Journal articles on the topic 'Academic Use studies'
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Schmidt, Diane, Elisabeth B. Davis, and Ruby Jahr. "Biology Journal Use at an Academic Library: A Comparison of Use Studies." Serials Review 20, no. 2 (June 1994): 45–64. http://dx.doi.org/10.1080/00987913.1994.10764209.
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Hartmann, Wilfried. "English: Key to International Studies and Barrier to Deepened Understanding?" Nauki o Wychowaniu. Studia Interdyscyplinarne 3, no. 2 (December 30, 2016): 199–214. http://dx.doi.org/10.18778/2450-4491.03.12.
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Following a discussion of the positive and negative aspects of the use of English in exchange programs, seven hypotheses on the use of the vernacular in academia are analyzed and conclusions drawn, leading to seeing English as one, but not as the only necessary key for international understanding in the academic world.
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Torres-Díaz, Juan-Carlos, Josep-M. Duart, Héctor-F. Gómez-Alvarado, Isidro Marín-Gutiérrez, and Verónica Segarra-Faggioni. "Internet use and academic success in university students." Comunicar 24, no. 48 (July 1, 2016): 61–70. http://dx.doi.org/10.3916/c48-2016-06.
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The use of technology is changing the way things are done, including the work in universities where the teaching and learning process are changing, and it is required to know the effect of technology on student achievement. In this research work, we present the influence of Internet use on academic success of students from five universities in Ecuador. A random sample of 4,697 people was got up and categorized in two groups: the use of Internet in academic activities and entertainment, using factor analysis and cluster analysis; the resulting categories were used as independent variables in multinomial logistic regression model which are seeking to determine if the use of Internet has impacted on academic success. The results show that people who perform interactive activities with peers and teachers or use in a balanced way the different internet tools tend to have more academic success than those who only seeks information. Regarding to the use of Internet in entertainment, a positive impact was found on academic achievement. Students who download audio, video and software, and students who use all the entertainment possibilities show less likely to fail than who using minimally Internet. In terms of gender, it has different effects for entertainment and academic purposes. El uso de la tecnología provoca cambios sociales. Esto incluye el trabajo en el ámbito universitario en donde está cambiando tanto la forma de ejercer la docencia como la forma de aprender y se requiere conocer el efecto del uso de la tecnología sobre el rendimiento del alumnado. En este trabajo se investigó la incidencia del uso de Internet sobre el éxito académico del alumnado de cinco universidades de Ecuador. Se levantó una muestra aleatoria de 4.697 personas y se las categorizó en perfiles de uso de Internet para actividades académicas y para entretenimiento, utilizando análisis factorial y análisis clúster. Las categorías resultantes se utilizaron como variables independientes en modelos de regresión logística multinomial que buscaban determinar si el uso de Internet tenía incidencia sobre el éxito académico. Los resultados muestran que quienes realizan actividades interactivas con pares y profesores o quienes utilizan de forma balanceada las distintas herramientas de Internet tienden a un mayor éxito académico que aquellos que solo buscan información. En lo referente al entretenimiento, se encontró una incidencia positiva del uso de Internet sobre el éxito académico. Los estudiantes que realizan descargas de contenido de audio, video y software, y quienes utilizan todas las posibilidades de entretenimiento, presentan menor tendencia a suspender que los estudiantes que utilizan mínimamente Internet. En cuanto al género se presentan diferencias en los usos académicos y de entretenimiento.
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STRYGA, Eleonora. "The use of speech cliches in academic English speech." Humanities science current issues, no. 50 (2022): 414–20. http://dx.doi.org/10.24919/2308-4863/50-65.
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Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty." International Journal of Information and Communication Technology Education 14, no. 3 (July 2018): 1–14. http://dx.doi.org/10.4018/ijicte.2018070101.
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This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study indicated that the majority of students in higher education utilize the social media applications Facebook, Twitter, Snap Chat/Instagram and Smart Phones to assist with their academic studies. Although students report utilizing these forms of social media to assist with their studies most do not use these applications for cheating or any form of academic dishonesty. There was an increased willingness to use texting, screenshots, video and audio recordings to cheat on exams and other academic requirements. In addition, the majority of participants indicated they felt any form of cheating or academic dishonesty was wrong. However, most indicated they would do little or nothing to intervene or prevent it in their particular classroom situations.
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Henry, Jo. "Academic library liaison programs: four case studies." Library Review 61, no. 7 (August 10, 2012): 485–96. http://dx.doi.org/10.1108/00242531211288236.
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PurposeThe purpose of this study is to compare and contrast four academic liaison programs.Design/methodology/approachAreas addressed include liaison subject specialization, communication methods, duties, and program evaluation.FindingsThis paper found similarities in areas of orientation meetings, library guides, and information literacy classes. Unique concepts among the four libraries studied include physical classroom embedment, use of specialized class web pages, faculty literacy classes, and concentrated faculty information literacy assistance.Originality/valueThe results presented provide insight into current academic library liaison practices and the faculty‐liaison relationship.
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Y. Antunez, Marilia, Sarah E. Toevs, and Melissa A. Gains. "Rejuvenating aging studies in academic libraries." Collection Building 33, no. 1 (December 20, 2013): 2–10. http://dx.doi.org/10.1108/cb-09-2013-0034.
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Purpose – The aim of this paper is to identify resources essential gerontology (aging studies) resources and liaison strategies that provide guidance for academic librarians working with faculty and students in this highly interdisciplinary field. Design/methodology/approach – A convenience sample of gerontology faculty was surveyed to identify important materials, including preferred journals, databases, reference books, and sources of grey literature for gerontology research and teaching. Gerontology faculty information seeking behaviors, including faculty-librarian partnership, were also examined. Findings – Results confirm that faculty teaching in gerontology use a wide variety of resources in their teaching and research. Faculty identified frequently used journals, reference materials, databases as well as sources of grey literature produced by non-profits, special interest group/lobbying organizations, educational organizations, and/or government agencies. Research limitations/implications – Surveying faculty from undergraduate gerontology programs would have likely increased the number of participants completing the online questionnaire, presumably increasing the reliability of the results. Originality/value – Few studies identify the resources that faculty in gerontology graduate programs value and what services the library can provide or improve. This paper addresses these gaps and recognizes the need to support the growing number of interdisciplinary programs in gerontology.
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García-Martín, Sheila, and Isabel Cantón-Mayo. "Use of technologies and academic performance in adolescent students." Comunicar 27, no. 59 (April 1, 2019): 73–81. http://dx.doi.org/10.3916/c59-2019-07.
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Technologies have acquired strategic importance and have been defined as unprecedented educational tools. In this study, we analysed the use that 1,488 Spanish adolescents made of five tools (i.e. search engines, wikis, blogs, podcasts and instant messaging), and the impact that use of these tools had on their academic performance in science, mathematics, Spanish language and English. To this end, we explored frequency of use, time spent, purpose, place of use and level of satisfaction for each of the tools, as well as academic performance in the four subjects analysed, using the HEGECO instrument. Results revealed differential patterns in the use of technologies according to purpose, and in academic performance according to sex, age and use of the tools. Adolescents used search engines and wikis to carry out academic tasks, and podcasts for entertainment. In relation to academic performance, females presented better mean performance in linguistic subjects, and younger adolescents did so in all the subjects analysed. In relation to use of tools, the use of search engines was associated with better performance in science, Spanish language and English, while the use of podcasts was associated with better performance in mathematics. The implications of these results are discussed and evaluated. Las tecnologías han adquirido una importancia estratégica, llegándose a definir como herramientas educativas sin precedentes. En este estudio se analiza el uso que 1.488 adolescentes españoles hacen de cinco herramientas; motores de búsqueda, wikis, blogs, podcast y mensajería instantánea, y se estudia el impacto de dicho uso en su rendimiento académico en Ciencias, Matemáticas, Lengua Castellana e Inglés. Para ello, se explora la frecuencia de uso, el tiempo dedicado, la finalidad, el lugar de uso y el grado de satisfacción con cada herramienta, así como los logros académicos obtenidos en las cuatro asignaturas analizadas, a través del instrumento HEGECO. Los resultados muestran patrones diferenciales en el uso de las tecnologías en función de la finalidad y en el rendimiento académico en función del sexo, de la edad y del uso de herramientas. Los adolescentes utilizan herramientas como motores de búsqueda y wikis para realizar tareas académicas y el podcast para divertirse. Relativo al rendimiento académico, las mujeres presentan un rendimiento promedio superior en las áreas lingüísticas, así como los adolescentes más jóvenes en todas las asignaturas analizadas. En función del uso de herramientas, el uso de motores de búsqueda se relaciona con un mayor rendimiento en Ciencias y en las áreas lingüísticas y el uso de podcast con un mayor rendimiento en Matemáticas. En este sentido, y a la luz de los resultados se discuten y se valoran las implicaciones.
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Renzulli, Sara J. "Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation." NACADA Journal 35, no. 1 (July 1, 2015): 29–41. http://dx.doi.org/10.12930/nacada-13-043.
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One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.
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Budge, Kylie, Narelle Lemon, and Megan McPherson. "Academics who tweet: “messy” identities in academia." Journal of Applied Research in Higher Education 8, no. 2 (April 11, 2016): 210–21. http://dx.doi.org/10.1108/jarhe-11-2014-0114.
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Purpose – The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach – The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings – Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications – Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications – In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value – The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist.
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GÜRGİL, Fitnat. "EFFECT OF GRAPHIC ORGANIZER USE IN SOCIAL STUDIES ON STUDENTS ACADEMIC ACHIEVEM." International Journal of Eurasian Education and Culture 5, no. 8 (January 1, 2020): 216–53. http://dx.doi.org/10.35826/ijoecc.14.
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Markowitz, Richard I. "Use of Radiologic Studies by Nonradiologists in Academic Publications: Should Radiologists Care?" Investigative Radiology 28, no. 4 (April 1993): 388–89. http://dx.doi.org/10.1097/00004424-199304000-00025.
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Argento, Daniela, Dorota Dobija, and Giuseppe Grossi. "The disillusion of calculative practices in academia." Qualitative Research in Accounting & Management 17, no. 1 (January 13, 2020): 1–17. http://dx.doi.org/10.1108/qram-12-2019-0130.
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Purpose The purpose of this paper is to highlight and compare insights from research conducted in different disciplines on the effects of the use of calculative practices in academia. It also acts as an introduction to the special issue on “governing by numbers: audit culture and contemporary tales of universities’ accountability”. Design/methodology/approach This paper reviews the findings and reflections provided in academic literature on the various types of consequences stemming from the diffusion of the “audit culture” in academia. In so doing, it draws upon insights from previous literature in education, management and accounting, and other papers included in this special issue of Qualitative Research in Accounting and Management. Findings The literature review shows that a growing number of studies are focussing on the hybridization of universities, not only in terms of calculative practices (e.g. performance indicators) but also in relation to individual actors (e.g. academics and managers) who may have divergent values, and thus, act according to multiple logics (business and academic logics). It highlights many areas in which further robust academic research is needed to guide policy and practice developments in universities. Research limitations/implications This paper provides academics, regulators and decision-makers with relevant insights into the critical issues of using calculative practices in academia. Despite the negative effects have been observed in various disciplines, there is an evident perpetuation in the use of those practices. Originality/value This paper contributes to the ongoing debates on the disillusion of calculative practices in academia. Yet, positive changes can be achieved within the complex settings of “hybrid” universities when the apparent class division between academics and managers is bridged.
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Hailu, Milkyas, and Jianhua Wu. "The Use of Academic Social Networking Sites in Scholarly Communication: Scoping Review." Data and Information Management 5, no. 2 (December 25, 2020): 277–98. http://dx.doi.org/10.2478/dim-2020-0050.
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Abstract This research provides a systematic analysis of 115 previous literatures on the use of academic social networking sites (ASNs) in scholarly communication. Previous research on the subject has mainly taken a disciplinary and user perspective. This research conceptualizes the use of ASNs in scholarly communication in the space between social interactions and the technologies themselves. Keyword analysis and scoping review approaches have been used to analyze the comprehensive literature in the field. The study found a geographic variation in what motivates academics to use ASNs. Scholar discovery and sharing are the primary driving factors identified in the literature. Four main themes within the research literature are proposed: motivation and uses, impact assessment, features and services, and scholarly big data. The study found that there has been an increase in scholarly big data research in recent years. The paper also discusses the key findings and concepts stated in each theme. This gives academics a better understanding of what ASNs can do and their weaknesses, and identifies gaps in the literature that are worth addressing in future investigations. We suggest that future studies may also extend the existing theoretical framework and epistemological approaches to better predict and clarify the socio-technical dimensions of ASNs use in scholarly communication. In addition, this study has implications for academic and research institutions, libraries and information literacy programs, and future studies on the topic.
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Horbowicz, Paulina, Dominika Skrzypek, Mikołaj Sobkowiak, and Natalia Kołaczek. "The Use of Passive Voice in Academic Writing." Folia Scandinavica Posnaniensia 26, no. 1 (June 1, 2019): 4–26. http://dx.doi.org/10.2478/fsp-2019-0001.
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Abstract The paper studies the use of the passive voice in academic texts written in Mainland Scandinavian languages (Danish, Norwegian and Swedish) by their native speakers and by adult Polish learners of those languages. The corpus consists of 37 MA theses written in Scandinavia and in Poland. A number of referring verbs were chosen for the purpose of the analysis. The results show that while there are discrepancies in the use of the passive voice in texts written by Polish and Scandinavian students, they cannot be unequivocally diagnosed as resulting from the grammatical and stylistic influence of the mother tongue.
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Witkow, Melissa R. "Academic Achievement and Adolescents' Daily Time Use in the Social and Academic Domains." Journal of Research on Adolescence 19, no. 1 (March 2009): 151–72. http://dx.doi.org/10.1111/j.1532-7795.2009.00587.x.
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Latunde, Yvette C. "Deep like the Rivers: Black Women’s Use of Christian Mindfulness to Thrive in Historically Hostile Institutions." Religions 13, no. 8 (August 9, 2022): 721. http://dx.doi.org/10.3390/rel13080721.
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Historical literature demonstrates that Black women have exhibited a deep commitment to wellness and social change. Black women engage in various forms of mindfulness to sustain themselves as they make changes. There is a dearth of literature on the ways in which Black women in academia who identify as Christians describe Christian mindfulness and their applications of such to promote their own health and wellness in hostile environments. Autoethnography and narrative inquiry were used to describe and analyze the principles and practices a Black academic used to thrive in a historically hostile Christian institution. These findings suggest Christian mindfulness is vast and focused on God’s perspectives and applications of Godly wisdom.
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Sabanci, Osman, and Salih Uslu. "The analysis of pre-service social studies teachers' academic self-efficacy." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (October 11, 2016): 413–46. http://dx.doi.org/10.14527/pegegog.2016.021.
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The purpose of this study is to determine the pre-service social studies teachers' academic self-efficacy. Research data were obtained from a total of 433 pre-service teachers who studied at the department of social studies at a state university in Ankara in 2013-2014 academic years. In this research involving the use of mixed method, "Academic Self-Efficacy Scale" developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and "Personal Information Form" and "Academic Self-Efficacy Oriented Opinion Form" developed by researchers were used. It has been concluded on the quantitative dimension of the research that academic self-efficacy of the pre-service teachers shows statistically significant differences in terms of gender variable, and it does not show statistically significant differences in terms of class, daily study time and regular use of the library, reason for choosing social studies teacher education program and the number of books that they read other than textbooks after starting the college. On the qualitative dimension of the research the obtained data supported the pre-service teachers in terms of "feeling competent in the academic sense", "study and exam preparation habits" and "college expectations".
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Chele, G., V. Chirita, R. Chirita, and C. Stefanescu. "Children and Computers use: Social, Psychological and Academic Consequences." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70641-8.
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Numerous surveys have attempted to measure how frequently children use the computer at home. Few studies and inconsistent findings render uncertain whether using the computer has any influence on children's social outcomes. The only available review of this research concluded that there is no evidence that computer use is directly related to any psychological outcomes. Although benefits of computer use have been observed, they typically depend on a variety of factors (e.g., subject matter). The only cognitive outcome for which benefits have been consistently observed is visual-spatial skills. Computer gaming contributes to visual-spatial skills, at least when these skills are assessed immediately following the computer activity.Objective:The need for information about the effects of computers on their users also increases. The purpose of this study is to investigate how computers are use by children and adolescents. The second goal is to explore the beneficial and harmful effects of computers use on children's mental and physical health.Methodology:The studied group of samples comprised 69 subjects, aged between 13 and 18 years, who answered to a questionnaire. The parents of children answered too another questionnaire whit same subject.Results and conlusions:The results were obtained about computers use and identification pathological use. Some the children spend much time to computers, 4% more five hours/day. 41% of the parents believe that the usage computers are favorable to developmental children's mental and physical health and 49% of the parents don't believe that. We find approximately 3,5% of cases with pathological use.
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Schaefer, Jonathan D., Nayla R. Hamdi, Stephen M. Malone, Scott Vrieze, Sylia Wilson, Matt McGue, and William G. Iacono. "Associations between adolescent cannabis use and young-adult functioning in three longitudinal twin studies." Proceedings of the National Academy of Sciences 118, no. 14 (March 29, 2021): e2013180118. http://dx.doi.org/10.1073/pnas.2013180118.
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Observational studies have linked cannabis use to an array of negative outcomes, including psychiatric symptoms, cognitive impairment, and educational and occupational underachievement. These associations are particularly strong when cannabis use occurs in adolescence. Nevertheless, causality remains unclear. The purpose of the present study was thus to examine associations between prospectively assessed adolescent cannabis use and young-adult outcomes (psychiatric, cognitive, and socioeconomic) in three longitudinal studies of twins (n = 3,762). Twins reporting greater cumulative cannabis use in adolescence reported higher levels of psychopathology as well as poorer socioeconomic outcomes in young adulthood. However, cannabis use remained associated only with socioeconomic outcomes (i.e., educational attainment, occupational status, and income) in monozygotic-cotwin control analyses, which account fully for shared genetic and environmental confounding. Follow-up analyses examining associations between twin differences in adolescent cannabis use and longitudinal change in academic functioning during the middle- and high-school years provided a possible mechanism for these associations, indicating that greater cannabis use during this period was associated with decreases in grade point average and academic motivation as well as increases in academic problem behavior and school disciplinary problems. Our findings thus suggest that cannabis use in adolescence has potentially causal, deleterious effects on adolescent academic functioning and young-adult socioeconomic outcomes despite little evidence suggesting a strong, causal influence on adult mental health or cognitive ability.
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Brennan, Michael C., Anthony P. Wall, and Pauric McGowan. "Academic entrepreneurship." Journal of Small Business and Enterprise Development 12, no. 3 (September 1, 2005): 307–22. http://dx.doi.org/10.1108/14626000510612240.
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PurposeThe aim of the paper was to investigate entrepreneurship in a university setting and in particular amongst university managers, established academic entrepreneurs and nascent academic entrepreneurs. The purpose was to better understand the enablers and barriers to entrepreneurship taking place.Design/methodology/approachA qualitative, sense‐making methodology was used involving a single case method and a purposeful sampling approach. A three‐stage design strategy consisted of: identification of key themes by questioning university policy makers, managers and academic entrepreneurs; development of a questionnaire to profile academic entrepreneurs; and use of the questionnaire to assess preferences amongst nascent academic entrepreneursFindingsFour types of academic entrepreneur (hero, maverick, broker and prospector) were identified based on different approaches by individual academics to the use/production of discipline knowledge and the nature of their relationship with the host university.Research limitations/implicationsThe single case research is perceived as a limitation. Future studies will involve refining the level of analysis in terms of different disciplines and institutions.Practical implicationsThe results suggest that interventions to promote entrepreneurship within universities ought to consider different strategies in order to take account of preferences amongst nascent entrepreneurs.Originality/valueThe paper looks at entrepreneurship in universities from a corporate perspective rather than from an individual perspective. The powerful influence of the university organisational setting is therefore recognised in terms of the creation of enablers and barriers to academic entrepreneurship taking place.
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Bayrakcı, Serkan, and ,. Muhammed Akif Albayrak. "A Comparative Database Survey on the Use of Big Data in Academic Studies." AJIT-e: Online Academic Journal of Information Technology 10, no. 36 (March 15, 2019): 73–94. http://dx.doi.org/10.5824/1309-1581.2019.1.004.x.
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Ivaska, Ilmari. "Longitudinal changes in academic learner Finnish." International Journal of Learner Corpus Research 1, no. 2 (September 14, 2015): 210–41. http://dx.doi.org/10.1075/ijlcr.1.2.02iva.
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This paper studies longitudinal changes that occur in academic learner Finnish. The approach is data-driven, and it shares the usage-based view of language. The data are part of the Corpus of Advanced Learner Finnish and the studied features are determined statistically by tracing the morphological forms that show the clearest changes in their frequency during the observation period of 16 months. Features found to depict such changes are then studied in greater detail to find out the constructional nature and possible reason for the observed change. The results show that the use of the preterite tense constructions decreases while the present tense constructions increases and that the change is not due to any single lexical unit. The use also becomes quantitatively more native-like. The change is likely due to emergence of a new linguistic register — academic Finnish — and the results thus support the usage-based theory of language acquisition.
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Keevy, Monique. "Using case studies to transfer soft skills (also known as pervasive skills)." Meditari Accountancy Research 24, no. 3 (August 8, 2016): 458–74. http://dx.doi.org/10.1108/medar-04-2015-0021.
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Purpose The purpose of this paper is to examine the extent to which South African accounting academics use case studies in their teaching and to establish their views on whether this method can be used to transfer soft skills (also known as pervasive skills) to students. Design/methodology/approach An electronically administered questionnaire was sent to South African accounting academics. Findings Prior research provides evidence of the value of case studies in the transfer of soft/pervasive skills to students. The findings reveal that case studies are used less frequently by South African accounting academics than their international counterparts, because of a lack of awareness by South African accounting academics of the competencies that can be transferred using case studies, and the application of alternative teaching methods. Originality/value This paper provides insight into the use of case studies by academics in a developing country whose traditional strengths were in technical teaching, and the reluctance of the majority of South African accounting academics to embrace case studies into their academic programmes.
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Walsh, Jennifer L., Robyn L. Fielder, Kate B. Carey, and Michael P. Carey. "Female College Students’ Media Use and Academic Outcomes." Emerging Adulthood 1, no. 3 (March 26, 2013): 219–32. http://dx.doi.org/10.1177/2167696813479780.
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Hadley, Martin John, and Howard Noble. "Promoting Interactive Visualisation at University of Oxford: The Live Data Network." International Journal of Digital Curation 11, no. 1 (October 28, 2016): 172. http://dx.doi.org/10.2218/ijdc.v11i1.418.
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This article introduces the Live Data project funded by the Research IT Board of the University of Oxford’s IT Services department. The primary aim of the project is to support academics in creating interactive visualisations using a variety of cloud-based visualisation services, which the academic can freely embed within academic journals, blogs and personal websites through the use of iframes. To achieve this the project has been funded from October 2015 to March 2017 to recruit visualisation case studies from across the University and to develop software agnostic workflows for the creation of interactive visualisations. Within this report we present interactive visualisations as a vital component of the academic’s toolkit for engaging potential collaborators and the general public with their research data – thereby bridging the so-called ‘data gap’ between data, publication and researcher.Â
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WAQUET, FRANÇOISE. "ACKNOWLEDGMENTS: INSTRUCTIONS FOR USE." Modern Intellectual History 2, no. 3 (October 10, 2005): 361–85. http://dx.doi.org/10.1017/s147924430500048x.
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Acknowledgments are now a constitutive and almost compulsory part of academic productions. This essay, based on some 1,000 books in the humanities and social sciences, traces the sociogenesis of this academic genre. Focusing on the paratextual nature of acknowledgments, it examines the following questions: What do the lists of names in them mean? What effects are expected from these carefully written, or at least calculated, pieces? Acknowledgments reveal authorial strategies, the staging of a public persona, the pursuit or display of symbolic capital in a highly competitive world. But they can disclose more than that. They may also show a private person, depict an imagined Eden, recall a generosity. Acknowledgments involve a complex discourse. What they tell us is that the intellectual field is also a community, that in the “battleground” of learning there is a place for the gift, indeed that the giving of gifts still remains one of the means—perhaps even the principal one—of the advancement of learning.
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Nalukenge, Betty, Robert Wamala, and Bruno Ocaya. "Do prior studies matter?" Quality Assurance in Education 24, no. 1 (February 1, 2016): 139–54. http://dx.doi.org/10.1108/qae-09-2013-0038.
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Purpose – Introduction of law school admission examinations has increased the debate regarding the relevance of prior studies for the enrollees in the program. The key issues of contention are whether prior studies reliably predict academic achievement of enrollees, and demonstrate proficiencies required for admission in the program. The purpose of this paper is to use administrative records of law students at Makerere University – over a four-year stipulated period of bachelor’s studies – to investigate the above-mentioned issues further. Design/methodology/approach – Panel data of 2,485 records enable us to explore time variant and invariant factors in the course of bachelor’s candidature. Findings – About 81 per cent of differentials in academic achievement was found to be due to variation across students. In addition to confirming prior academic attainment as a contributing factor to variations in academic achievement, our findings affirm that competence in literature, history and divinity predicts success on the program. Research limitations/implications – Competence in these subjects (literature, history and divinity) certainly demonstrates proficiencies required by a student of law. Thus, admission based on competence in these subjects provides insights into proficiencies required by enrollees to excel academically in the program. Originality/value – Unlike prior studies, this study explores time-variant factors in the course of bachelor’s candidature, and is based on subjects taken during prior studies (secondary education) rather than a pooled index or weighted score adopted on admission to the program.
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Robbin, Anjola. "Slangs as Registers: A study of Academic Slang Register use by Undergraduates." International Journal of Linguistics, Literature and Translation 3, no. 6 (June 30, 2020): 196–204. http://dx.doi.org/10.32996/ijllt.2020.3.6.19.
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An extensive body of studies exist on the origin, occurrence, classification, functions as well linguistics and morphological properties of slangs. The focus of this study however is to justify slanguage as a variety of register using Mattiello’s (2008) sociological properties of slangs. This is premised on the fact that slangs can be categorized by its nature and function which can be either speaker or hearer-oriented depending on the activity engaged in. This study therefore reviewed undergraduates’ slangs used to describe academic activities. That is, academic slang register, the motivations for its use and generate a corpus of academic slang register used by undergraduates.The study adopted a quantitative and descriptive research design using a self- designed online questionnaire titled Survey on Academic Slang Register Use by Undergraduates (SASRU) which sought information on the age, institution, slang use, list of academic slang register as well as motivation of use of slangs from 230 undergraduates. Respondents were drawn from 8 higher institutions comprising of 5 federal and 2 private universities, as well as 1 federal college of technology. The data was thereafter subjected to statistical and descriptive analysis. Findings reveal that slanguage is a regular occurrence among undergraduates while engaging in academic activity generating a corpus of academic slang register grouped under academic ability, study habit, study techniques, examination malpractice, absenteeism, enrolment status, moral conduct and other daily in and out of class activities. The motivation for academic slang register amongst undergraduates were found to be social media influence, to generate a sense of comradeship with fellow students and exclude non-students or lecturers. Slanguage is also found to be used in and attempt appeal to emotions, achieve brevity and as a result of youthful exuberance. It is recommended that further studies should document slanguage registers of other student activities ranging from friendship, romance and life style generating a corpus of slanguage registers for these activities.
An extensive body of studies exist on the origin, occurrence, classification, functions as well linguistics and morphological properties of slangs. The focus of this study however is to justify slanguage as a variety of register using Mattiello’s (2008) sociological properties of slangs. This is premised on the fact that slangs can be categorized by its nature and function which can be either speaker or hearer-oriented depending on the activity engaged in. This study therefore reviewed undergraduates’ slangs used to describe academic activities. That is, academic slang register, the motivations for its use and generate a corpus of academic slang register used by undergraduates.The study adopted a quantitative and descriptive research design using a self- designed online questionnaire titled Survey on Academic Slang Register Use by Undergraduates (SASRU) which sought information on the age, institution, slang use, list of academic slang register as well as motivation of use of slangs from 230 undergraduates. Respondents were drawn from 8 higher institutions comprising of 5 federal and 2 private universities, as well as 1 federal college of technology. The data was thereafter subjected to statistical and descriptive analysis. Findings reveal that slanguage is a regular occurrence among undergraduates while engaging in academic activity generating a corpus of academic slang register grouped under academic ability, study habit, study techniques, examination malpractice, absenteeism, enrolment status, moral conduct and other daily in and out of class activities. The motivation for academic slang register amongst undergraduates were found to be social media influence, to generate a sense of comradeship with fellow students and exclude non-students or lecturers. Slanguage is also found to be used in and attempt appeal to emotions, achieve brevity and as a result of youthful exuberance. It is recommended that further studies should document slanguage registers of other student activities ranging from friendship, romance and life style generating a corpus of slanguage registers for these activities.
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Wu, Peisha, and Shulin Yu. "Understanding the use of mediational means in academic writing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 378–407. http://dx.doi.org/10.1075/resla.15038.yu.
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Abstract While the majority of previous studies on EAP (English for academic purposes) writing have been devoted to professional or academic writing at a more advanced level (i.e., PhD students and scholars) in ESL contexts, little attention has been paid to the academic writing of master-level novice writers in EFL contexts. From a sociocultural perspective, the present case study examined the writing strategies of a master-level novice writer – Alice in Macau context. Non-structured, semi-structured and text-based interviews were used as the primary source of data, with document analysis used for triangulation. The study identified two major categories (i.e., artifacts and community) and five subcategories of mediational means (i.e., journal articles and theses, languages, online writing materials, peers and experts) as significant in the novice writer’s academic writing activities. It also unveiled double-edged features of mediational means and recognized their interplay with the writer’s goals and relatedness to her situated context.
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Rizqi, Muhammad. "The Use of Humor as a Pragmatic Device in Indonesian Studium Generale Lectures." SUAR BETANG 15, no. 2 (December 23, 2020): 219–31. http://dx.doi.org/10.26499/surbet.v15i2.209.
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This paper concerns the use of humor as a pragmatic device in academic discourse. The previous studies in this area has shown that, though unlikely, humor is commonly used in academic discourse—both that of written and spoken nature. Among many aspects analyzed in the studies of academic discourse, some are related to academic cultures. With a deliberate consideration of this existing body of literature, this research aims to contribute in area by examining the use of humor in a specific academic environment, Indonesia. The data analyzed are selected transcripts from chosen YouTube videos of studium generale lectures by three Indonesian political figures. The usage of humor will be identified and analyzed pragmatically, and further classified on a table based on the classification of humor by Martin, Puhlik-Doris, Larsen, Grey Weir (2003). The findings of this study show that in Indonesian studium generale lectures, all four types of humor in the theory occurred, and the most frequently used type of humor is aggressive humor, to which offensive jokes belong.
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Leonte, Roxana-Elena. "Personality, self-regulated learning and academic achievement. A theoretical approach." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 152–63. http://dx.doi.org/10.2478/jesm-2022-0023.
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Abstract This paper presents a theoretical perspective on the relationship between personality and self-regulated learning, by trying to study deeper the understanding of the relationship between the two constructs, based on the results of previous studies. Given the fact that the literature on the relationship between personality traits and the use of self-regulated learning strategies in the school environment is quite limited, we want to enrich the literature on this topic by summarizing a few relevant research results in this field. This paper includes a theoretical approach of the personality and self-regulated learning, by presenting their specifics and an analysis of the relationships between them, by synthesizing the results of a series of studies that have studied this relationship. The analyzed studies present various results, but most of them claim that personality traits represent important predictors of self-regulated learning and academic results. The results of the analyzed studies support especially the importance of conscientiousness as a predictor of self-regulated learning, being considered by some authors the most important component of personality. However, some studies have also identified positive relationships between extraversion, openness, neuroticism and agreeableness, and the use of self-directed learning strategies.
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Mekonen, Tesfa, Wubalem Fekadu, Tefera Chane Mekonnen, and Shimelash Bitew Workie. "Substance Use as a Strong Predictor of Poor Academic Achievement among University Students." Psychiatry Journal 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/7517450.
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Background. Substance use is a growing concern globally and its association with students’ academic performance is not well studied. Objective. This study was aimed to assess the prevalence of substance use (alcohol, tobacco, and khat) and its association with academic performance among university students. Methods. Cross-sectional study was conducted among Wolaita Sodo University students. A total of 747 students were selected by using cluster sampling technique. Data were collected by pretested self-administered questionnaire and examined using descriptive statistics and linear regression with 95% confidence intervals. Variables with p value of less than 0.05 were considered as statistically significant. Result. Prevalence of substance use (alcohol, tobacco, and khat) was 28.6%. Substance use (current smoking, chewing khat at least weekly, drinking alcohol on a daily basis, and having intimate friend who uses substance) was significantly and negatively associated with students’ academic performance. Conclusion. Substance use among Wolaita Sodo University students was as common as other studies in Sub-Saharan countries and negatively associated with students’ academic achievement. The common practice of substance use and its association with poor academic performance demand the universities to have a good control of substance and to implement youth friendly activities.
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Matusiak, Krystyna K. "Studying visual literacy: Research methods and the use of visual evidence." IFLA Journal 46, no. 2 (June 2020): 172–81. http://dx.doi.org/10.1177/0340035219886611.
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The proliferation of images and their increased use in academic and everyday information practices has sparked an interest in visual literacy as an area of research and library instruction. Teaching approaches and student learning are examined using a variety of research methods and utilizing images in the research process. This paper provides a review of research methodology adopted in empirical studies of visual literacy that were published in academic journals between 2011 and 2017. The results indicate that one third (33%) of the examined studies adopted a quantitative approach with surveys being the most popular strategy. Qualitative and mixed-methods studies were a minority but represented a greater variety of strategies and data collection techniques. One third (33%) of the studies in the sample did not report any research methodology. Most of the studies (87%) used visual evidence in the research process.
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Amiruzzaman, Stefanie, and Md Amiruzzaman. "Use of Twitter among College Students for Academics: A Mixed-Methods Approach." Social Sciences 11, no. 9 (September 5, 2022): 404. http://dx.doi.org/10.3390/socsci11090404.
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For almost a decade, Twitter use and its impact on students’ academic performance have been explored by many researchers. Despite growing scholarly interest, studies have been mostly quantitative in nature. The findings of previous studies are conflicting; thus, an in-depth study is needed to determine how and what impacts college students’ academic performance (i.e., GPA) when they spend time on Twitter. The purpose of this study was to understand the effects of Twitter use on college students’ academic performance. The present study shows that individual analysis techniques, such as quantitative or qualitative tools, are not enough to understand the underlying relationship. Therefore, a mixed-method approach (i.e., correlation and discourse analysis) was used to analyze the research data. Undergraduate students responded (N = 498) to a set of items along with some open-ended questions (n = 121). The results of this study indicate that how students use Twitter matters more than the amount of time they spend using it for their studies.
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Hart, Jennifer. "Introduction: Digital History in African Studies." History in Africa 47 (March 16, 2020): 269–74. http://dx.doi.org/10.1017/hia.2020.5.
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AbstractThis brief introduction to a special section on Digital History in African Studies situates three articles on recent digital humanities initiatives among African historians within the broader histories of the use of digital methodologies in the study of Africa. In particular, it highlights the way that Africanist digital scholarship sits at the intersection of digital historical representation, community engagement, and academic research. While Africanist digital history builds on the work of a much broader digital humanities community, historians of Africa also draw on their discipline’s long history of methodological innovation to raise important questions about the potential contributions and limitations of digital technologies in academic research.
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Vick, Rebecca M., and Becky Wai-Ling Packard. "Academic Success Strategy Use Among Community-Active Urban Hispanic Adolescents." Hispanic Journal of Behavioral Sciences 30, no. 4 (August 26, 2008): 463–80. http://dx.doi.org/10.1177/0739986308322913.
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Sharov, Sergiy. "Analysis of foreign studies of social competence of teenagers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 353–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-353-357.
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Modern conditions of life and the interaction of the individual with the environment necessitated the development of social competence in the younger generation. It is emphasized that social competence is considered an important component of the process of socialization of young people, allows a person to adapt to various external and internal situations. It is noted that the first theories of social competence were introduced three decades ago, which, under modern conditions, underwent a certain transformation. The article analyzes the research of foreign scientists from the USA, UK, Spain, Holland on the assessment and formation of social competence in adolescents. It was revealed that a similar comprehensive analysis was carried out in 2011 by a group of scientists led by N. Humphrey. It was revealed that research of foreign scientists was carried out in the following areas: general issues of social competence; social competence of children of preschool and school age, social competence of students and adults in the aspect of professional growth; social competence in terms of medicine, psychology. The analysis of scientific works showed that in the field of research of foreign scientists lies the relationship between: student success, academic and social skills; intelligence, social intelligence and social competence; social competence, academic performance and behavior. It has been found that academic performance is often used as one of the criteria for assessing social competence. Foreign researchers associate the development of social competence with a positive influence on behavior, academic performance, personal success. The effectiveness of the formation of social competence depends on a positive attitude to the result, the use of active learning methods, productive discussions between peers, the use of joint group work in the classroom.
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Ali, Muhammad Yousuf, and Joanna Richardson. "Usage of academic social networking sites by Karachi social science faculty." IFLA Journal 44, no. 1 (December 7, 2017): 23–34. http://dx.doi.org/10.1177/0340035217744235.
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The last decade has seen the emergence of academic social networking sites as a vehicle for scholars to promote their research and communicate with other scholars in their field. Given the small number of studies on the use of such sites by Pakistani academics, the authors conducted an exploratory study of social science faculty members at five Karachi (Pakistan) public sector universities. Analysis of the 68 valid responses revealed that the primary reason for accessing an academic social networking site was to search for articles on the site. Results also showed that accruing citations was the main reason for which respondents uploaded their own publications. The findings validate a role for librarians to support academics in their creation of effective online academic profiles.
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Roslan, Nur Ain Nabilah, Ahmad Fauzi Mohd Ayub, and Norliza Ghazali. "Predictor of Instant Messaging Use among Students for Academic Purpose." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 15 (September 11, 2020): 195. http://dx.doi.org/10.3991/ijim.v14i15.15155.
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<span lang="EN-US">This study was carried out to identify the predictors of instant messaging use for academic purposes among undergraduates at Faculty of Educational Studies in Universiti Putra Malaysia (UPM). Predictors studied were perceived usefulness, perceived ease of use, perceived enjoyment, perceived convenience, attitude toward use and behavior intention to use instant messaging for academic purposes. A total of 285 samples were selected from undergraduates. Data were collected in a quantitative manner using a questionnaire. The inferential statistic confirmed the significant positive relationship between perceived usefulness, perceived ease of use, perceived enjoyment, perceived convenience, attitude toward use and behavior intention with the use of instant messaging for academic purposes. All relationship was identified as moderate. Also, the multiple linear regressions analysis was used to identify predictors of six independent variables that contributed towards the use of instant messaging. Finally, the results showed the predictors of instant messaging use for academic purposes amongst students were the perceived usefulness, perceived convenience and attitude towards the use of instant messaging. The study indicated that when students feel by using the instant messaging is useful and convenience to them, they will use it. Besides that, positive attitudes towards using instant messaging is among critical factor for the students to use it. This finding further suggests that students in general positively view of instant messaging as a useful tool that supports them in communicating between peers and lecturers. This further suggests that instant messaging platforms are likely to have a positive perception and students feel pleased to use instant messaging as tools of communication.</span>
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Etim, Paulinus J., Atim Edet Itighise, and Iniobong Bassey Ema. "Use of Educational Animation and Academic Performance of Business Studies Students in Akwa Ibom State." International Journal of Education 8, no. 4 (November 2, 2016): 21. http://dx.doi.org/10.5296/ije.v8i4.10259.
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<p>The Study examines the use of slow-motion educational animation and academic performance of Business studies students in Akwa Ibom State. Quasi experimental non-randomized pre-test post-test design was adopted for the study. Two research questions and two hypotheses were formulated to guide the study. 88 Business education students from two schools were purposively sampled from 5146 in 13 public secondary schools in Eket Local Government Area of Akwa Ibom State-Nigeria. The subject were divided into experimental and control groups. Experimental group were treated with slow-motion educational animation while control group were taught using expository teaching method. Data were collected using Business Studies performance test (BSPT). The instrument was face and content validated by two experts, one in educational Technology and another in Measurement and Evaluation all from Faculty of Education, University of Uyo, Uyo. The instrument had reliability co-efficient of .81. The treatment was done within four weeks. The result revealed that the use of slow-motion educational animation enhance academic performance of JS 3 Business Studies students when compared to expository teaching method. It was recommended among others that teachers should use slow-motion educational animation in presentation of their lesson content for students’ high academic performance and teaching effectiveness.</p>
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Adler, Chloé, and Carole Lalonde. "Identity, agency and institutional work in higher education: a qualitative meta-synthesis." Qualitative Research in Organizations and Management: An International Journal 15, no. 2 (July 26, 2019): 121–44. http://dx.doi.org/10.1108/qrom-11-2018-1696.
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Purpose The purpose of this paper is to synthesize a body of research addressing changes in academic identity brought on by neo-liberal university management while proposing a new interpretation based on the institutional work theory and a relational approach to agency. Design/methodology/approach The authors analyzed 19 qualitative empirical studies regarding the impact of new public management policies on academic identity within universities from different countries to support a qualitative meta-synthesis. Findings The meta-synthesis established a classification of work identity and self-identity that reflects variable but globally difficult experiences with the universities’ neo-liberal management. The results also indicate that, paradoxically, academics contribute to the perpetuation of managerialism through protection strategies and institutional maintenance work while acknowledging their painful effects on their identity. Despite the control and monitoring measures put in place by university administrations, academics have assumed a pragmatic approach to identity by using the prevailing spaces of autonomy and engaging in constant self-questioning. Those involved could make better use of these free spaces by adopting projective agency, that is by expanding the areas of support, collaboration and creativity that, by their own admission, make up the academic profession. Originality/value This meta-synthesis sheds light on the limits of current academic identity research while advancing studies conducted on institutional work, primarily by highlighting the type of agency used by actors during institutional change; at a practical level, this research promotes discussion on the manner in which academics could use their agency and reflexive skills by pushing their institutional work surrounding identity recreation further.
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Petkeviciene, Janina, Vilma Kriaucioniene, and Asta Raskiliene. "Academic Achievements, Satisfaction with Studies and Risky Behaviours among First-Year Students of Kaunas (Lithuania) Universities, 2000–2017." International Journal of Environmental Research and Public Health 19, no. 13 (June 22, 2022): 7616. http://dx.doi.org/10.3390/ijerph19137616.
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Risky behaviours are prevalent among university students and may affect academic achievements. This study aimed to evaluate the associations between academic achievements, satisfaction with studies and risky behaviours among first-year students of Kaunas (Lithuania) universities. Three cross-sectional surveys were conducted in 2000, 2010, and 2017. The self-administered questionnaires were filled in during lectures and assessed frequency and amount of alcohol consumption, drinking problems (CAGE test), smoking and drug use frequency, and academic achievements. The associations between risky behaviours and academic achievements were analysed using multivariable logistic regression analysis. Altogether 3325 students (1341 men and 1984 women) aged 20.0 (1.5) years participated in the survey. The proportion of students who consumed alcohol at least once a week and drank 11 or more standard alcoholic units (SAU) a week decreased. Every fifth student reported a drinking problem. Daily smoking prevalence declined, and drug use increased among male students. Multivariable logistic regression analysis revealed that frequent alcohol consumption and problem drinking were associated with low importance of good grades. Students who rated their academic performance below average and were dissatisfied with studies were more likely to consume ≥11 SAU a week. Daily smoking was more common among students who reported low importance of good grades and academic performance below average. A higher prevalence of drug use was found only in male students who declared low importance of good grades. Health promoting interventions at the individual and student community level are required to reduce the prevalence of substance use and improve the academic achievements of students.
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Li, Yan, Marwan H. Sallam, and Yinghua Ye. "The impact of WeChat use intensity and addiction on academic performance." Social Behavior and Personality: an international journal 47, no. 1 (January 23, 2019): 1–7. http://dx.doi.org/10.2224/sbp.7331.
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We explored WeChat use intensity and possible addiction level among Yemeni international students in China, including the impact of their gender and educational level on WeChat use, and the relationship of WeChat intensity and addiction with academic performance. Participants were 427 Yemeni international students in China randomly invited to participate in an online survey. Results revealed that (a) both gender and educational level had a significant impact on participants’ WeChat use intensity and WeChat addiction; (b) WeChat use intensity, WeChat addiction, and academic performance significantly correlated with one another; and (c) WeChat addiction fully mediated the relationship between WeChat use intensity and academic performance. These findings enrich social networking site studies by providing evidence of the impact of WeChat use intensity on the academic performance of international students.
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Faimau, Gabriel, Kelebogile Tlhowe, and Omphile Tlhaolang. "Smartphone Use, Experience of Learning Environment, and Academic Performance among University Students: A Descriptive Appraisal." Advances in Human-Computer Interaction 2022 (February 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/2617596.
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In our contemporary digital society, the smartphone is at the center of a powerful technological revolution affecting multiple domains. In the context of higher learning, the use of smartphones among students has been an area of interest. Previous studies on smartphone use and academic performance have generally focused on measuring the impact that smartphone use has on the academic performance of students. The purpose of this study is to examine the extent to which gender differences and the experience of a particular learning environment contributes to the use of smartphones for academic purposes. Data were collected through the use of a standardized self-report questionnaire completed by 300 first-year and 203 fourth-year undergraduate students from the University of Botswana. Our analysis is guided by the following specific objectives: first, to explore gender and the patterns of smartphone use for academic purposes; second, to appraise the contributing value of the experience of a learning environment on the use of smartphones to enhance academic achievement; and third, to examine smartphone use and its possible contribution to the performance outcome of students. Overall, we argue that the use of a smartphone for academic purposes is partly influenced by the extent to which a student is familiar with or understands the multiple contexts that shape his/her learning environment. For further studies in the field of smartphone use and academic performance, we suggest using multiple methods of data collection to uncover how students attach meanings to the use of smartphones and the role of smartphone use in improving their academic performance outcomes.
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Bhatt, Rachana. "The impact of public library use on reading, television, and academic outcomes." Journal of Urban Economics 68, no. 2 (September 2010): 148–66. http://dx.doi.org/10.1016/j.jue.2010.03.008.
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CANPOLAT, Medine Derya. "Academic Studies on the Turkish Education of Turks in Bulgaria." Turkish Journal of Diaspora Studies 2, no. 2 (September 30, 2022): 124–44. http://dx.doi.org/10.52241/tjds.2022.0044.
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Language is an integral component of identity, and for minorities the ability to use and receive education in the mother tongue is an important right that allows the transmission of culture, creates kinship, and strengthens identity. This article examines Turkish education access for Turks in Bulgaria by reviewing Turkish academic studies about this topic, in order to identify gaps. This research uses the literature review method to investigate published articles, Master’s and Doctoral theses, books, and reports. Within the scope of this literature review the issue is discussed within the framework of the concepts of bilingualism, mother tongue, education policies, and language policies. This article presents and discusses specific research topics that are not present in the current literature available in Turkish and identifies areas of study to close gaps in the literature.
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Goulart, Larissa. "Register variation in understudied academic contexts." Research in Corpus Linguistics 10, no. 2 (2022): i—v. http://dx.doi.org/10.32714/ricl.10.02.01.
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A major focus of register research has been language variation in academic discourse. These studies describe patterns of language use in spoken and written academic texts. Although there have been numerous studies of this type, most have focused on academic registers in English and on descriptions of published academic registers (e.g. textbooks, research articles, and abstracts). Much less work has been caried out on academic registers in other languages or unpublished academic registers. This special issue presents five studies describing the language patterns of understudied academic discourse in English (learners’ writing and statutory law), as well as descriptions of published academic registers in languages other than English (Russian, Portuguese, and Arabic). We hope that the papers in this special issue will pave the way for future research in other understudied academic contexts.
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Andangsari, Esther Widhi, Achmad Djunaidi, Efi Fitriana, and Diana Harding. "Loneliness and Problematic Internet Use (PIU) as Causes of Academic Procrastination." International Journal of Social Science Studies 6, no. 2 (January 22, 2018): 113. http://dx.doi.org/10.11114/ijsss.v6i2.2834.
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It is now undeniable that young people and the Internet has become inseparable. Nonetheless, the uncontrolled use of it causes many problems among young adults including academic procrastination. Previous studies stated that academic procrastination lead to low of academic achievement. The reason of why young adults use the internet excessively and got negative outcomes in academic life did not stated clearly. The objective of this study was to find out the empirical evidence of PIU as a mediator between loneliness and academic procrastination. Sample consisted of 320 undergraduate students from 10 universities. Age range was 17-25 years old (M=20.17, SD=1.49). They were given three self-report questionnaires such as GPIUS2, SELSA, and TPS. Those instruments were adapted in Indonesian language. Data were analyzed with Structural Equation Modelling (SEM). The results showed that the model was good fit (χ2=416.541, df=205, p<0.001, CFI=0.902, TLI=0.879, SRMR=0.068, RMSEA=0.057, 90% CI:0.049-0.065, p good to fit 0.05). This study give contribution on loneliness, PIU, and academic procrastination as one model. It also gives implication of social media using among young people and policy making in universities about students life.
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Sbarbaro, Vic, and Theresa M. Enyeart Smith. "Health Education across Academic Disciplines (HEAAD)." Californian Journal of Health Promotion 13, no. 2 (September 1, 2015): 97–107. http://dx.doi.org/10.32398/cjhp.v13i2.1827.
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Background and Purpose: Studies have shown that teens who hypertext are at a higher risk to engage in other health risk behaviors including binge drinking, tobacco use, illicit drug use, partaking in physical fights, engaging in risky sexual behavior, and driving distracted. Interventions addressing excessive use of mobile devices have mainly focused on mobile phone use while driving. The aim is to describe the Health Education Across Academic Disciplines (HEAAD) teaching tool and implementation, which may help to educate and raise awareness of the risks associated with excessive cell phone use among adolescents and young adults. Educational Teaching Tool: HEAAD includes introductory activities ranging from identifying risks related to excessive cell phone use to follow-up interactive activities with examples applied across academic disciplines other than health. HEAAD targets students in grades nine through twelve and can be adapted to the college population for freshmen and sophomores enrolled in personal health and wellness classes and/or other health orientation and first year experience classes. Conclusion: HEAAD intends to engage students in practicing decision-making skills related to excessive cell phone use, which may be applicable to their lives. Pilot testing of HEAAD is recommended to determine its effectiveness and potential.