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Статті в журналах з теми "Dropout Intention":
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Mai, Cam Binh, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen, and Ngoc Pham Hoang Bao. "Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, no. 3 (December 20, 2023): 417–37. http://dx.doi.org/10.23947/2334-8496-2023-11-3-417-437.
Анотація:
The increasing number of students intending to drop out of universities in Vietnam has raised concerns. While previous studies have addressed factors influencing dropout intentions, several aspects still need to be explored, particularly in developing countries like Vietnam. This research provides an overview of the factors influencing students’ dropout intention in Ho Chi Minh City. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach with a survey sample of 804 students from universities in Ho Chi Minh City. The research findings reveal that factors such as Lack of university commitment (LUC), degree and course commitment (DCC), ineffective time management (ITM), curriculum design (CD), Ineffective adaptation to learning environment (IALE), low classroom participation (LCP) and personal circumstances (PC) significantly influence students’ dropout intentions. Additionally, factors including skills and attitudes of instructors (SAI), instructor support (IS), positive instructor feedback (PIF), university facilities (UF), cultural and social environment (CSE), and access to support from academic advisors (ASA) do not show statistically significant relationships with students’ dropout intention. Furthermore, the study finds no significant differences in dropout intention based on gender, area, and type of university, except for ASA has a differential impact on students’ dropout intentions based on the type of university. The research results provide valuable insights for researchers and educational experts to understand better the factors contributing to students’ dropout intentions. Moreover, the findings assist educational managers and instructors in developing appropriate support measures and interventions to enhance student engagement throughout their academic journey. Finally, the study discusses limitations and suggests future research directions.
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Schnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries, and Carola Grunschel. "Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university." Motivation and Emotion 44, no. 4 (February 17, 2020): 491–507. http://dx.doi.org/10.1007/s11031-020-09822-w.
Анотація:
Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.
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Giudicelli, Edouard, Arielle Syssau, Royce Anders, and Nathalie BLANC. "The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France." International Journal of Doctoral Studies 19 (2024): 004. http://dx.doi.org/10.28945/5294.
Анотація:
Aim/Purpose: With respect to doctoral students, the present study examined the association between dropout intentions and contextual, dispositional, and affective variables. The aim was to provide a deeper understanding of the factors that promote successful completion of doctoral studies in the humanities and social sciences in France. Background: Key variables relevant to doctoral life that could serve as predictors for dropout intention were assessed. These were research activity, health and private life, academic social life, supervision, university and facilities settings, career prospects, doctoral year, student personality, self-efficacy, and anxiety and depression levels. Methodology: Each of the aforementioned variables was measured at the end of the 2019-2020 academic year within a sample of 202 students from the same university who were enrolled in doctoral programs in the humanities and social sciences. Dropout intention was modeled with a logistic regression model, which allowed for the simultaneous taking into account a gamut of variables. Contribution: This study is the first to jointly assess the variables respective to predicting dropout intention and innovatively account for personality factors in addition to contextual factors. This study offers a deeper understanding of the role that personality may play and altogether reveals the variables that are most associated with doctoral dropout intentions in France. Findings: Through having also modeled personality as a potential risk/protective factor, this study confirms that contextual factors, compared to personality, play a more consequent role in PhD dropout intentions. Furthermore, we show that while personality factors are indeed associated with dropout intention, their links may be best understood through their interplay with contextual factors. Importantly, a sense of self-efficacy, anxiety, and depression was found significant, as well as research wellness, supervision quality, health, and emotional stability. Overall, dropout intentions were found to increase with the doctoral year. Recommendations for Practitioners: Findings suggest that university personnel aiming to reduce the number of doctoral students who plan to dropout should especially consider the following key variables: research conditions, doctoral year, and student characteristics (e.g., personality, depression, and sense of self-efficacy). Recommendation for Researchers: In order to better understand doctoral dropout, future studies should consider the interplay between choice of doctoral discipline and contextual, dispositional, and affective variables, as well as theories of motivation. Impact on Society: In higher education and research, decreasing doctoral dropout is important in maintaining society’s confidence in, and general success of, scientific research and educational practice, as well as increasing the amount of public and private funds dedicated to these valuable endeavors. Future Research: Future research should more intricately assess and control for interactions between individual-level, personality, and contextual factors during the doctorate, as well as include a larger cohort that may consist of both social sciences and traditional sciences majors.
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Vijayakumaran, Naranthiran, Halimah Mohd Yusof, Sivakanthan Oulaganathan, and Dinesh Kumar Saundra Rajan. "THE IMPACT OF PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT ON SCHOOL DROPOUT INTENTION: A SYSTEMATIC LITERATURE REVIEW." International Journal of Education, Psychology and Counseling 8, no. 50 (June 1, 2023): 36–46. http://dx.doi.org/10.35631/ijepc.850003.
Анотація:
School dropout intention among students is a serious issue as it will impact the student’s motivation to learn. Studies have found that dropout intention among students is affected by parental involvement and student engagement. Hence, this article aims to identify the impact of parental involvement and student engagement on school dropout intention based on prior empirical findings. This article featured several conclusions regarding the relationship between parental involvement and dropout intention and also the relationship between student engagement and dropout intention. Using the systematic literature review, 30 publications were analysed in preparing this article. All the conclusions from the numerous papers were discussed. Suggestions for future studies were presented, and the importance of these topics was identified. A fresh study is recommended to be carried out to determine the level of parental involvement among Malaysian parents and the extent of student involvement among Malaysian students as well as how these factors impact on school dropout intention.
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Wolf, Kristin, Christina Maurer, and Mareike Kunter. "“I Don’t Really Belong Here”." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53, no. 1-2 (January 2021): 1–14. http://dx.doi.org/10.1026/0049-8637/a000233.
Анотація:
Abstract. The present study investigates the role of sense of belonging on dropout intention in teacher education with a special focus on immigrant teacher students. We present data from a survey of 925 German teacher students using two times of measurement. The results confirm the significance of sense of belonging for the dropout rate among students in teacher education and support our hypotheses that immigrant students show a lower sense of belonging and higher dropout intentions.
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Buizza, Chiara, Herald Cela, Giulio Sbravati, Sara Bornatici, Giuseppe Rainieri, and Alberto Ghilardi. "The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students." Education Sciences 14, no. 1 (January 7, 2024): 67. http://dx.doi.org/10.3390/educsci14010067.
Анотація:
Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen’s intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students’ well-being.
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Park, Wan-KyeoLeeng, and Soo-Bi Lee. "The Impact of Parent’s Neglecting Attitude on School Dropout Intention of Multicultural Adolescents -The Dual Mediating Effect of Social Withdrawal and Achievement Motivation-." Korea Academy of Case Management 15, no. 1 (April 30, 2024): 127–49. http://dx.doi.org/10.38019/kacm.15.1.127.
Анотація:
The purpose of this study was to investigate the dual mediating effects of social withdrawal and achievement motivation on relationship between parent’s neglecting attitude and school dropout intention of multicultural adolescents. To achieve this, the dual mediating analysis was conducted on 1,197 multicultural adolescents using 8th year of Multicultural Adolescents Panel Study(MAPS) data collected by the National Youth Policy institute. The results were as followed. First, parent’s neglecting attitude has directly a positive effect on school dropout intention among multicultural adolescents. Second, higher levels of parent’s neglecting attitude are associated with higher levels of social withdrawal, which, in turn, are associated with higher levels of school dropout intention. Third, higher levels of parent’s neglecting attitude are associated with lower levels of achievement motivation, which, in turn, are associated with higher levels of school dropout intention. Fourth, parent’s neglecting attitude has an indirect effect on school dropout intention through social withdrawal and achievement motivation. Based on these results, practical strategies for preventing neglecting attitude and social withdrawal and improving achievement motivation are discussed to reduce school dropout among multicultural youths.
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Véliz Palomino, José Carlos, and Ana Maria Ortega. "Dropout Intentions in Higher Education: Systematic Literature Review." Journal on Efficiency and Responsibility in Education and Science 16, no. 2 (June 30, 2023): 149–58. http://dx.doi.org/10.7160/eriesj.2023.160206.
Анотація:
College dropout proves to be a critical problem in undergraduate programs that directly affects students and the related community, due to direct economic losses and significant social costs. This article addresses a systematic review of the literature on predictors of student dropout intention in higher education, focusing on scientific production in Q1 and Q2 journals from 2018 to 2023, performing a bibliometric review and analyzing the available empirical and theoretical data on the phenomenon of college dropout intention and its affecting factors. The bibliometric results and those related to predictors of dropout intention introduced in previous studies are presented. The largest number of researchers studying this phenomenon are from Germany, however, the United Kingdom is the country with the largest number of publications. Previous research can be grouped into two categories: studies analyzing psychological factors of dropout intention and those related to academic and social integration.
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Guo, Qianronga, and Jinyoung Huh. "The Effect of Academic Stress on School Dropout of Chinese Physical Education Major University Students: The Mediating Effect of Social Support." World Society of Taekwondo Culture 14, no. 1 (January 31, 2023): 77–92. http://dx.doi.org/10.18789/jwstc.2023.38.77.
Анотація:
The purpose of this study is to verify the effect of academic stress and social support on school dropout intention of Chinese physical education major students and to investigate the mediating effect of social support. Therefore, the convenient sampling method was used to questionnaire survey. For data processing, frequency analysis, reliability, and correlation analysis were performed through SPSS 23.0, and confirmatory factor analysis, measurement model verification, structural model verification, and mediating effects were performed using AMOS 23.0. The following results were derived. Academic stress had a positive (+) effect on school dropout intention and social support. Social support had a negative (-) effect on school dropout intention. It was found that there was a partial mediating effect of social support in the relationship between academic stress and school dropout intention.
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Gardner, Lauren A., Christopher A. Magee, and Stewart A. Vella. "Enjoyment and Behavioral Intention Predict Organized Youth Sport Participation and Dropout." Journal of Physical Activity and Health 14, no. 11 (November 1, 2017): 861–65. http://dx.doi.org/10.1123/jpah.2016-0572.
Анотація:
Background: Dropout from organized youth sport has significant adverse health implications. Enjoyment and behavioral intentions have consistently been linked with participation and dropout; however, few studies have investigated these links using a prospective design. This study explored whether enjoyment and intentions to continue predicted dropout behavior at 1-year follow-up. Methods: Questionnaires were completed by 327 regular sport participants (mean age = 13.01 y at baseline). After 1 year, 247 individuals (75.5%) continued participating in their main sport and 26 individuals (8%) dropped out. A hierarchical logistic regression model estimated the probability of dropout. In step 1, the following covariates were included: age, sex, competition level, perceived competence, parental support, coach–athlete relationship, friendship quality, and peer acceptance. In step 2, enjoyment and intentions to continue were included. Results: Step 1 indicated that age, parental support, coach–athlete relationship quality, and peer acceptance were significantly associated with dropout. Step 2 explained further variance in dropout, with both enjoyment and intentions inversely associated with dropout. Peer acceptance was the only covariate to remain significantly associated with dropout in step 2. Conclusions: Findings support the use of enjoyment and behavioral intentions as indicators of sport participation/dropout behavior and may aid the development of interventions aimed at preventing future dropout.
Дисертації з теми "Dropout Intention":
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Grau, Valldosera Josep. "A dropout definition for continuance intention and effective re-enrolment models in online distance learning." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/668911.
Анотація:
Aquesta recerca intenta trobar una definició d'abandonament (dropout) empírica i adaptada als estudiants de la UOC i, per extensió, potencialment adaptable a altres institucions d'aprenentatge a distància en línia. Hem fet una anàlisi de la quantitat de semestres consecutius de descans (N) que fan que es consideri que un estudiant d'un programa determinat ha abandonat els estudis (amb una probabilitat inferior al 5% de retorn o error màxim). Aquesta N és diferent per a cada programa, com també ho és el percentatge global d'abandonament. Per a tots els programes hi ha una alta probabilitat d'abandonament després d'una pausa, especialment quan aquesta interrupció és durant el segon o tercer semestre (early dropout). La recerca continua posant el focus d'anàlisi en l'early dropout, amb la definició de dos models per al conjunt de nous estudiants de grau que descansen durant el segon semestre: el model d'intenció de continuar i el de rematrícula efectiva (o prolongació de descans), ambdós durant el tercer semestre.Esta investigación trata de encontrar una definición de abandono (dropout) empírica y adaptada a los estudiantes de la UOC y, por extensión, potencialmente adaptable a otras instituciones de aprendizaje a distancia en línea. Hemos realizado un análisis de la cantidad de semestres consecutivos de descanso (N) que hacen que se considere que un estudiante de un programa determinado ha abandonado los estudios (con una probabilidad inferior al 5 % de retorno o error máximo). Esta N es diferente para cada programa, así como el porcentaje global de abandono. Para todos los programas, hay una alta probabilidad de abandono tras una pausa, especialmente cuando esta interrupción es en el segundo o tercer semestre (early dropout). La investigación continúa poniendo el foco de análisis en el early dropout, con la definición de dos modelos para el conjunto de nuevos estudiantes de grado que descansan en el segundo semestre: el modelo de intención de continuar y el de rematrícula efectiva (o prolongación de descanso), ambos en el tercer semestre.
The aim of this research is to establish an empirical definition of dropout that is tailored to UOC students and can be adapted later on to other online distance learning institutions. To do so, we analyse the number of consecutive rest periods (N) needed for a student on a particular programme to be considered to have dropped out (with a probability of less than 5% return or maximum error). This N proves to be different for each programme, as does the overall dropout rate. All programmes show a high probability of students' leaving after a break, especially when this interruption in their studies takes place in the second or third semester (early dropout). The research then focuses on early dropout, defining two models for the total number of new bachelor's degree students taking a break in the second semester: the continuance intention model and the effective re-enrolment model (or extended rest period), both for the third semester.
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Giudicelli, Edouard. "Abandonner ou continuer ? : Le vécu des doctorants au prisme des variables contextuelles, dispositionnelles et affectives." Electronic Thesis or Diss., Montpellier 3, 2023. https://ged.scdi-montpellier.fr/florabium45/jsp/nnt.jsp?nnt=2023MON30053.
Анотація:
Chaque année, en France, entre 2 et 40 % des étudiants qui sont inscrits en doctorat arrêtent leur parcours en troisième cycle, avec une variabilité selon les disciplines et l’avancement caractérisé par le nombre d’années d’inscription (Kalenbach et al., 2020). Pour étudier ce phénomène, une des possibilités est de mesurer l’intention d’abandonner des doctorants. L’intention d’abandonner informe sur un changement dans l’expérience des étudiants et sur leur motivation à continuer le doctorat. Elle peut être décrite comme la motivation d’un individu à arrêter son cursus universitaire sans avoir obtenu son diplôme (Sheeran,2002). Cette recherche propose donc d’étudier l’intention d’abandonner sur un échantillon de doctorants en Arts, Lettres, Langues et Sciences Humaines et Sociales, au prisme de différentes variables qui ont toutes été associés dans la littérature internationale à l’abandon ou l’intention d’abandonner (Juniper et al., 2012). Dans le cadre de cette thèse, ces variables sont organisées en trois grandes catégories. Les variables contextuelles (i.e., Recherche, Social, Direction de thèse, Santé et vie privée, Université, Facilités, Perspectives de carrière, Impact du confinement sur le Travail et l’Humeur, l’Année de progression en thèse), les variables dispositionnelles (i.e., Conscienciosité, Agréabilité, Sensibilité émotionnelle, Ouverture aux expériences, Extraversion, Auto-efficacité), et les variables affectives (i.e., Anxiété, Dépression, Épanouissement, Fierté, Intérêt, Satisfaction). Pour atteindre l’objectif de cette recherche, deux enquêtes ont été envoyées aux doctorants de deux écoles doctorales en Art, Lettres, Langues et Sciences Humaines et Sociales, l’une en 2020 et l’autre en 2021. L’enquête diffusée en 2020 comprenait six questionnaires à renseigner et celle diffusée en 2021 en comportait huit. Au total, 393 étudiants ont participé à cette recherche, avec parmi eux, 81 doctorants qui ont été évalués à propos de leur vécu sur deux années universitaires consécutives (i.e., 2020 et 2021). Les données récoltées lors de ces deux enquêtes et leurs principaux apports sont présentés au sein de trois articles expérimentaux, avec une organisation de la réflexion menée autour de trois études. Les études 1 et 2 (i.e., 2a et 2b) examinent l’intention d’abandonner au regard des trois catégories de variables susmentionnées (i.e., contextuelles, dispositionnelles, affectives). Puis, une revue de la littérature est fournie pour introduire une perspective différente sur le vécu du doctorat, sachant que l’accent est mis sur les déterminants d’un vécu positif de la thèse. L’étude 3 qui suit cette revue de littérature envisage donc l’intention d’abandon en approfondissant l’examen des variables affectives. D’une manière générale, ce travail de recherche permet tout d’abord de dégager parmi les variables contextuelles, dispositionnelles et affectives considérées, celles qui dégradent le plus le vécu du doctorant chez les étudiants qui ont l’intention d’abandonner comparés à ceux qui souhaitent poursuivre pour obtenir leur doctorat. Si l’expérience de la thèse représente une “épreuve” pour tous les doctorants, ceux qui n’ont pas l’intention d’abandonner se démarquent par leurs affects positifs dont le niveau est significativement supérieur à celui des doctorants souhaitant arrêter. Les affects positifs diminuent l’impact négatif des variables responsables d’un manque de bien-être et prédisent l’intention de ne pas abandonner. Les résultats de la thèse sont notamment discutés au regard du modèle Broaden-and-Build (Fredrickson,1998). Dans l’ensemble, si cette thèse fournit des éléments de réflexion qui pourront être utiles à de nombreux acteurs du monde doctoral (i.e., directeurs de thèse, directeurs d’unité de recherche et d’écoles doctorales), elle vise surtout à fournir à tous les doctorants un éclairage sur les leviers qui pourraient les aider à faire de cette étape dans leur parcours une expérience positiveEvery year in France, between 2 and 40% of students enrolled in a doctorate program stop their studies at the postgraduate level, with significant variability depending on the discipline and the number of years of enrolment (Kalenbach et al., 2020; Thibault, 2019). One way of studying this phenomenon is to measure doctoral students' intention to drop out. The intention to drop out provides information about a change in students' experience and their motivation to continue with the doctorate. It can be described as an individual's motivation to leave university without obtaining a degree (Sheeran, 2002). This research therefore proposes to study the intention to drop out on a sample of PhD students in the Humanities and Social Sciences, through the prism of different variables that have all been associated in the international literature with dropping out or the intention to drop out (Juniper et al., 2012; Sverdlick et al., 2018). In the context of this thesis, these variables are organized into three broad categories. Contextual variables (i.e., Research, Social, Thesis direction, Health and private life, University, Facilities, Career prospects, Impact of confinement on Work and Mood, Year of thesis progression), dispositional variables (i.e., Conscientiousness, Agreeableness, Emotional sensitivity, Openness to experience, Extraversion, Self-efficacy), and affective variables (i.e., Anxiety, Depression, Flourishing, Pride, Interest, Satisfaction). To achieve the objective of this research, two surveys were sent to doctoral students in two doctoral schools in the Humanities and Social Sciences, one in 2020 and the other in 2021. The survey sent in 2020 included six questionnaires to be completed and the one sent in 2021 included eight questionnaires. In total, 393 students took part in this research, including 81 doctoral students who were evaluated on their experiences over two consecutive academic years (i.e., 2020 and 2021). The data collected in the course of these two surveys and their main contributions are presented in three experimental articles, with an organization of the reflection carried out around three studies. Studies 1 and 2 (i.e., 2a and 2b) examine the intention to drop out with respect to the three categories of variables mentioned above (i.e., contextual, dispositional, affective). Then, a literature review is provided to introduce a different perspective on the doctoral experience, with a focus on the determinants of a positive doctoral experience. Study 3, which follows this literature review, therefore considers the intention to abandon by examining affective variables in greater depth. Overall, this research makes it possible first of all to identify, among the contextual, dispositional and affective variables considered, those that have the greatest negative impact on the doctoral student's experience, showing that doctoral students who intend to drop out have a more difficult doctoral experience than those who wishto continue and obtain their doctorate. While the thesis experience is an 'ordeal' for all doctoral students, those who do not intend to drop out stand out for their positive affect, which is significantly higher than that of doctoral students who wish to drop out. Positive affect reduces the negative impact of the variables responsible for unhappiness and predicts the intention not to drop out. The results of the thesis are finally discussed in the context of Fredrickson's Broaden-and-Build model (1998). As a whole, while this thesis provides useful insights for many people involved in the doctoral world (i.e. thesis directors, research unit directors, doctoral school directors), its main aim is to provide all doctoral students with an insight into the levers that could help them make this stage of their career a positive and fulfilling experience
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Corley, Alton L. "An investigation of the predictive relationship of academic variables in three different learning environments to the intentions of music education majors to leave the degree program." connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/corley%5Falton/index.htm.
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Davidse, Portia. "An examination of the relationship between learner and teacher motivation and self-efficacy in relation to the intention of learners to drop out of school." University of the Western Cape, 2016. http://hdl.handle.net/11394/4894.
Анотація:
Magister Artium (Social Work) - MA(SW)Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.
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Corley, Alton L. "The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.
Анотація:
Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.
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LEE, KUAN-YI, and 李冠逸. "Using Motivation and Burnout to Predict Dropout Intention of College Cheerleaders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/09644413108211759101.
Анотація:
碩士國立中正大學
運動與休閒教育研究所
104
This study aimed to explore the relationship among motivation, burnout and dropout intention of college cheerleaders. There were 362 college cheerleaders, from the mixed and all-female groups in both premier and elite divisions in 2016 University Cheerleading Championship, participated in this study. The study examined whether there were differences of motivation, burnout, and dropout intention among demographic groups, and whether motivation and burnout could predict dropout intention. The major findings were as followed: 1. For cheerleaders, intrinsic motivation is the most influent reason to keep their enthusiasm; emotional and physical exhaustion is the major reason for burnout, and they have relatively low dropout intention. 2. Cheerleaders rated motivation differerently by their athlete identities and competition divisions; burnout by practiced days; and dropout intention by gender and practiced years. 3. Devaluation of sport, emotional and physical exhaustion, intrinsic motivation, and external regulation effectively predict cheerleaders’ dropout intention. College cheerleaders enjoy the engagement process in cheerleading, but too much practice may lead to emotional and physical exhaustion. Student athletes in premier division care about the availability of scholarships. Cheerleaders who were female, practiced fewer days per week, and with fewer practice years tend to have higher dropout intention. Schools could increase cheerleaders’ motivation by increasing the quota of student athlete, scholarships, and other financial supports to the cheerleaders. To avoid dropout intention, coaches should set appropriate goals for cheerleaders according to their abilities. Keyword : Cheerleading, Motivation, Burnout, Dropout Intention
7
Yang, Yin-Lin, and 楊音琳. "Investigating Dropout Intention of Virtual Community Members by Viewpoint of Serious Leisure." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03329459476185772937.
Анотація:
碩士東海大學
資訊管理學系
99
Virtual communities (VCs) are getting more and more prosperous and thus attracting many scholars to conduct numerous related researches. However, after detailed scrutiny of 1709 VC related journal and conference papers, we found some important questions remain unanswered. This finding inspired our research program. Thus we probed into reasons influencing member’s intention to quit a VC. VCs of interest are targeted to clarify the research scope. Since members voluntarily and chronically participate in a VC of interest for leisure purpose, we employed the notion of serious leisure and derived several possible determinants accordingly. Furthermore, two interpersonal factors were introduced in our research model, since participating in VCs are more interactive oriented by contrast with general leisure activities. 364 questionnaires was delivered and collected for further analysis. The results revealed social support within groups played most important part of cognitive leisure satisfaction; and thereby affected dropout intention. Personal investment was a critical factor of leisure involvement. Moreover, when dropout intention was considered, cognitive leisure satisfaction was more salient factor than leisure involvement.
8
Koay, See-Lean, and 郭儀蓮. "The Impact of High School Students’ Learning Motivation on Their Dropout Intention." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/33s8n4.
Анотація:
碩士國立彰化師範大學
輔導與諮商學系
106
This study is based on self-determination theory, exploring the impact of high school students' learning motivation on their dropout intention. The present study randomly surveyed 247 Malaysian Independent Chinese High School students. The instruments used in this study are the student's learning status scale, the learning motivation scale, the pressure scale and the dropout intention scale. Research data by SPSS Chinese version data processing, using independent-samples t test, hierarchical regression and multiple regression analysis. The results of this study were listed as below: 1. Learning motivation, academic achievement, basic psychological needs and learning pressure can predict drop intention. 2. Female students have much higher academic achievement and learning pressure than male students. 3. As students grow up according to grades, sense of relatedness in learning pressure and knowledge obtain from learning are reduced. 4. The basic psychological needs, academic achievement, intrinsic motivation and internal control external motivation (identified regulation and integrated regulation) from learning, there are none significantly related. Learning pressure and external motivation of external control (external regulation) are significantly related. 5. The basic psychological needs, academic achievement, learning motivation and learning pressure could explain 36% of dropout intention. 6. Learning motivation on basic psychological needs of the predictive force is 11% to 35%. Intrinsic motivation for academic achievement, there is a significant impact, could explain 7%. Sense of competence, external regulation and internal regulation can predict learning pressure. Suggestions were made accordingly. Keywords: learning motivation, dropout intention
9
Jia-Wei, Liu﹐, and 劉嘉瑋. "The Relationship between Peer Relation and Dropout Intention: The mediating Effect of Amotivation." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f4gma2.
Анотація:
碩士國立臺灣師範大學
體育學系
103
Aim: In the field of competitive sport, in order to perform well in games, players need to be trained over a long period of time. Thus, motivation is an important issue. Study has shown that in youth soccer sport, there was positive correlation between positive peer relation quality and self-determined motivation (Ullrich-French &; Smith, 2006). Recent study also found that in sport circumstances, individuals with positive peer relation were associated with optimal physical education experiences and increase the level of sport participation (Cox &; Ullrich-French, 2010). In view of the importance of sport peer relation. This study examined women basketball players' perception of peer relation to amotivation and the prediction of dropout intention. Method: the participants of this study were 54 players from WSBL (Women Super Basketball League) The mean age of the participants was 23.3 years. This study used questionnaire survey. After received the informed consent from participants, they were asked to fill the sport peer relationship scale, amotivation scale and dropout intention scale. Results: This study found that, 1) Positive peer relation significantly predicted amotivation. 2) Positive peer relation significantly predicted quit intention. 3) Positive peer relation predicted quit intention by amotivation. 4) Negative peer relation significantly predicted amotivation. 5) Negative peer relation significantly predicted quit intention. 6) Negative peer relation predicted quit intention by amotivation. 7) Amotivaiton significantly predicted quit intention. Amotivation played the mediating role between peer relation predicting dropout intention.
10
Wang, Shun-Huei, and 王順輝. "Exploring the Impact of Personality Traits, Learning Motivation and Academic Pressure on Young Students’ Dropout Intention." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4tet88.
Анотація:
碩士國立彰化師範大學
輔導與諮商學系
106
Based on Self-determination theory and Big-Five personality traits, this study explores the impact of young students’ personality traits, external learning motivation, three basic psychological needs (competence, autonomy, and relatedness) for intrinsic learning motivation, and academic pressure on the dropout intention. The purposes of the study are to (1)understand the current states of young students’ external learning motivation, basic psychological need, academic pressure, personality traits, and their dropout intention, examine the research variables in gender, and grade differences, (2)understand the relationship between young students’ dropout intention and their gender, grade, basic psychological need, external learning motivation, personality traits, and academic pressure, and (3)examine the contribution of young students’ gender, grade, basic psychological need, external learning motivation, personality trait and academic pressure to dropout intention. This research participants are 689 students from one university in both Taichung City and Changhua County, and one high school in Chiayi County. 670 provided valid data. The study instrument includes “Learning motivation scale”, “Personality trait scale”, “Academic pressure scale” and “Dropout intention scale”. The data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple linear regressions to verify the above research objectives. The research results summary are: 1. Young students tend not to have dropout intention, and male students’ dropout intention is significantly higher than female students. 2. High school students have significantly higher academic pressure than university students, whereas there is no significant difference among the university students. 3. University students have significantly higher “competence” and “autonomy” than high school students. 4. Male students have significantly higher “external regulation” than their female counterparts, whereas female students have higher “identified regulation” and “integrated regulation”. High school students have significantly higher “external regulation” and “introjected regulation” than university students, while university students have significantly higher “Identity regulation” and “Integral regulation” compared to high school student. 5. ANOVA results show that "Agreeableness, Neuroticism" have significant difference across grades, but no post hoc tests are significant. 6. Students’ dropout intention correlate positively with academic pressure, neuroticism, external regulation, introjected regulation; it has negative correlations with gender, conscientiousness, extraversion, agreeableness, identified regulation, integrated regulation, and basic psychological needs 7. Gender and personality trait account for 20% of the dropout intention’s variance; the addition of learning attitude (extrinsic motivation regulation) can increase the total explain of dropout intention by 12%; finally, adding in academic pressure and basic psychological need, the explain of dropout intention raised by another 3%. Suggestions for practice and future research are made accordingly.
Книги з теми "Dropout Intention":
1
Taylor, Adrian Haffner *. Paths from perceived stress to psychological burnout, turnover intentions and actual dropout among soccer officials. 1989.
2
Relationships among attitudes, intentions, and adherence to medical regimen of myocardial infarction patients. 1987.
3
Wongsopa, Janjira. RELATIONSHIPS AMONG ATTITUDES, INTENTIONS, AND ADHERENCE TO MEDICAL REGIMEN OF MYOCARDIAL INFARCTION PATIENTS. 1987.
4
Relationships among attitudes, intentions, and adherence to medical regimen of myocardial infarction patients. 1988.
Частини книг з теми "Dropout Intention":
1
Deaconu, Stefan-Marius, and Roland Olah. "Measuring Students’ Perception of COVID-19 Impact on Higher Education Through the National Student Survey in Romania." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 141–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_8.
Анотація:
AbstractThe article presents the first National Student Survey (NSS-RO) results. The questionnaire was opened to all Romanian students between November 2020 and January 2021 and involved 23,796 respondents from 76 higher education institutions. Initially designed to be a tool to improve the quality of higher education, given the epidemiological context created with the Covid-19 pandemic, it expanded with one section to measure students’ perception of its impact on higher education. This work intends to establish a correlation between student dropout intention during the Covid-19 pandemic and the direct support received from higher education institutions regarding material resources, such as tablets, laptops, or other similar tools. Secondly, it analyses the students’ perception of the transition into emergency remote education. We measured in this sense their opinion on how easily they accessed mainly online educational resources, the information received, and the teachers’ performance during classes. These results provide one of the first steps towards understanding the impact of the Covid-19 pandemic on the Romanian higher education system. The massive interference provoked a giant leap in digitalisation and significantly changed how universities apply Student-Centred Learning (SCL) practices. Also, this study contributes to the area of national student surveys.
2
Sigurðsson, Baldur, Amalía Björnsdóttir, and Thurídur Jóna Jóhannsdóttir. "Five-Year Teacher Education for Compulsory School in Iceland: Retreat from Research-Based to Practice-Oriented Teacher Education?" In Evaluating Education: Normative Systems and Institutional Practices, 209–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_8.
Анотація:
AbstractIn 2008 the teacher education in Iceland was extended from a three-year bachelor program to a five-year program, ending with a master’s degree. The intention was to give teacher education more solid research base, manifested in a 30 ECTS master’s thesis while simultaneously strengthening the link between theory, research, and practice.Pursuant to the extension, enrolment in teacher education dropped, students’ progress was slow, and the dropout rate rose. At the same time large cohorts of teachers retired and shortage of teachers became a problem which led schools to recruit student teachers before they had finished their degree. This situation led to even slower progress in student teachers’ studies and fewer new licenced teachers each year.To reverse this development, several measures were introduced in the years 2017–2019, involving teacher education institutions, municipalities, the teachers’ union, and the government. Among them was to make the master’s thesis optional and to offer student teachers paid internship during their final year. The measures have benefitted both the recruitment and study progress. Without the masters’ thesis, however, the balance between research and practice seems to have tilted in favour of practice, which raises questions about the quality and status of teacher education.
3
Gomes, Anabela de Jesus, António José Mendes, and Maria José Marcelino. "Computer Science Education Research." In Innovative Teaching Strategies and New Learning Paradigms in Computer Programming, 1–29. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7304-5.ch001.
Анотація:
This chapter aims to present and summarize a variety of research areas that directly or indirectly have influenced Computer Science Education Research, particularly associated to the teaching and learning of programming. It is known that many students encounter a lot of difficulties in introductory programming courses. Possible reasons for these difficulties are discussed and some existing proposals in the literature are presented. Based on this discussion, the chapter also includes a description of work done at the University of Coimbra, trying to define more adequate pedagogical strategies for introductory programming courses. The results obtained and their implementation in a common undergraduate course are presented and discussed. The authors conclude that this new strategy makes learning more stimulating for the students, minimizes dropout intentions, and makes the students learn more and better. The chapter ends with suggestions of future research opportunities within the topic of teaching and learning of programming.
4
Sánchez Romero, Cristina, and Francisco Crespo Molero. "Psychosocial Factors Linked to Severe Mental Disorders in a Convenience Sample of Teenage Students." In Adolescences [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104936.
Анотація:
Students with severe mental disorders (SMDs) are a vulnerable population with higher risks of early school dropout than the general population. Our aim has been to define psychosocial factors of students aged 12–18 years who have been diagnosed with severe mental disorders. So, we have defined the psychosocial factors of a group of students aged 12 to 18 years who have been diagnosed with a SMD. We have made the selection of the sample through an intentional nonprobability sampling. One hundred and nine cases of students were analyzed. We have analyzed the evolution of the student throughout their academic history until the moment in which they are hospitalized in serious condition by means of an exploratory factor analysis, with the application of the KMO sample adequacy of 0.776 and the significance of Bartlett’s test of sphericity p < .001, we have obtained a high correlation between the variables. The factors obtained are study limitations, symptomatology representation, study facilitators, other limitations. The results show that it is necessary to take into account the conditions that prevent them from permanence, inclusion, coexistence, and educational achievement. Likewise, symptomatic expression and family support are key elements in improving the educational process of pupils with SMD. These factors allow us to infer pedagogical practices that are more appropriate to their needs.
5
Trivedi, Ms Gouri, Ms Mansi Bhargav, and Ms Mohini Tirole. "Student Social Responsibility at Abhakunj: An Eye Opener." In Digital Living: Redefining Culture with Technology for Industries, Education, Society & Entrepreneurship, 69–74. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bflt6p2ch409.
Анотація:
Visualize a world where all children have infinite possibilities and the capacity to reach their full potential, live flourishing lives, and serve a bigger Purpose. A future in which all children have access to a complete and long-term education that recognizes each child's unique abilities. Abhakunj Welfare Society was established as a non-profit organization on April 2017, even before that since 2009 they have been focusing on the socioeconomic development of underprivileged children and youth in Indore, Madhya Pradesh. The class were started to educate and empower those less privilege children and youth who were dropouts working and enrolled in school name‘s sake thus streamlining them to the main stream of education by providing literacy, values, skills, training for vocations of life etc. The concept behind this was to help the children and youths advance in their lives, achieve their goals, be good human beings and contribute to the nation as good citizen. Thus, Abhakunj welfare society was officially registered encouraging more volunteers and interns to join for the services. Open sky learning involves instructing children outside in more pleasant conditions. Open Sky Learning is about providing children from underprivileged families with opportunities for growth and education. Abhakunj was founded with the intention of encouraging youngsters to reach their full potential. At open sky learning sessions, instructors, volunteers, and interns teach a variety of disciplines. The key goal of Abhakunj is to give children‘s and youngsters who desire to study a free and complete education. Open Sky learning classes feature volunteers, teachers, and internship opportunities in Abhakunj. Students have shown that a push from the right mentors can make them achieve milestones
6
Atkins, Peter. "The Death of Metal: Corrosion." In Reactions. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199695126.003.0012.
Анотація:
As in life, so in redox reactions: some are good and some are bad. Corrosion is one of the evil among redox reactions. It is the unwanted oxidation of a metal that cuts short the lifetimes of steel products such as bridges and vehicles. Replacing corroded metal parts costs industry and society a huge amount each year. Understanding it helps us to find ways to prevent it. Not all corrosion, however, is unwanted: the green patina of copper roofs is often sought and can be beautiful; the induced oxidation of aluminium in the presence of dyes can also be intentional and can bring graceful colour to a building. I shall focus on the corrosion of iron, Fe (from the Latin ferrum), its rusting, as it is so common a way of death for our everyday artefacts. Iron rusts when it is exposed to damp air, with both oxygen and water present. In the process the Fe atoms of the metal are oxidized—lose some electrons—and become Fe3+ ions. These ions pick up some oxide ions, O2–, and are deposited as the red–brown oxide, Fe2O3. The corrosion of iron is very much like its reversion to the ore, which is also typically Fe2O3, from which, with so great an effort and all the expensive and energy-intensive, environmentally invasive fury of a blast furnace, it was originally obtained (Reaction 4). In the process of forming Fe3+, the oxygen of the air, the oxidizing agent, is converted to water. The hydrogen atoms needed for the formation of H2O molecules from O2 molecules are scavenged from the surrounding solution, especially if it is acidic and rich in hydrogen ions. I shall now show you the reaction in more detail and try to lead you into appreciating visually what is going on inside a small droplet of water on the surface of a sheet of rusting iron. Although rusting is rarely thought beautiful, there is a beauty and subtlety in the choreography of the atomic events that underlie its formation. As usual, you should imagine shrinking to the size of a molecule, plunging below the droplet’s surface, and descending diver-like through the densely agitating, bustling, tumbling water molecules.
Тези доповідей конференцій з теми "Dropout Intention":
1
Pappas, Ilias O., Michail N. Giannakos, and Letizia Jaccheri. "Investigating Factors Influencing Students' Intention to Dropout Computer Science Studies." In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899455.
2
Beatrice, Almasan. "HUMAN VALUES BUILDING COHESION IN VIRTUAL CLASS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-256.
Анотація:
In a space dominated by communication and socialising platforms working either asynchronous or synchronous, there are human interventions which can lead to a high level of cohesion in virtual classes. This paper intention is to analyse this phenomenon by describing a case study and using research tools specific for ID-IFR CREDIS Department-Bucharest University. Using as a starting point our experience extended over almost ten years of practice in the field of managing educational services for distance learning, to which I may add my personal experience as a specialised manager for the department of Educational Sciences in ID-IFR CREDIS and a specialised psychologist, where I hold the position of course tutor I initiated programmes of psycho-pedagogical assistance. This research plan was motivated both by my pedagogical experience and by the challenging activity of psych-pedagogical assistance and conciliation, activity that had to be carried out on socialising platform. Since its beginning (1999), inside ID-IFR CREDIS it has been a permanent concern for offering students a proper psychological and pedagogical assistance. Even if this part of the educational process is not included in the curricula, it is of a vital importance for developing the academic process as it reinforces students' motivation and contributes to diminish their dropout. The case study describes the activities developed on GMAIL platform in order to offer a psycho-pedagogical support for Second year students enrolled in Primary and Preschool Education Pedagogy, during The human values that were underlined inside the Forum "About us, in a different way", are: excellence , generosity, self-confidence, ambition, values expressing the virtual class cohesion. The study underlines the personalised approaches as well as different aspects concerning personal implication in defining the specialised assistance offered to our students.
3
Niccolas-Morales, Heriberto, Jaime Garnica-González, Jazmín Georgina Licona-Olmos, César Alfonso Arroyo-Barranco, Ramiro Cadena-Uribe, and Sergio Blas Ramírez-Reyna. "Conferencia de Búsqueda como metodología de apoyo en acciones de tutoría grupal con estudiantes universitarios." In INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2022.15758.
Анотація:
Las actividades de tutoría grupal en estudiantes universitarios de primer ciclo contribuyen en la adaptación al medio universitario y en la adquisición de aprendizajes significativos para construir un proyecto de vida personal. En este trabajo se explora la utilidad que puede tener la Conferencia de Búsqueda como metodología de apoyo para procesos de acción tutoral grupal, con el objetivo de difundir las etapas para su adecuada realización y revisar las ventajas que ofrece como soporte a la generación de proyectos de vida y sentido de pertenencia a un grupo. Como parte de las actividades que realizan los docentes universitarios en su carga de trabajo, se tiene la de ser tutor de estudiantes con la intención de orientarlos para obtener un mejor logro académico durante su trayectoria. La realización de dinámicas de grupo es de gran ayuda para tener mejores resultados en la acción tutoral.La tutoría tiene un alto valor, sobre todo para atender problemas como alta deserción, baja eficiencia terminal, ausentismo y reprobación que se tienen dentro de las universidades, que tienen que ver entre otros factores, con la actitud y motivación de la población estudiantil. Lo anterior requiere de incentivos para permanecer en ella, siendo la visión de futuro y la perspectiva de desarrollo personal elementos importantes.A partir de una revisión y análisis bibliográfico, se considera que la Conferencia de Búsqueda puede facilitar el trabajo del tutor con un grupo durante el primer año de estudios para lograr una comunicación efectiva entre los jóvenes, colaboración, empatía, clarificar intereses y objetivos, autoconocimiento, aprovechamiento de la inteligencia colectiva para el diseño de soluciones creativas en atención a problemas educativos y formación de alianzas y compañerismo que faciliten la adaptación a los cambios que implica la vida universitaria y del entorno. ------------------------------------------------------------------------Group tutoring activities in first cycle university students contribute to their adaptation to the university environment and to the acquisition of significant learning in order to build a personal life project. This paper explores the usefulness of the Search Conference as a support methodology for group tutoring processes, with the aim of disseminating the stages for its proper implementation and reviewing the advantages it offers as a support for the generation of life projects and a sense of belonging to a group. As part of the activities that university teachers carry out in their workload, they tutor students with the intention of guiding them to obtain better academic achievement during their career. The use of group dynamics is of great help to achieve better results in tutoring. Tutoring has a high value, especially to address problems such as high dropout, low terminal efficiency, absenteeism and failure that occur within universities, which have to do with, among other factors, the attitude and motivation of the student population. This requires incentives to remain in the university, with a vision of the future and the prospect of personal development being important elements. Based on a review and analysis of the literature, it is considered that the Search Conference can facilitate the tutor's work with a group during the first year of studies to achieve effective communication between young people, collaboration, empathy, clarification of interests and objectives, self-knowledge, use of collective intelligence to design creative solutions to educational problems and the formation of alliances and companionship that facilitate adaptation to the changes involved in university life and the environment.
4
Niccolas-Morales, Heriberto, Jaime Garnica-González, Jazmín Georgina Licona-Olmos, César Alfonso Arroyo-Barranco, Ramiro Cadena-Uribe, and Sergio Blas Ramírez-Reyna. "Conferencia de Búsqueda como metodología de apoyo en acciones de tutoría grupal con estudiantes universitarios." In INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2023.15758.
Анотація:
Las actividades de tutoría grupal en estudiantes universitarios de primer ciclo contribuyen en la adaptación al medio universitario y en la adquisición de aprendizajes significativos para construir un proyecto de vida personal. En este trabajo se explora la utilidad que puede tener la Conferencia de Búsqueda como metodología de apoyo para procesos de acción tutoral grupal, con el objetivo de difundir las etapas para su adecuada realización y revisar las ventajas que ofrece como soporte a la generación de proyectos de vida y sentido de pertenencia a un grupo. Como parte de las actividades que realizan los docentes universitarios en su carga de trabajo, se tiene la de ser tutor de estudiantes con la intención de orientarlos para obtener un mejor logro académico durante su trayectoria. La realización de dinámicas de grupo es de gran ayuda para tener mejores resultados en la acción tutoral.La tutoría tiene un alto valor, sobre todo para atender problemas como alta deserción, baja eficiencia terminal, ausentismo y reprobación que se tienen dentro de las universidades, que tienen que ver entre otros factores, con la actitud y motivación de la población estudiantil. Lo anterior requiere de incentivos para permanecer en ella, siendo la visión de futuro y la perspectiva de desarrollo personal elementos importantes.A partir de una revisión y análisis bibliográfico, se considera que la Conferencia de Búsqueda puede facilitar el trabajo del tutor con un grupo durante el primer año de estudios para lograr una comunicación efectiva entre los jóvenes, colaboración, empatía, clarificar intereses y objetivos, autoconocimiento, aprovechamiento de la inteligencia colectiva para el diseño de soluciones creativas en atención a problemas educativos y formación de alianzas y compañerismo que faciliten la adaptación a los cambios que implica la vida universitaria y del entorno. ------------------------------------------------------------------------Group tutoring activities in first cycle university students contribute to their adaptation to the university environment and to the acquisition of significant learning in order to build a personal life project. This paper explores the usefulness of the Search Conference as a support methodology for group tutoring processes, with the aim of disseminating the stages for its proper implementation and reviewing the advantages it offers as a support for the generation of life projects and a sense of belonging to a group. As part of the activities that university teachers carry out in their workload, they tutor students with the intention of guiding them to obtain better academic achievement during their career. The use of group dynamics is of great help to achieve better results in tutoring. Tutoring has a high value, especially to address problems such as high dropout, low terminal efficiency, absenteeism and failure that occur within universities, which have to do with, among other factors, the attitude and motivation of the student population. This requires incentives to remain in the university, with a vision of the future and the prospect of personal development being important elements. Based on a review and analysis of the literature, it is considered that the Search Conference can facilitate the tutor's work with a group during the first year of studies to achieve effective communication between young people, collaboration, empathy, clarification of interests and objectives, self-knowledge, use of collective intelligence to design creative solutions to educational problems and the formation of alliances and companionship that facilitate adaptation to the changes involved in university life and the environment.
5
Makhoul-Mansour, Michelle, Elio J. Challita, and Eric C. Freeman. "Chain Failure Events in Microfluidic Membrane Networks." In ASME 2016 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/smasis2016-9143.
Анотація:
Multiple lipid encased water droplets may be linked together in oil to form large networks of droplet interface bilayers thus creating a new class of stimuli-responsive materials for applications in sensing, actuation, drug delivery, and tissue engineering. While single droplet interface bilayers have been extensively studied, comparatively little is known about their interaction in large networks. One particular problem of interest is understanding the impact of the coalescence of two neighboring droplets on the overall structural integrity of the network. Here, we propose a computational modeling scheme that predicts and characterizes the mechanical properties of the multiple lipid bilayer interfaces within the droplet network upon intentional coalescence of adjacent droplets. Droplet networks with tailored architectures are synthesized with the aid of magnetic motor droplets containing a biocompatible ferrofluid. The equilibrium configuration of the droplet networks is compared to computational prediction which defines the overall stability by summing the interfacial energies. Once the networks are completed, failure in selected membranes is induced. As the targeted droplets coalesce together, the equilibrium structure of the network is altered and the remaining droplets may shift to new configurations dictated by their minimized mechanical energies.
6
White, A. J., and A. J. Meacock. "Wet Compression Analysis Including Velocity Slip Effects." In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-23793.
Анотація:
Injection of water droplets into industrial gas turbines in order to boost power output is now common practice. The intention is usually to saturate and cool the intake air, especially in hot and dry climates, but in many cases droplets carry over into the compressor and continue to evaporate. Evaporation within the compressor itself (often referred to as “overspray”) is also central to several advanced wet cycles, including the Moist Air Turbine (MAT) and the so-called TOPHAT cycle. The resulting wet compression process affords a number of thermodynamic advantages, such as reduced compression work, and increased mass flow rate and specific heat capacity of the turbine flow. Against these benefits, many of the compressor stages will operate at significantly off-design flow angles, thereby compromising aerodynamic performance. The current paper describes wet compression calculations including velocity slip and many of the associated phenomena (e.g., blade deposition and film evaporation). The calculations also allow for a poly-dispersion of droplet sizes and droplet temperature relaxation effects (i.e., the full droplet energy equation is solved rather than assuming that droplets adopt the wet-bulb temperature). The latter is important for sprays produced by “flashing” since the resulting droplets are initially much hotter than the surrounding gas. The method has been applied to a “generic” twelve stage compressor to ascertain to the impact slip effects have on the wet compression process.
7
Braun, S., C. Höfler, R. Koch, and H. J. Bauer. "Modeling Fuel Injection in Gas Turbines Using the Meshless Smoothed Particle Hydrodynamics Method." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94027.
Анотація:
For predicting primary atomization a numerical code has been developed based on the Lagrangian Smoothed Particle Hydrodynamics (SPH) method. The advantage of this approach is the inherent interface advection. In contrast to commonly used grid based methods such as the Volume of Fluid (VoF) or Level Set method there is no need for costly and approximative interface tracking or reconstruction techniques which are required to avoid interface diffusion. It has been demonstrated by various test cases that the SPH method is capable to correctly predict single — as well as multiphase flows including the effect of surface tension. The goal of this work is to further develop the methodology with the intention to simulate primary atomization within airblast atomizers of jet engines. The authors present two test cases relevant for the simulation of primary atomization. The shear-driven deformation of a fuel droplet in a gaseous flow has been investigated and compared to data from literature. Moreover, the liquid film disintegration at the trailing edge of a planar prefilming airblast atomizer has been studied. The geometry has been derived from an existing test rig, where extensive experimental data have been acquired. Resulting droplet sizes and shear-off frequencies for different geometrical setups have been analyzed and compared to the experiment. The results reveal the promising performance of this new method for predicting primary atomization.
8
Hage, Michael, Andreas Dreizler, and Johannes Janicka. "Flow Fields and Droplet Diameter Distributions of Water and N-Heptane Sprays at Varied Boundary Conditions in a Generic Gas Turbine Combustor." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27108.
Анотація:
The present study reports on non-reacting swirling flow fields and droplet diameter distributions of sprays at elevated pressures and reduced inlet air temperatures. The combustion chamber used in this study enabled optical access from three sides allowing the application of various laser based measurement techniques. It is equipped with an airblast atomizer nozzle typical for many gas turbines. The parameters of the boundary conditions, based on a reacting case for a partially premixed turbulent flame, were varied to such an extent that laser diagnostics were feasible. The effects of variation in chamber pressure (2–3 bar) and inlet temperature (250–350°C) are discussed. In order to investigate the influence of the atomized liquids, and thereby surface tensions, water sprays were analysed additionally for comparison to n-heptane. For single-phase isothermal air flows, mean velocities and RMS-values were measured using laser Doppler anemometry (LDA). The aim was solely to test the performance of the turbulence model in a subsequent numerical simulation and to allow for a characterization of the flow field in absence of the spray. In addition to the statistically independent LDA measurements, time series were recorded with the intention to gain structural information on the flow patterns. The autocorrelations derived from the time series revealed a periodic coherent structure within the flow pattern indicating the presence of a precessing vortex core (PVC) typical for swirl stabilized flows.
9
Leask, Scott B., Alice K. Li, Vincent G. McDonell, and Scott Samuelsen. "Preliminary Development of a Measurement Standard Using a Research Simplex Atomizer." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87940.
Анотація:
Cold-flow spray researchers have an array of diagnostic tools to extract meaningful information on spray characteristics. The efficacy of many of these tools, however, depends heavily on calibration, alignment, and human operation. This can lead to large discrepancies in data values for seemingly identical setups between workers. The application of experimental data to numerical models is thereby hindered due to inconsistencies in results caused by experimental error. Previously, an attempt was made to produce a “standard spray” through the use of a research simplex atomizer (RSA). As manufacturing processes and diagnostic tools have improved, the research simplex atomizer is being revisited. Here, a new research simplex atomizer has been investigated. Fundamental datasets captured from detailed test conditions are presented to provide benchmark data with the intention of other workers testing the reproducibility of the results. Preliminary findings between laboratories show good agreement in droplet size measurements. Further, emphasis is placed on the sensitivity of laser diagnostics used and the effect their operation can incur. To satisfy the requirements of a measurement standard, it is paramount that all workers adhere to similar diagnostic configurations and detail their operating parameters.
10
Zhang, Peter, and Kamran Mohseni. "Scaling of Nusselt Number for Digitized Heat Transfer at All Axial Distances." In ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/ht2013-17572.
Анотація:
The heat generation rates of modern electronic systems have increased to a point where conventional forms of thermal management are no longer sufficient. In this paper, Digitized Heat Transfer (DHT) is examined as one of the proposed solutions for high heat flux thermal management. Nusselt number is used to quantify the heat transfer capabilities of the flow while Re, Pr, x/H, and droplet aspect ratio are identified as the relevant nondimensional parameters that influence the shape and magnitude of Nu throughout a heated channel. With the intention of providing a single curve to represent the heat transfer in any digitized flow, a scaling constant, f2, for Nu at axial distances greater than one circulation length is found. This scaling is combined with a previously identified scaling constant for the first circulation length using an inverse tangent weighting function. The two different scalings are applied to the Nu curve for heat transfer to a digitized flow and the result is a single curve that can approximately predict Nu at any axial position if the flow parameters are known. From the fitting functions identified, it is found that extremely long droplets will exhibit higher steady state Nu that is at least three times greater than the Nu value of the equivalent continuous flow.