Tesis sobre el tema "Student Experiences"
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Lee, Nancy-Jane. "International experiences and student nurses". Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248908.
Texto completoSmith, Elizabeth J. "A study to identify third grade students' perceptions of student-to-student bullying experiences". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002smithe.pdf.
Texto completoHakes, Cathy J. "Off-Campus Work and Its Relationship to Students’ Experiences with Faculty Using the College Student Experiences Questionnaire". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1654.
Texto completoCaplan, Wendy. "Student experiences with synchronous computer conferencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60390.pdf.
Texto completoSmith, Lisa A. "Student Experiences in Residential Programs at Community Colleges: A Multiple Case Study". Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210101245.
Texto completoZhao, Yan. "What matters to student-athletes in college experiences". Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104397.
Texto completoInformed by Astin's Input-Environment-Outcome (I-E-O) model and Pascarella's general model, this study explored the nature of student-athletes' engagement in educationally purposeful activities, described their engagement patterns, and revealed the relationships between student engagement factors and college outcomes by class and gender for 2596 student-athletes from 30 Division-I institutions. This research demonstrated that the NSEE Five Benchmarks constructed for the general population did not fit student-athletes. Therefore, engagement factors for student-athletes were constructed based on a subset of component items from the Five Benchmarks. Hierarchical Linear Models (HLM) were then applied to National Survey for Student Engagement (NSSE) 2006 and the aggregated school level data from the NCAA. The research results reveal that the association patterns between engagement factors and college outcome variables Satisfaction (SA), General Education and Personal Competence (GEPC), and Personal and Social Development (PSD) across all class and gender subgroups are very similar, but differ from those for GPA. This research concludes that engagement in educationally purposeful activities is the best predictor for student-athletes' college outcomes (except GPA). The analyses also reveal that what students do on campus contributes more to their college outcomes than who they were at matriculation and which school they attend. In particular, for all outcomes, the fraction of the total variance due to between-school differences was very small and the relationships between the coefficients of school-level equations and school-level characteristics were inconsistent. The results of this study, along with other related studies, can help colleges devise strategies to better fulfill their primary obligation to create genuine educational opportunities for their student-athletes through fostering their holistic development
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
Tingelstad, Erik Karl. "Career expectations and experiences of beginning student affairs administration graduate students /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7527.
Texto completoStewart-Hattar, Virginia Kay. "Transfer Student Experiences at a Four-Year University". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/430.
Texto completoOrefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.
Texto completoDomer, Erica R., Kunal S. Ramani y Alexandria M. Smith. "An Evaluation of Institutional Introductory Pharmacy Practice Experiences". The University of Arizona, 2011. http://hdl.handle.net/10150/623563.
Texto completoOBJECTIVES: To assess the effectiveness of the institutional objectives for the Introductory to Pharmacy Practice Experience (IPPE) course at the University of Arizona, College of Pharmacy. METHODS: This observational study included 83 first-year PharmD students, of which 36 were enrolled in the IPPE course during the Spring 2009 semester. At the beginning and end of the semester, each student was given a multiple-choice test with questions related to the institutional objectives for the IPPE course. At the end of the semester, the tests were scored and the pre- and post-tests were matched for each student. RESULTS: No significant difference was found between the pre- and post-test scores, although most students had an improved score on the post-test. Of the students in IPPE, test scores were divided based on the type of practice site attended. No difference was found for the pre- or post-test scores between the different practice sites (p>0.1 for all comparisons) and a medium impact was found between community and hospital practice settings (affect size = 0.49). CONCLUSION: It was concluded that although student competencies improved over the course of the semester, participation in the IPPE course during the first-year of pharmacy school did not significantly contribute to this improvement.
Taulke-Johnson, Richard. "Living differently : gay male undergraduates' student experiences". Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54881/.
Texto completoAbulaban, Hiam. "Undergraduate student nurses experiences of vertical violence". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45320.
Texto completoNartey, Humphrey. "Experiences of Black Canadian Male Student-Athletes". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39089.
Texto completoBray, Farahnaz. "Student views on early clinical learning experiences". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86497.
Texto completoENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.
Henry, Melanie. "The online student experience: An exploration of first-year university students’ expectations, experiences and outcomes of online education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2059.
Texto completoJohnson, Rachel Nicola. "A qualitative study of student feedback : lecturers' and students' perceptions and experiences". Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/3158/.
Texto completo- efficient and effective management of HE institutions;
- a reorientation of academic cultures, practices and values;
- the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;
- the representation and empowerment of the student as 'customer';
- a reorientation of the purpose of (the) higher education (curriculum);
- summative and formative evaluation of professional practice in HE teaching.
Rhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.
Texto completoSchimek, Troy Alan. "Analysis of middle school student bullying experiences and student reported school climate". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schimekt.pdf.
Texto completoWalker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.
Texto completoBannister, Stephanie J. "The experiences of non-traditional students utilizing student support services : a qualitative study". Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1332.
Texto completoSlack, Amy Bradfield. "Preservice science teachers' experiences with repeated, guided inquiry". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-190145/.
Texto completoLisa M. Martin-Hansen, committee chair; Julie Dangel, Amy Lederberg, Edward Lomax, committee members. Electronic text (204 p.) : digital, PDF file. Title from file title page. Description based on contents viewed Oct. 23, 2007. Includes bibliographical references (p. 189-199).
Ouellette, Michel. "Characteristics, experiences, and behaviour of university student leaders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29087.pdf.
Texto completoFlynn, Deirdre. "Experiences of sudden student death : a narrative inquiry". Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.650105.
Texto completoLambert, R. Mitch. "The Student Perspective of High School Laboratory Experiences". Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1239991811.
Texto completoBlack, Zachary R. "Student Perceptions of Short-Term Study Abroad Experiences". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1377268605.
Texto completoDeuster, Jay. "A perspective on manager and student internship experiences". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009deusterj.pdf.
Texto completoErwin, Eileen Mary Heinonen. "Sinkers and swimmers: student experiences with curriculum differentiation". Thesis, Boston University, 2001. https://hdl.handle.net/2144/32758.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
American comprehensive high schools are faced with the genuine dilemma of a democratic education: offering equal opportunities to students while recognizing individual differences. In attempting to accommodate a diverse student population, schools have made compromises in quality and have set less challenging expectations for many students. Consequently, not all are benefiting from positive educational experiences. This dissertation was concerned with student experiences with curriculum differentiation. It was a descriptive case study whose major aims were to determine: 1. The characteristics of the students profiled in each of the curricular programs; 2. The role curriculum differentiation played in each student's experience. Fifteen high school freshmen from a variety of curricular programs at one Massachusetts high school were interviewed and videotaped. Students were asked questions designed by the researcher. In addition, student records were analyzed, and feedback was sought from students' grade 8 and grade 9 teachers through surveys and interviews. Seven years later, a follow-up study was conducted to determine if students' perceptions of their high school experience had changed. Three groups of students existed within the school: the high achievers, the achievers, and the under/non-achievers. The high achievers combined innate ability with effort to maximize academic success. The achievers met the school's standard of achievement in varying degrees with the biggest range of ability and effort; some students maximized their potential, while others did not. The under/non-achievers did not meet the school's standard of achievement; they combined varying degrees of ability with a lack of effort to produce academic failure. The high achievers benefited the most from their high school education. They reported challenging teachers and rigorous curriculum. The achievers had mixed experiences. Achievers who pursued upper level courses had more positive experiences than those who pursued middle or lower level courses. Achievers who required or pursued special programs benefited from individualized attention but often suffered from a weak academic program. The under/non-achievers did not complete high school. This study supports the conclusion that student choice, teacher expectations, and school indifference had an impact on student experiences. The experiences of the largest group--the achievers--suggest that schools must pay more attention to the average student and work harder to motivate all students to maximize their potential.
2031-01-01
Works, Doris Massey. "Teachers' Experiences Concerning the Rise in Student Aggression". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/192.
Texto completoLietz, Katherine. "Student Experiences with Food Insecurity at Boston College". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108793.
Texto completoThis study aims to understand the prevalence and consequences of food insecurity among four-year undergraduate students at Boston College. It used an anonymous survey to collect data on students’ experiences making financial decisions about food and eating in the Fall of 2019. The final analytic sample consisted of 325 undergraduate students. The study found that roughly 13% of participants were characterized as experiencing food insecurity. Students who received high levels of financial aid and individuals who identified as first-generation college students were more likely to experience characteristics of food insecurity. Students experiencing food insecurity also reported a variety of social, emotional, behavioral, and academic consequences. This study finds that food insecurity is an issue at Boston College and suggests that faculty and administrators should urgently address students’ difficulties ensuring consistent access to food
Thesis (BA) — Boston College, 2020
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology
Hemy, Melanie. "Persisting in Field Education: Social Work Student Experiences". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405205.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health Sci & Soc Wrk
Griffith Health
Full Text
Cranmore, Jeff L. "Experiences and Perceptions of Students in Music and Mathematics". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500113/.
Texto completoGittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students". Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.
Texto completoIt is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Jackson, Julie A. "AN EXAMINATION OF MASTER’S LEVEL GRADUATE STUDENT EXPERIENCES AND ATTITUDES". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174940455.
Texto completoLander, Nicholas. "Pathways to a unique career : the undergraduate experiences of student affairs administration graduate students". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1260623.
Texto completoDepartment of Educational Leadership
Wojtaszek, Sylwia. "Positive attitude change to school - Narrative inquiry into adolescent students' lived experiences". Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174716.
Texto completoDoctor of Philosophy
Talley, Zebedee Jr. "A Qualitative Investigation of Black Middle School Students' Experiences of the Role of Teachers in Learning and Achievement". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/28003.
Texto completoEd. D.
Crowe, Jeannine Amanda. "Experiences of the Non-traditional Student| A Phenomenological Study of the Experiences of Students Who Attend Non-traditional High Schools". Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974060.
Texto completoAlthough the public school has made great strides in making its vision of education for all a reality, 13.8% of the students continue to stumble in their pursuit of a high school diploma and 4.2% ultimately fail in this pursuit (Dalton, Ingels, & Fritch, 2015; “Public high school graduation rates,” 2016). This phenomenological study explores the lived experiences of students who initially chose to drop out of high school but chose to later re-enroll in a non-traditional setting. The purpose of this study was to find commonalities among the experiences of the participants to shed light on the essence of the phenomenon. This study included interviews with 30 non-traditional high school students and three staff members of a non-traditional high school. Three global themes emerged: 1) students were academically behind and over-age yet began to have feelings of hopefulness after attending the non-traditional high school, 2) students appreciate the supportive environment fostered at the non-traditional high school yet feel they are more independent and in control of their educational journey, and 3) students make more academic progress in the non-traditional setting yet continue to struggle to complete the requirements, specifically in mathematics, for high school graduation. The essence as revealed through this study is that students who choose to leave high school do so for academic, social and emotional, and familial reasons. However, these students also understand the benefits of earning a high school diploma. Therefore, they have chosen to re-enroll in a setting where they can use the knowledge they have gained through life experiences to help them complete their educational journey.
Tang, Yee-fan Sylvia y 鄧怡勳. "A study of student teachers' perception of the role of student teaching through their experiences in student teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956750.
Texto completoBullard, Roland N. "The preparation, search, and acceptance experiences of college presidents with Chief Student Affairs Officer experience". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331293.
Texto completoTitle from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4258. Adviser: Nancy V. Chism.
Weber, Jennifer Ann. "UNIVERSITY STUDENT PREFERENCES FOR THERAPIST VARIABLES INFLUENCED BY STUDENT DEMOGRAPHICS AND PRIOR COUNSELING EXPERIENCES". UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/499.
Texto completoDay, Chantelle. "The YACU Project: Exploring the Educational Experiences and Student Support Needs of Young Adult Carers in Australian Universities". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366970.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
Masterman, Ann Katherine. "Women's Doctoral Student Experiences and Degree Progress in Education versus Engineering". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3826.
Texto completoThis study's purpose was to compare the lived experiences of doctoral women studying Education, a prototypically female field, with women studying Engineering, a prototypically male field to illustrate the phenomenon of doctoral degree progress in the two fields. Using critical feminist theory and Valian's (1999) concept of gender schemas, this study examined doctoral education culture in Education and Engineering and how these cultures influence women's doctoral student experiences and in turn their degree progress (Tong, 2009). Although women represent over 50% of doctoral student enrollment and degrees earned, gender disparities exist in Education and Engineering. Once enrolled, women are proportionally more likely to complete Education doctorates and less likely to complete Engineering doctorates (Council of Graduate Schools, 2008; Gonzales, Allum, and Sowell, 2013; Nettles and Millett, 2006). This trend is important because it implies there is something about Education and Engineering doctoral environments that make them more and less conducive for women's success, respectively (Gardner and Mendoza, 2010). This study used a qualitative interpretive phenomenological analysis (IPA) approach to capture the essence of women's doctoral degree progress by interpreting the lived experiences of 10 Education and 11 Engineering doctoral women (Smith, Flowers, and Larkin, 2009). After 63 in-depth interviews and two focus groups, four themes emerged. Overall, the Education women reported fewer positive doctoral experiences and more barriers to degree progress than the Engineering women due to the funding and research assistantship structure, the faculty advisor relationship, and the department environment. Both groups of women described doctoral education culture as proactive, independent, and competitive - characteristics more consistent with masculine gender schemas. Doctoral education culture also reflected the feminine gender schemas of flexibility and collegiality/collaboration, which were more apparent in the prototypically masculine Engineering field than in the prototypically feminine Education field. Implications for how doctoral education can be re-conceptualized, delivered, and researched are provided, calling for the incorporation of more feminine gender schemas into doctoral education culture in order to promote and achieve gender equity
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Hewett, Joyce. "Community College Leaders' Experiences in Adapting to Changing Student Demographics". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/587.
Texto completoFine, Zoe DuPree. "Valanced Voices: Student Experiences with Learning Disabilities & Differences". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4038.
Texto completoPerez, Eduardo. "Exploring student perceptions of academic mentoring and coaching experiences". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580206.
Texto completoWhile there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences.
Phillips, Jill. "Student nurses' lived experiences of their last practice placement". Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29533/.
Texto completoFoley, Virginia P. y Ginger Christian. "Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5988.
Texto completoSmith, Lucille. "Student experiences of learning in a systems thinking course". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5471.
Texto completoMyers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience". Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.
Texto completoModig, Kristoffer y Erik Källgren. "Exploring dual career experiences of Swedish student-eSport players". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44316.
Texto completoStudiens syfte var att utforska erfarenheterna av dubbla karriär (DC) bland svenska eSport-spelare ur ett holistiskt perspektiv, och fokuserade på att undersöka utmaningar som uppstod, coping-strategier som användes, och hur DC påverkade student-eSport spelarna. Intervjuer utfördes med 7 student-eSport spelare antagna på gymnasier eller universitet som erbjuder DC stöttande program. Deltagarna var män och var mellan 16 och 22 år gamla (M = 18, SD = 2,16). Arbetena av Stambulova et al. (2015) och Henriksen (2010) agerade grunder i skapandet av de två semi-strukturerade intervjuguiderna som användes av författarna. Författarna genomförde en tematisk analys av materialet för att identifiera erfarenheter relaterade till koncepten av dubbla karriärer och talangutveckling. Resultatet visade att student-eSport spelarna upplevde utmaningar relaterade till eSport, akademiskt och i sitt privatliv. Privatlivet upplevdes som det mest krävande på grund av att svårigheter med att balansera sin tid mellan sina meningsfulla relationer och kravställningar i DC. Copingstrategier som användes av deltagarna var tidshantering, fysisk aktivitet, samt att använda sig av sitt stödjande nätverk. Det stödjande nätverket innehållandes tränare, skolmiljö, vänner och familj fungerade även som en coping-resurs i samverkan med deltagarnas individuella kunskaper. Det inflytande DC hade på student-eSport spelarna var både positivt och negativt på olika områden. Positivt inflytande identifierades i både akademisk och eSport men negativt i privatlivet på grund av brist på tid att ägna till familj och vänner. Studiens resultat visar att svenska student-eSport spelares upplevelser av DC delar likheter med de upplevda av student-atleter i traditionella idrotter, och framhäver de utmaningar och positiva fördelar relaterade till att kombinera eSport med studier.