis, Project Design, and Research Questions
.........................................36
Research Question
1...................................................................................................37
Research Question
2...................................................................................................38
Research Question
3...................................................................................................40
Project Design
............................................................................................................41
Overview of Chapters and Studies Conducted
...............................................................43
References
...............................................,__...................................................................................44
Table of Contents
_______________________________________________ vi
Chapter
2:
Monitoring Student Progression Through the First Years of a
University Degree Programme Using Latent Class Growth Curve Modelling
......61
Introduction
....................................................................................................................63
Approaches for Monitoring Studies and Teaching
.....................................................64
Research on Indicators of Student Progression
..........................................................65
Research Questions and Hypotheses
..........................................................................66
Methods
..........................................................................................................................67
Student Population
......................................................................................................67
Data Collection
...........................................................................................................68
Data Analysis
...........................................................................................
í
..................68
Results
............................................................................................................................70
Academic Performance and Students Continuation of Studies (Hypothesis
1)........70
Differences Among the Continuing Students in Student Progression (Hypothesis
2)71
Latent Structure of Student Progression
.................................................................73
Academic Performance Differences Between Latent Classes (Hypothesis
3)...........76
Number of Registered ECTS Credits of the Latent Classes in Student Progression..
77
Summary and Discussion
...............................................................................................78
References
......................................................................................................................82
Chapter
3:
Exploring Student Types of Motivational Characteristics, Learning
Strategies, Perceptions of the Teaching-Learning Environment, and Academic
Achievement: Results of Latent Class Analyses
........................................................93
Conceptual Framework
...................................................................................................96
Motivation and Self-Efficacy
.....................................................................................96
Approaches to Learning and Learning Strategies
......................................................97
Students
Experience of the Teaching—Learning Environment
..................................99
Student Characteristics and Experience Before University
......................................100
Research Aims and Questions
......................................................................................101
Methods
...................................... .................................................................................102
Sample
......................................................................................................................102
Research Instruments
................................................................................................102
Academic Achievement
............................................................................................104
Analysis
....................................................................................................................106
Results
..........................................................................................................................107
Analysis of Non-response and Missing Values
........................................................107
Vil
Descriptive Statistics and Correlations
.....................................................................108
Latent-Class Analyses
..............................................................................................109
Validation of Latent Student Classes
.......................................................................111
Differences Between Students Who Did and Did Not Attain Required Credits
......113
Discussion
.....................................................................................................................
i14
Student Types
...........................................................................................................115
Conclusions and Implications for Future Research
......................................................118
References
....................................................................................................................121
Chapter
4:
Student Characteristics, Student Perceptions of Course Teaching, and
Examination Grades: A Cross-Classified Multilevel Analysis
...............................137
Introduction
..................................................................................................................139
Conceptual Framework
............................................................................................141
Research on Teaching and Learning
........................................................................141
Examination Grades as a Criterion of Effective Teaching
...................................144
Aim and Research Questions of This Study
.............................................................145
Methods
........................................................................................................................146
Procedure
..................................................................................................................146
Sample
......................................................................................................................146
Instrument and Variables
..........................................................................................147
Student characteristic variables
............................................................................147
Course-teaching characteristic variables
..............................................................148
Examination Grades
.............................................................................................148
Analytical Strategy and Methodological Issues
.......................................................149
Results
..........................................................................................................................152
Descriptive Statistics
................................................................................................152
Results of the Cross-Classified Multilevel Analysis
................................................153
Do Student and/or Course-Teaching Characteristics Have an Effect on
Examination Grades?
............................................................................................154
Do Student and Course-Teaching Characteristics Interactions Have an Effect on
Examination Grades?
............................................................................................155
Limitations
................................................................................................................157
Discussion
...................................................... 159
References
............................... . . ....... ..............., . . . ................ ...... ....... .......... .. 164
Table of Contents
viii
Chapter
5:
General Discussion
..................................................................................181
Framework and Summary of Purpose
..........................................................................181
Summary of the Main Findings
....................................................................................184
Changes and Variations in Student Academic Achievement
...................................184
Student Types With Distinct Motivation Profiles, the Degree Course s Perceived
Teaching—Learning Environment, and Academic Achievement
..............................185
Student Characteristics Are the Basic Determinants of Examination Grades, and
Are Also Affected by Perceived Course Teaching Characteristics
..........................187
Discussion of the Main Findings
....................................................................
ţ
.............190
Limitations and Suggestions for Future Research
........................................................193
Conclusions and Practical Implications
........................................................................196
References
....................................................................................................................200
APPENDIX
..................................................................................................................205
|
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| physical | VIII, 218 S. graph. Darst. |
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| spellingShingle | Tinsner-Fuchs, Karen 1978- Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment Empirische Pädagogik (DE-588)4128101-9 gnd Bachelorstudium (DE-588)4773234-9 gnd Lernumwelt (DE-588)4167412-1 gnd Studienleistung (DE-588)4183837-3 gnd Studienerfolg (DE-588)4058197-4 gnd |
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| title | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment |
| title_auth | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment |
| title_exact_search | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment |
| title_full | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment by Karen Tinsner-Fuchs |
| title_fullStr | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment by Karen Tinsner-Fuchs |
| title_full_unstemmed | Insights into a bachelor's degree program an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment by Karen Tinsner-Fuchs |
| title_short | Insights into a bachelor's degree program |
| title_sort | insights into a bachelor s degree program an analysis of university students academic achievements and their relationship to student characteristics and perceptions of the teaching learning environment |
| title_sub | an analysis of university students' academic achievements and their relationship to student characteristics and perceptions of the teaching-learning environment |
| topic | Empirische Pädagogik (DE-588)4128101-9 gnd Bachelorstudium (DE-588)4773234-9 gnd Lernumwelt (DE-588)4167412-1 gnd Studienleistung (DE-588)4183837-3 gnd Studienerfolg (DE-588)4058197-4 gnd |
| topic_facet | Empirische Pädagogik Bachelorstudium Lernumwelt Studienleistung Studienerfolg Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027572534&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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