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    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/108845

    題名: Testing The Patterns Of Time Spent And Leaning Effects Between Resilient And Underachieved Groups
    作者: Chang, Dian-Fu;Huang, Yulan
    關鍵詞: resilient students;underachieved students;time spent;workable knowledge and skills;higher education
    日期: 2016/12/13
    上傳時間: 2016-12-17 02:10:16 (UTC+8)
    出版者: Sakarya Universitesi
    摘要: This study aims to analyze the patterns of time spent and learning effects between resilient and underachieved groups. We invited 1,800 students base on their departments from six universities to fill out the questionnaires. A total of 1,191 students responded to the survey. The resilient and underachieved students were selected by their SES and academic achievement in previous semester. In this study, 39 students fit the resilient group, and the other 40 students fit the underachieved group. Both t-test and correlation analysis were used to determine the group differences and their relationships in time spent, learning intention, and success in knowledge leaning, skills acquiring, and personal development. The results reveal the resilient students have stronger learning intention on participate in an internship, co??op, field experience, student teaching, or clinical placement than do the underachieved students. Resident students spent more time on working for pay on campus and providing care for dependents. The testing of learning effects shows that the resilient students have done better than that of underachieved students in writing clearly and effectively, speaking clearly and effectively, thinking critically and analytically, understanding people of other backgrounds, being an informed and active citizen. This study found there is no relationship between intent to learn and time spent among these students. Furthermore, there is no correlation between time spent and workable knowledge acquirement among these students.
    關聯: The Turkish Online Journal of Educational Technology 2016 (December), pp.697-704
    顯示於類別:[教育政策與領導研究所] 期刊論文





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