The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

Milienos, Fotios S.; Rentzios, Christos; Catrysse, Leen; Gijbels, David; Mastrokoukou, Sofia; Longobardi, Claudio

doi:10.3389/fpsyg.2021.627118

Cited by 16 publications

(14 citation statements)

References 82 publications

(108 reference statements)

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“…Universities started to pay attention to students' experiences of successful learning processes, high achievement, and satisfaction as matters of institutional prestige and teaching quality. Simultaneously, national and international policy‐makers increased awareness about the importance of tertiary education as a means of increasing economic competitiveness (Gale & Parker, 2014; Milienos et al., 2021).…”

Section: Introductionmentioning

confidence: 99%

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Mastrokoukou

Longobardi

Bozzato

et al. 2022

Higher Education Quarterly

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Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self‐efficacy, academic achievements, and regulation in first‐year university students during their transition into HE. The convenience sample consisted of 374 first‐year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self‐efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self‐reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self‐efficacy was positively associated with self‐regulation and negatively associated with a lack of regulation. Students with higher self‐efficacy and self‐regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first‐year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self‐efficacy, and regulation strategies on students' adjustment to HE.

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Section: Introductionmentioning

confidence: 99%

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Mastrokoukou

Longobardi

Bozzato

et al. 2022

Higher Education Quarterly

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“…The quality of teaching and learning in higher education (HE) has gained worldwide attention in the last decade (Devlin, 2007;Henard and Roseveare, 2012;Cardoso et al, 2015;Milienos et al, 2021). The new educational vision of higher education is to ensure effective teaching in universities and to be able to determine this effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

et al. 2022

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Although teacher effectiveness plays a critical role in the learning process, little is known about its conceptualization and assessment, particularly in higher education (HE). This review aims to fill this gap by (a) listing the literature on teacher effectiveness, (b) identifying the instruments that have been used to assess teacher effectiveness (HE), and (c) highlighting the most effective teaching approaches based on the relevant literature. The selection process considered studies published since 1990 and conducted in higher education contexts with students. The research articles measured instructional processes and faculty effectiveness in terms of student outcomes, focusing on student achievement and student satisfaction. In reviewing the international research, special attention was paid to Southeastern Europe and Greece in particular. After a thorough review, the analysis revealed 26 studies. The results show that there is no universal definition of effective higher education teaching. Effective teaching may manifest itself in high scores on student performance assessments or in rewarding classroom interactions. Based on this principle, the way teacher effectiveness is defined is closely linked to proposed solutions in educational policy. Furthermore, research has shown that student-centered teaching styles are perceived by students as more effective, engaging, and performance-enhancing. However, several studies have not clarified why different teachers use different teaching styles in similar contexts. This review represents a step forward in our understanding of teacher effectiveness in HE. Nonetheless, effective teaching strategies could be better conceptualized through future research aimed at assessing the contextual nature of teaching along with student perceptions of effectiveness and expectations for an effective classroom climate.

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“…Other studies exploring mental health factors and approaches to learning are also in line with some of our findings. A study by Milienos et al (2021) of undergraduate students revealed general learner types. At the opposite ends of their groupings were emotionally stable learners, who are emotionally regulated, use a variety of cognitive strategies to learn, and are highly organized and motivated, while those termed emotionally dysregulated learners demonstrate low cognitive involvement in their learning, ambivalence toward learning, and anxiety.…”

Section: Discussionmentioning

confidence: 99%

Healthcare Students’ Approaches to Studying in Association With Self-Efficacy and Mental Health: Repeated Cross-Sectional Analysis

DaLomba

Bonsaksen

Mansur

2022

Occupational Therapy in Mental Health

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There has been increasing concern about student mental health, self-efficacy, and their impact on approaches to learning. Little is known about how these three constructs relate and change over time. This is a second study exploring graduate occupational and physical therapy students' approaches to studying, mental health factors, self-efficacy, and changes in relationships between these factors over time. We found that higher self-efficacy was related to higher deep approach ratings, while higher mental health ratings were related to higher strategic approach ratings and lower surface approach ratings. Self-efficacy and mental health show relatively consistent associations over time with student approaches to learning.

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The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

Cited by 16 publications

References 82 publications

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Students' transition into higher education: The role of self‐efficacy, regulation strategies, and academic achievements

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

Healthcare Students’ Approaches to Studying in Association With Self-Efficacy and Mental Health: Repeated Cross-Sectional Analysis

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