Sense of Coherence, Problem Freedom and Academic Outcomes of Canadian Domestic and International Students
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Abstract Models of university outcomes have shown that the quality of the student experience has consequences for outcomes, such as academic achievement; however, such models have not included measures of students’ sense of coherence (SOC). In general, individuals with a high SOC are more likely than others to be able to deal with various stressors. This article focuses on the SOC of Canadian first year male and female domestic and international university students of European and Chinese origin and on the relationships among SOC, problem freedom, and academic achievement. The sample was drawn from first year students at the University of British Columbia, York University, McGill University, and Dalhousie University. It was found that, independent of place of birth, the SOC of students of Chinese origin was lower than that of domestic students of European origin. There were no differences in the SOC of male and female students. Despite differences in SOC related to ethno‐racial origin, it was not possible to conclude that within the university context the factors responsible for the SOC of European origin students were different from those supporting the SOC of Chinese origin students. By comparison, path analyses revealed that while high SOC contributed to problem freedom of both males and females, within the university context, relational factors contributed more to the SOC of females than males. Importantly, professors’ support was one of these factors. In turn, high SOC students were more able than others to deal with problems associated with university life, and students’ who were able to deal with their problems successfully were more likely than others to have high levels of achievement. Findings such as these indicate that by providing support to students professors may contribute to their academic achievement by increasing their SOC and ability to deal with various problems. University policies designed to ameliorate students’ difficulties would have the same effect.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle