The Academic Performance Model for Emerging-Adults Students

Abstract

The purpose of the research was the highlighting of the emerging-adults student's academic performances, regardless of the age. There are researches which offer solutions regarding the way in which academic performance can be increased, thus preventing the unfavourable consequences of failure. The model gives indications regarding when is supportive intervention which can sustain academic performance, necessary. The research took place in the 2017-2018 time period, on 299 students from different specializations of the Hyperion University of Bucharest. The results determined the existence of an academic performance out of which: between 19 and 26 years old, the level is very low, around 27 years old it grows significantly and holds an acceptable level between 28 and 30 years old. The model remains regardless of the specialization/faculty and it is independent of the participant's gender. The model can be explained taking into account the characteristics of the development stage-emerging adult and on account of the theories that define elements which contribute to obtaining the performances and processes that determine its level.

Student-centered online assesment in foreign language classes

“…At the same time the specific strategies and tactics that the student chooses to achieve their goal, should be taken into consideration. Such motivation can be defined as a dynamic state that originates from the students' perception of themselves and their environment and makes them choose an activity and persevere to achieve the goal (Vasiliu, 2020). So, the motivation in the academic environment is a psychological mechanism that generates a desire to learn a foreign language which in turn guides behaviour during foreign language classes (Raby, 2008).…”

Student-Centered Online Assessment in Foreign Language Classes

“…At the same time the specific strategies and tactics that the student chooses to achieve their goal, should be taken into consideration. Such motivation can be defined as a dynamic state that originates from the students' perception of themselves and their environment and makes them choose an activity and persevere to achieve the goal (Vasiliu, 2020). So, the motivation in the academic environment is a psychological mechanism that generates a desire to learn a foreign language which in turn guides behavior during foreign language classes (Stenbom, 2018).…”