Academic Struggle
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Understanding Academic Struggle: Insights from Recent Research
Faculty Responses to Academic Struggle
Key Faculty Behaviors
Research highlights that faculty behaviors significantly impact students' ability to persevere through academic struggles. Key behaviors identified include patience with questions, approachability, and the ability to convey knowledge in multiple ways. These behaviors help create a supportive learning environment that can mitigate the challenges students face.
Emotional Dimensions of Academic Struggle
Affective Challenges
The emotional side of academic struggle is often overlooked. Students may exhibit seemingly irrational behaviors, such as reluctance to seek help, due to the emotional impact of receiving poor grades. Understanding these affective dimensions is crucial for providing effective support.
Adult Learners and Emotional Support
For adult learners, emotional support is particularly important. Concepts like self-belief, self-efficacy, and agency are critical for their motivation and success. Universities are encouraged to adopt transparent pedagogies that acknowledge and nurture the emotional aspects of learning.
Goal-Setting and Academic Performance
Effective Interventions
Goal-setting programs have been shown to significantly improve academic performance among struggling students. An intensive, online, written goal-setting intervention led to notable improvements in academic achievement, demonstrating the effectiveness of structured goal-setting as a quick and inexpensive support strategy.
Predictors of Academic Struggle
Identifying At-Risk Students
Certain predictors can help identify students who are likely to struggle academically. Factors such as negative comments in academic references, lower mean examination grades, and late offers of admission are significant indicators. Additionally, male students and those from ethnic minority backgrounds are more likely to face academic difficulties.
International Students and Academic Challenges
Misconceptions and Realities
There is a common misconception that international undergraduates struggle more academically. However, this generalization is often anecdotal and not supported by data. The increase in the number of international students may lead to a proportional increase in those seeking academic support, but this does not necessarily indicate a higher overall struggle rate.
Academic Identity and Institutional Support
Faculty Identity Struggles
Faculty at regional public universities often face identity struggles, particularly in challenging economic times. Those who identify primarily as researchers but cannot devote sufficient time to research report the highest levels of distress. Institutional support and clear identity roles are essential for faculty well-being and job satisfaction.
Conclusion
Academic struggle is a multifaceted issue that involves emotional, behavioral, and institutional dimensions. Effective faculty behaviors, emotional support, structured goal-setting, and understanding predictors of struggle are crucial for supporting students. Additionally, addressing misconceptions about international students and providing institutional support for faculty can further enhance the academic environment. By adopting these strategies, educational institutions can better support both students and faculty in overcoming academic challenges.
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