Accessing social media is common and although concerns have been raised regarding the impact of social media on academic success, research in this area is sparse and inconsistent. Survey responses were collected from 659 undergraduate and graduate students to determine the relationship between social media usage and overall academic performance, as well as explore if this relationship is moderated by attention (regulation of time/study environment) and motivation (effort regulation). Both predictors, social media usage and attention, significantly predicted academic performance. Likewise, when motivation was considered as a predictor, it significantly predicted academic performance above and beyond social media usage. No moderation was found between the three variables. Implications of these relationships are discussed.
Many Hispanics living in the United States have limited Spanish language abilities particularly in relation to literacy skills. This study investigated 25 Hispanic heritage language learners’ (HLLs) perceptions of their Spanish language writing abilities. During interview sessions, participants described the aspects of writing that were the easiest and most difficult for them to acquire. Findings revealed that HLLs experienced difficulties with accent rules, correct spelling, and conjugations. Additional findings, limitations, and further research are discussed.
The prevalence of disability in the United States is substantial. Approximately 22.2% of U.S. adults (53 million persons) live with a functional impairment, and 12.5% of U.S. adults report levels of impairment that fall within the "seriously limited" range (Altman & Bernstein, 2008; Courtney-Long et al., 2015). Traditionally, persons with disabilities (PWD) have experienced marginalization due to exclusionary attitudes and environmental barriers (Smart, 2001). Although advocacy efforts and legislation in recent decades (e.g., the Rehabilitation Act of 1973, the Americans With Disabilities Act of 1990, the ADA Amendments Act of 2008) have paved the way for greater levels of integration and involvement in society for PWD (Emens, 2012; Hergenrather & Rhodes, 2007; O'Brien & Ellegood, 2005) and some improvement in economic status and social integration has been noted (McCaughey & Strohmer, 2005), much work still needs to be done in promoting more inclusive attitudes toward persons who experience disability (Antonak & Livneh, 2000).
The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.
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