Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Harwati, Defi Sri; Yanto, Heri

doi:10.15294/dp.v12i2.10826

Cited by 6 publications

(5 citation statements)

References 7 publications

(14 reference statements)

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“…Astin's Input-Environment-Outcomes (IEO) model [18] is adopted frequently to explore the impacts of university study on students. Input is defined as students' characteristics at the time of entry to university, that can be operationalized as demographics, academic backgrounds, and previous learning experiences [19].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…The authors would like to acknowledge the funding provided by University Grant Committee (UGC) Funding Scheme for Teaching and Learning Related Proposals (2016-19 Triennium) (PolyU6/T&L/ [16][17][18][19].…”

Section: Acknowledgmentsmentioning

confidence: 99%

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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“…The model attempts to explain the impact of the environment on student groups and individual development, especially focusing on instructional planning and management policies. However, it does not explain why or how students change in theory but guides researchers to study the impact of higher education experience on students in terms of concepts or methods [10].…”

Section: Theories and Hypothesesmentioning

confidence: 99%

Mechanisms Influencing Learning Gains Under Information Security: Structural Equation Modeling with Mediating Effect

Zong¹,

Wang²,

Wei³

et al. 2023

Intelligent Automation &Amp; Soft Computing

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With the expanding enrollments in higher education, the quality of college education and the learning gains of students have attracted much attention. It is important to study the influencing factors and mechanisms of individual students' acquisition of learning gains to improve the quality of talent cultivation in colleges. However, in the context of information security, the original data of learning situation surveys in various universities involve the security of educational evaluation data and daily privacy of teachers and students. To protect the original data, data feature mining and correlation analyses were performed at the model level. This study selected 12,181 pieces of data from X University, which participated in the Chinese College Student Survey (CCSS) from 2018 to 2021. A confirmatory factor analysis was conducted and a structural equation modeling was conducted using AMOS 24.0. Through hypothesis testing, this study explored the mechanisms that influence learning gains from the perspectives of student involvement, teacher involvement, and school support. The results indicated that the quality of student involvement has an important mediating effect on learning gains and that a supportive campus environment has the greatest influence on learning gains. Establishing positive emotional communications between teachers and students is a more direct and effective method than improving the teaching level to improve the quality of student involvement. This study discusses the implications of these results on the research and practice of connotative development in higher education.

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“…Student engagement is part of an educational process which is the easiest one to be controlled by the accounting department. Student engagement has been widely used by previous researchers to measure student participation in academic and non-academic activities at universities (Zakir & Yanto, 2015) and at high school (Harwati & Yanto, 2017). Furthermore, Tam (2002) found that the outcome of education in higher education is highly dependent on the quality of inputs and various experiences while studying at the university.…”

Section: Educational Model In Higher Educationmentioning

confidence: 99%

Strategies for Building Communication and Negotiation Competencies for Prospective Accountants

Yanto

Yuliana

Wee

et al. 2020

HSSR

Self Cite

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Purpose of the study: The objective of the study is to evaluate the effectiveness of the existing strategies employed by the department of accounting in equipping its students with communication and negotiation competencies (CNC). Classroom, extracurricular, and internship are the main strategies to build students' CNC. This study aims to identify the impacts of classroom learning, extra-curricular activities, internship and community service on CNC. Methodology:The study employs a quantitative approach by using accounting students at Universitas Negeri Semarang as a population. The study employs a five-point-Likert scale to collect data from accounting students in the fourth year. Student engagements are used to measure classroom, extra-curricular activities, internship and community service. Descriptive, correlation and regression techniques are used to analyze data.Main Findings: Classroom, extracurricular, internship and community service engagement positively and significantly influence communication and negotiation competencies. The study also shows that accounting student learns more about CNC in the internship and community service activities.Applications of this study: ASEAN member countries have ratified Mutual Recognition Arrangement (MRA) where accountants from a member country can operate their business in other member countries. To ensure prospective accountants would work well in this region, they should have good CNC. The results of the study would provide information to accounting departments on how to equip their graduates with these competencies.Novelty/Originality of this study: Research on CNC for prospective accountants seems to be limited in number since the departments of accounting pay more attention to generic accounting competencies. The study uses engagement to measure extracurricular, internship, and community service activities.All independent variables consisting of SE, SEE, and SEI has a significant effect on CNC. However, the results of correlation and regression have slightly different in magnitude. This happens because there is a correlation with a medium magnitude between SE and SEI. Chronologically SE (classroom engagement) occurs earlier than SEI, because SE occurs in semester 1 to semester 6, while internship and community services are conducted by students in the 7th semester (Ikhsan et al., 2013). Therefore, SE will influence to SEI. The results of the analysis found that SEI is a mediating variable between SE and CNC. The results of the second mediation analysis also show that the SEI variable is a mediating variable between SEE and CNC. Thus, SEI manages a strong mediating variable between SEE, SE, and CNC. The IEO model developed by Astin (1984) fully applies here. SE and SEE are considered as inputs while SEI functions as Environment and CNC as an outcome.

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Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model

Cited by 6 publications

References 7 publications

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Mechanisms Influencing Learning Gains Under Information Security: Structural Equation Modeling with Mediating Effect

Strategies for Building Communication and Negotiation Competencies for Prospective Accountants

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