What Determines Perseverance in Studying Science?

Autor/inn/en	Otrel-Cass, Kathrin; Cowie, Bronwen; Campbell, Alison
Titel	What Determines Perseverance in Studying Science?
Quelle	In: Journal of Institutional Research, 14 (2009) 2, S.30-44 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-2110
Schlagwörter	College Students; Student Recruitment; Academic Persistence; Science Education; Student Attitudes; Self Efficacy; STEM Education; Questionnaires; Focus Groups; Coping; Intervention; Foreign Countries; Qualitative Research; Statistical Analysis; Time Management; Study Habits; Psychological Patterns; Family School Relationship; Educational Resources; Educational Technology; Libraries; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Collegestudent; Naturwissenschaftliche Bildung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; STEM; Fragebogen; Bewältigung; Ausland; Qualitative Forschung; Statistische Analyse; Zeitmanagement; Study behavior; Study behaviour; Studienverhalten; Bildungsmittel; Unterrichtsmedien; Library; Bibliothek; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the "image" students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress. (As Provided).
Anmerkungen	Australasian Association for Institutional Research. 546 Gallymont Road, Mandurama, NSW 2792, Australia. +61-2-6367-5347; e-mail: secretary@aair.org.au; Web site: http://www.aair.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01