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Research regarding athletics stakeholders' (e.g., faculty, non-athlete peers) perceptions of Division I college athletes is abundant and demonstrates that most stakeholders hold negative and stereotypical views of athletes. However, despite their time spent with athletes, little is known about the perceptions academic tutors have toward the athletes they are brought in to assist. Thus, through the lens of stereotype threat, this study explored graduate(d) and undergraduate tutors' (n = 67) perceptions of athletes from three academically and athletically elite Division I institutions. Tutors' perceptions were examined and compared based on their responses to an adapted situational attitude scale survey using correlations, t-tests, and Fisher's Z tests. In general, results suggested tutors did not maintain stereotypical perceptions of the athletes they worked with, a key difference from previous scholarship in this area. Still, graduate(d) tutors generally held athletes to higher academic standards compared to undergraduate tutors. Implications for sport practitioners in academic support programs for athletes include hiring more graduate(d) tutors to work with athletes and fostering stronger relationships between tutors and athletes. Ultimately, this study expands upon the previous research on perceptions and stereotypes of athletes and the findings may demonstrate a shift toward more positive and strengths-based perceptions of Division I athletes. [ABSTRACT FROM AUTHOR]

Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students' personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ2/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach's α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being. [ABSTRACT FROM AUTHOR]

Background: Metacognition can assist students in improving poor examination (exam) performance. An exam wrapper is a metacognitive tool used to assess a student's thought processes and behavioral patterns during test-taking. Purpose: The purpose of this study was to determine the effect of an exam wrapper tool used during one-to-one exam review sessions with faculty on prelicensure nursing students' subsequent exam performance. Methods: Paired t-tests and repeated measures ANOVA were used to compare undergraduate students' (n = 91) exam scores before and after an exam review session with faculty in which the exam wrapper tool was used. Results: Students who completed a one-to-one exam review session with faculty using the exam wrapper showed significant improvement in subsequent exam scores. Conclusions: Use of an exam wrapper tool as part of a one-to-one exam review session with faculty is a viable way to leverage metacognition to improve student exam performance. [ABSTRACT FROM AUTHOR]

Internationally, the implementation of holistic programs aimed at academic, financial and retirement preparation support for student-athletes who find themselves in dual careers, such as university students, has been widespread and intensified. However, little is known about the subject in the Brazilian national context, because although there are related studies, they are punctual and related to specific universities. In view of the above, this study aimed to investigate public policy aimed at student-athletes at Brazilian federal universities. This is an exploratory, qualitative, cross-sectional and documentary study, using the websites, internal regulations and public notices of 69 Brazilian federal universities for the year 2023, using the content analysis technique. The results indicate that 72.05% offer some kind of support to DC based on the holistic model, 66.17% of which is academic and 60.29% sports. Among the academic support, the flexibility of assessments (57.35%) and the differentiated treatment of absences (51.47%) were close. The sporting support is centered on partial payment of competition costs (60.29%) and athlete grants are restricted to 20.58% of universities. It can be concluded that Brazil's federal universities have policies that include support actions that integrate the holistic model (academic), with incipient coverage of scholarships (sports), but do not effectively follow the holistic model. [ABSTRACT FROM AUTHOR]

The rapid advancement of artificial intelligence (AI) technologies has led to a transformation in higher education worldwide. AI tools provide academic support to students anywhere and anytime to enhance their knowledge and skills. Those facing difficulties have been relying on traditional support and guidance. However, this support has experienced difficulties, including availability and accessibility. This study examines the potential of AI-powered tools to address these challenges, aiming to make academic support more accessible, efficient, and effective. This study focuses on understanding the determinants of AI tools' acceptance and use for academic support among students, influencing student satisfaction and academic performance in Pakistan and Malaysia. The research on AI tool acceptance and use in the higher education Institutions (HEI) context is still new and less explored in Pakistani and Malaysian higher education institutions. A theoretical model based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and other factors was employed to identify factors that affect AI tool adoption in higher education. The survey research design was employed, and the total sample size was 305 respondents, with 203 students from Quaid-e-Awam University of Science and Technology (QUEST), Pakistan, and 102 students from Universiti Teknologi Malaysia (UTM). A "Partial least squares structural equation modeling (PLS-SEM) Analysis" was employed to assess the research model and hypotheses using SmartPls 4.0. In Pakistan and Malaysia, students are more concerned about using AI tools to improve their academic performance. The findings indicated that performance and effort expectancy, information accuracy of AI tools, pedagogical fit to meet the student's expectations, and student interaction with tools were important factors in predicting the acceptance and use of AI tools among students of both countries in higher education, and the rising use of these AI tools has improved students' satisfaction levels and significantly impacted students learning outcomes in both countries. Additionally, student engagement and personal innovativeness have not significantly affected the use of AI tools among students in both countries. This study provides a comprehensive analysis of AI tool adoption in the unique contexts of Pakistan and Malaysia, contributing to the broader discourse on technology integration in higher education. [ABSTRACT FROM AUTHOR]

American Indian/Alaska Natives (AIAN) have some of the highest health disparities and poorest outcomes of all racial or ethnic minority groups in the United States. Across all age groups, suicide is 2.5 times higher in AIANs than the national average (National Indian Council on Aging, 2019). Cultural and institutional barriers prevent AIAN undergraduate and graduate college students from seeking mental health services, and many serious mental health problems remain untreated. While numerous barriers to mental health services exist for AIAN students, Indigenous faculty and support staff who share deep understanding of history, culture and traditional view of health and wellness can reduce the barriers and promote mental health and wellness for students. Shifting the focus to introduce a new narrative gives way to greater recognition of factors that create health and may help academic institutions provide holistic support for AIAN and other underrepresented students. The new narrative includes holistic strength-based support, social support, and fostering cultural identity and pride enhances mental health and success. Indigenization of the doctoral nursing curriculum supports faculty who are committed to decolonizing course content and institutionalized pedagogy. Improved health outcomes for Indigenous individuals and other underrepresented students will positively affect communities through increasing diversity of APRNs, nursing faculty, and nursing scholars. • AI/ANs experience significant rates of physical and mental health disparities. • Focusing on positive attributes can change the narrative for AI/AN communities. • Holistic support of AI/AN nursing students contributes to success. • Representation in faculty and curriculum fosters cultural pride. • Increased AI/AN doctorally prepared nurses promote health equity. [ABSTRACT FROM AUTHOR]

Abstract Background The purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment. Methods Students participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’. Results Three hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6. Conclusion The MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

AbstractStudents with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed. [ABSTRACT FROM AUTHOR]

This paper presents the results of a systematic scoping literature review of higher education mathematics and statistics support (MSS) evaluation focusing on its impact on students. MSS is defined as any additional organised mathematical and/or statistical aid offered to higher education students outside of their regular programme of teaching by parties within the students' institution specifically assigned to give mathematical and/or statistical support. The objective of this review is to establish how MSS researchers investigate the effect of MSS on students and what that impact is. Based on a predefined protocol, five databases, the proceedings of eight conferences, two previous MSS literature reviews' reference lists, and six mathematics education or MSS networks' websites and reports were searched for publications in English since 2000. A two-round screening process resulted in 148 publications being included in the review which featured research from 12 countries. Ten formats of MSS, seven data sources (e.g., surveys), and 14 types of data (e.g., institution attainment, usage data) were identified with a range of analysis methods. Potential biases in MSS research were also considered. The synthesised results and discussion of this review include the mostly positive impact of MSS, issues in MSS evaluation research thus far, and rich opportunities for collaboration. The role MSS has and can play in mathematics education research is highlighted, looking towards the future of MSS evaluation research. Future directions suggested include more targeted systematic reviews, rigorous study design development, and greater cross-disciplinary and international collaboration. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic forced universities, the world over, to shut down and adopt Emergency Remote Teaching (ERT) where all academic activities were moved online. Likewise, student support services within the universities such writing canters moved all academic literacy support services online. The transition to the online mode, however, had several operational implications for writing centres. This paper explores how the role of peer tutors in the academic intervention programme Write Up Read Up (WURU) offered to first year students at the Wits School of Education (WSoE) Writing Centre (WC) was implicated by the Covid-19 imposed move from face-to-face to online tutoring. The paper further explores how peer tutors navigated and negotiated their new online tutoring role given the increased student enrollment in the WURU programme. We conducted a focus group discussion with 13 peer tutors to elicit experiences and drew on Bahadur et al.'s (2015) explanatory conceptual framework of the 3As of resilience (the capacity to adapt, anticipate and absorb) to explain the elicited experiences. Findings show that peer tutors were resilient in sustaining their core function of providing academic support to students despite the varying complexities. [ABSTRACT FROM AUTHOR]

Background: The purpose of the article was to assess students' perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the 'Medical School Learning Environment Survey' (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment. Methods: Students participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using 'exploratory factor analysis'; and reliability was measured by Cronbach's alpha. Differences among groups were assessed by 'single factor ANOVA'. Results: Three hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6. Conclusion: The MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to investigate the various factors that may contribute to the academic self-concept of autistic college students, including the potential influence of academic success. Methods: A sample of autistic participants (n = 12) were interviewed regarding autistic college students' experiences. Transcripts were analyzed using a modified grounded theory approach. Results: Most students had a positive academic self-concept due to factors like major selection based on passion and interest, following family values, personal motivation to do well, proving someone wrong, and striving for high academic achievement. Although accommodations were not the main focus of the study, they were found to affect student academic self-concept as well. Conclusion: Post-secondary institutions should consider incorporating intervention and support programs that assist in improving neurodiverse students' self motivation and self regulation skills to encourage these students to be academically successful while maintaining their well-being. They should also provide professional development initiatives aimed at enhancing the capacity of faculty and staff to address the unique needs of autistic students and ensure the successful implementation of accommodations. This approach will contribute to a more inclusive and supportive learning environment for autistic college students, promoting their academic success and well-being. [ABSTRACT FROM AUTHOR]

This study reports on the synergistic liaison between student wellbeing and academic support in higher education. The study took place at a large, urban university in South Africa within the context of the COVID-19 pandemic. Brief interviews were conducted between September and November 2021, with undergraduate students (n = 645, Mage = 22; SD = 2) from a variety of scientific fields. The guiding question for the brief interviews was, ‘What contributes to your wellbeing at the university?’ Responses were captured in statu nascendi (as it develops) by fieldworkers from the helping professions and then transferred to a comprehensive Electronic Data Sheet. The raw verbal response data were analyzed using an open coding process where major and minor themes were initially indicated. A theme emerged around the intricacies of academic support and intrapersonal processes that are central to the wellbeing of students in higher education. Academic support was apparent in the provisioning of resources for learning, quality communication from lecturers, peer-to-peer support, and collective positive student experiences. Beyond these external resources, intrapersonal factors including a focus on the self, a sense of responsibility, and ensuring mental balance, while sustaining a sense of accomplishment academically, emerged as critical to student wellbeing. Efforts to continually improve student experience are still paramount within the higher education space, and this can be accompanied by psychosocial interventions aimed at promoting a strong sense of positive selfhood. These interventions could be designed to promote internal resources that allow students to capitalize on institutional provisioning in the achievement of academic goals and wellbeing.

A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development.

Background: Parental academic support plays a significant role in fostering academic resilience in students. By providing encouragement, guidance, and emotional support, parents can help their children develop the coping skills and self-confidence necessary to overcome obstacles and persist in their academic endeavors. Objectives: This study examines the relationship between parental academic support and students' academic well-being, with a particular focus on the mediating role of academic resilience. Methods: This study employed a descriptive-correlational design. The population included all high school students in Ahvaz city during the 2022 - 2023 academic year. A sample of 384 students was selected using a multistage cluster sampling method. The research instruments included the School-Related Well-Being Scale (SWBS), Academic Support Scale, and Academic Resilience Scale. Structural equation modeling (SEM) in SPSS 25 and AMOS 25 was used to analyze the model relationships, followed by bootstrapping to test indirect effects. Results: The findings indicated significant positive relationships between academic resilience and academic well-being, and between parental academic support and academic resilience (P < 0.001). However, the direct relationship between parental academic support and academic well-being was not significant. The indirect relationship between parental academic support and academic well-being through academic resilience was found to be significant (P = 0.006). The final model demonstrated a good fit to the data, as evidenced by fit indices, including RMSEA (0.001), TLI (0.99), and CFI (0.99). Conclusions: The findings support the hypothesized mediating role of academic resilience. These results suggest that parental involvement, which fosters students' ability to recover from setbacks and persist in their studies, ultimately contributes to positive academic experiences and well-being. [ABSTRACT FROM AUTHOR]

MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional support, aiming to explore whether they contribute to users' sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in the EFL MOOC learning context: academic support (AS), emotional support (ES), perceived usefulness (PU), perceived ease of use (PEoU), and platform reputation (PR). The results indicate that academic support influences learners' perceptions of the usefulness and ease of use of the MOOC platform, as well as enhancing learners' feelings of being emotionally supported. Simultaneously, platform reputation plays a crucial role in influencing learners' perceptions of MOOC platforms. However, results suggest that emotional support does not have a statistically significant impact on the perceived usefulness and perceived ease of use of the platform in EFL MOOC learning contexts. [ABSTRACT FROM AUTHOR]

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program. NEW & NOTEWORTHY: This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors' skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor's skills in preparation for their role. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/teaching-the-tutors-use-of-an-oste-to-train-medical-students-to-be-peer-tutors/. [ABSTRACT FROM AUTHOR]

Undergraduate student support systems and individual confidence in science courses have been linked to better academic performance among college students. As the topics of diversity and inclusion continue to draw the attention of the collegiate, the problem of equity surrounding supportive learning environments for all races in higher education comes into focus. This paper adds to the literature by highlighting the importance of adequate support for students in collegiate settings. Disparities in student support and confidence with scientific activities among students of color (SOC) and white students in an undergraduate environmental science course had been evaluated. Students (n = 235) were asked to complete a Qualtrics survey containing questions focused on evaluating support from parents, siblings, close relatives, friends, peers, classmates, and professors and confidence regarding self-efficacy in learning and doing scientific activities. The perceived support and confidence in scientific activities in white students and SOC were measured using an independent T-test. The findings demonstrated that white students may have had access to stronger support systems and had higher perceived confidence levels in completing scientific activities based on survey responses. On average, white students had greater perceived support and more confidence. As a result, higher dropout rates, lower performance overall, and alienation of these students in higher education environments could occur. If this trend continues, racial discrepancies suggest that students of color need stronger support networks related to scientific activities in higher education settings. [ABSTRACT FROM AUTHOR]

Open Distance e-Learning (ODeL) has gained significant popularity worldwide due to its convenience and flexibility in offering higher education. However, even with its popularity, it also has challenges like the underperformance of students, resulting in low throughput rates. This study aimed to explore academics' perceptions of students' academic underperformance and their strategies of addressing student's underperformance in an ODeL environment. Data for this study were collected qualitatively through semistructured interviews with academics in a South African ODeL institution. The data collected were then analysed thematically. Factors influencing the underperformance of students in ODeL institutions are discussed, including a lack of student support, the digital divide, gender role, home environment and poor time management. The study further found that academics employ multifaceted strategies in addressing student's underperformance. This paper emphasises the importance of understanding and addressing these factors, which will result in improving quality of education and, thereafter, high throughput rates in ODeL institutions. The findings of this study will help not only policymakers and institutions but also students through the interventions to be taken by institutions when addressing the underperformance of students. [ABSTRACT FROM AUTHOR]

In this autoethnographic essay, the author explores a wide range of personal experiences as a neurodivergent student. The author challenges the reader (students, educators, parents, whoever they may be) to self-reflect on their own experiences with the neurodivergent community to broaden the understanding of each person's unique academic journey. The author's hope is that readers feel inspired to recognize their own personal capacity to create real change in expanding upon what it means to be part of the neurodivergent community and beyond. [ABSTRACT FROM AUTHOR]

Introduction: Engaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space. Methods: An experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning. Results: The findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52). Discussion: The results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts. [ABSTRACT FROM AUTHOR]

Internationally, the implementation of holistic programs aimed at academic, financial and retirement preparation support for student-athletes who find themselves in dual careers, such as university students, has been widespread and intensified. However, little is known about the subject in the Brazilian national context, because although there are related studies, they are punctual and related to specific universities. In view of the above, this study aimed to investigate public policy aimed at student-athletes at Brazilian federal universities. This is an exploratory, qualitative, cross-sectional and documentary study, using the websites, internal regulations and public notices of 69 Brazilian federal universities for the year 2023, using the content analysis technique. The results indicate that 72.05% offer some kind of support to DC based on the holistic model, 66.17% of which is academic and 60.29% sports. Among the academic support, the flexibility of assessments (57.35%) and the differentiated treatment of absences (51.47%) were close. The sporting support is centered on partial payment of competition costs (60.29%) and athlete grants are restricted to 20.58% of universities. It can be concluded that Brazil's federal universities have policies that include support actions that integrate the holistic model (academic), with incipient coverage of scholarships (sports), but do not effectively follow the holistic model.

This qualitative study explores the interdisciplinary collaboration between the Writing Centre (WrC) and the nursing department at the Durban University of Technology (DUT) in developing undergraduate (UG) nursing students' academic research writing skills. Guided by the Social Learning Theory, the study aims to evaluate the role of the WrC support in enhancing nursing students' research writing proficiency. Semi-structured interviews in a focus group discussion with WrC tutors were conducted, and thematic analysis was employed to identify common themes and patterns related to the WrC's role in supporting academic research writing. The findings reveal the WrC's best practices in assisting UG nursing students, including creating a supportive and collaborative learning environment that addresses individual students' unique learning styles and research writing needs. The study also provides insights into the challenges faced by WrC tutors and the strategies they employ to overcome them. Furthermore, the benefits of WrC support for students' academic success are highlighted. The study underscores the importance of academic writing in higher education and the critical role of interdisciplinary collaboration in developing students' research writing skills, particularly in the nursing discipline. The findings contribute to the understanding of effective interventions for improving academic writing and supporting student success in higher education.

Research on social support in China has been relatively comprehensive as psychological development cannot be separated from the social environment. Family, teachers, and friends are the main sources of social support for middle school students. If we can fully utilize the academic support provided by families, teachers, and classmates in daily life, improve students’ personal efficacy, stimulate their learning motivation and desire, and provide corresponding emotional, resource, behavioral, and willingness support for middle school students, it will help them better enhance their learning adaptability, increase their investment in learning, and then improve their learning consciousness, ultimately promoting the enhancement of academic achievement and the development of their abilities. Therefore, based on the existing scales of social support and academic support, this study determined the academic support scale for middle school students, exploring the source of academic support from four dimensions: willingness support, resource support, emotional support, and behavioral support. Based on a literature review and questionnaire, a formal scale was formed to measure the academic support of middle school students. In total, 762 students from two middle schools in Shijiazhuang and Hengshui were selected as subjects for data analysis. Exploratory factor analysis showed that the scale was composed of four factors: willingness support, resource support, emotional support, and behavioral support, with a cumulative contribution rate of 54.15%. The factor loadings of the items ranged from 0.423 to 0.783. The indicators obtained by confirmatory factor analysis were χ2/df of 2.98, RMSEA of 0.072, GFI of 0.841, IFI of 0.902, TLI of 0.891, and CFI of 0.901. The Cronbach’s α coefficient was 0.955, the Spearman–Brown coefficient was 0.939, and the correlation coefficients between each dimension and the total scale were 0.892–0.945. The results show that the reliability and validity of the scale are within the acceptable range, in line with the standards of measurement, and can be used as a tool to measure the academic support of middle school students. This measurement can be used to evaluate the multidimensional academic support systems in middle schools and inform the development of targeted interventions to promote student success and well-being.

The transition from high school to university can be a challenging and overwhelming experience for many students. As such, it is imperative for higher education institutions to implement effective interventions to support students during this critical period. This article examines the positioning of First-Year Experience (FYE) interventions within a student transition model. The study was conducted by reviewing existing studies, articles, and books related to FYE interventions and their impact on students' transition experiences. The researchers utilised various academic databases, such as EBSCO, JSTOR, and Google Scholar to gather relevant literature on the topic. The methodology used in this study involved systematically searching for and critically evaluating existing literature on FYE interventions and their role in students' transition experiences. The researchers then synthesized and analyzed the findings from the selected literature to identify trends and gaps in the existing research. Through a review of existing literature, this article explores the various factors that influence students' transition experiences, the role of FYE interventions, and recommendations for future research and practice. The findings of this research indicate that students' transition experiences are multifaceted, encompassing academic, social, and personal adjustments. Academic stress, social integration, and identity development are identified as key challenges, faced by students during their transition to university life. The role of FYE interventions in addressing these challenges is perceived to be crucial, highlighting the importance of academic support, mentorship, and opportunities for social connection, provided by these programs. The implications of this research suggest the need for a holistic student transition model that encompasses academic, social, and personal dimensions of the transition experience. FYE interventions are positioned within this model as a key component in supporting students through their transition to university life. The findings also emphasize the importance of tailoring FYE programs to meet the diverse needs of students, taking into account factors, such as cultural background, socioeconomic status, and individual learning styles. In conclusion, this research contributes to the understanding of students' transition experiences and the positioning of FYE interventions within a comprehensive student transition model. It highlights the diverse challenges, faced by students during their transition to university, and underscores the importance of tailoring FYE programs to meet these challenges. The findings of this research have implications for the design and implementation of effective FYE interventions, emphasizing the need for a holistic approach that addresses the academic, social, and personal dimensions of students' transition experiences. [ABSTRACT FROM AUTHOR]

The persistence of degree‐awarding gaps and anti‐Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students' conceptions of academic support range from broad expectations of help with their studies to more advanced understandings of their own agency and the context of academic support. Our results highlight that attempts to enhance academic support should revisit three interconnected areas: what type of academic support is provided, where, and by whom. Most importantly, we propose a new inclusive direction that replaces existing deficit models with approaches that will strengthen Black students' agential effectiveness within historically White institutions. [ABSTRACT FROM AUTHOR]

Objectives: This study examines associations of functional outcomes (adaptive functioning and academic achievement) with executive functioning (EF), socioeconomic status (SES), and academic support in pediatric acute lymphoblastic leukemia (ALL) survivors. Methods: Fifty survivors of B‐lineage ALL treated with chemotherapy‐only (42% female, 76% NHW, ages 6–19) were evaluated on performance‐based EF and academic achievement, and parent‐rated EF and adaptive functioning. Area deprivation and child opportunity (i.e., SES) were extracted using census blocks and tracts. Academic support data were extracted from chart review. Results: Compared to population norms, pediatric ALL survivors demonstrated significantly lower overall adaptive skills and performance in word reading and math calculation (all p ≤.011). Frequencies of impairment were significantly elevated on all adaptive scales and in math calculation compared to the population (all p ≤.002). Parent‐rated EF significantly predicted overall adaptive skills (p <.001), while performance‐based EF significantly predicted word reading and math calculation (all p <.05). Adaptive functioning was not associated with neighborhood‐specific variables or academic support. However, academic support predicted word reading (p <.001), while area deprivation and academic support predicted performance‐based EF (all p ≤.02). Conclusions: Screening of functional outcomes, targeted intervention, and neuropsychological monitoring are necessary to support pediatric ALL survivors' neurocognitive and psychosocial development. [ABSTRACT FROM AUTHOR]

Personal academic tutors (PATs) have an important role in providing academic and non-academic support for university students. This study sought to assess the effectiveness of a PAT system developed for pharmacy students. A student-led survey was developed using a mix of single answer, Likert-style scale, and free text responses. The questionnaire was peer reviewed by students and other researchers and was piloted before being made available online to pharmacy students. One hundred fifty-nine responses were received from students across all stages of the programme. In general, students expressed high levels of satisfaction with their PATs. Despite high levels of recognition of positive attributes of the PAT system, students had low levels of willingness to discuss personal issues with their PAT. Male students were more comfortable than female students in discussing personal issues. The level of comfort expressed by female participants was not significantly different with male or female PATs. Often students turn to friends and family who may provide advice that is unhelpful or outdated, particularly for issues such as poor mental health. Reasons for not speaking to PATs included concerns about being judged and academic records being affected. Worryingly, 18% of respondents (n = 28) had personal issues that had not been disclosed to anyone. Satisfaction with more traditional academic tutoring was high but the reluctance to discuss wellbeing issues was concerning. Further work involving the student body is planned to co-create strategies to overcome reluctance to discuss personal issues. [ABSTRACT FROM AUTHOR]

Nearly half of all students in the United States are placed into at least one developmental course in college. Many of these students fail to complete developmental course sequences and persist to degree completion. First-Year Seminars are one of several high-impact practices associated with increased persistence, retention, and graduation rates of college students. Inverse probability of treatment weighting (IPTW) was used to explore the effect of concurrent first-year seminar enrolment on the academic achievement of students placed into developmental mathematics. Study results indicated that students who self-selected into a first-year seminar were more likely to earn a passing grade in their developmental mathematics course and have higher overall GPA. These results may inform strategies for integrating learning support with instruction for academically underprepared college students. [ABSTRACT FROM AUTHOR]

Open educational resources (OER) are gaining popularity in higher education spaces and more attention in open distance e-learning (ODeL) institutions as they are gradually substituting printed prescribed textbooks in the teaching and learning space. The adoption and development of OER have been researched; however, the roles of knowledge management tools in storing and disseminating the resources are not well articulated. This research explores the use of knowledge management tools in an ODeL learning context. ODeL institutions use knowledge management tools and a host of other information and communication technologies (ICT) to deliver and facilitate synchronous and asynchronous learning and bridge transactional distance. Therefore, this study employed a qualitative approach to investigate ways in which lecturers use knowledge management tools to embrace and create OER. A case study approach was used at one ODeL institution. The knowledge management cycle (KMC) was chosen as the theoretical framework of the study. The key finding demonstrates that lecturers utilised a wide range of ICT tools for the storage, collection, and dissemination of OER as part of knowledge production. The study proposes the extension of the KMC from three cycles to four where "system" is added. There is a significant need for policy, impact, and the matrix to be covered under the system cycle. The study recommends that scholars who are investigating any IT artefact opt for an extended KMC where impact and user metrics will be evaluated, as this will enhance academic support. [ABSTRACT FROM AUTHOR]

In 2020, Science, Technology, Engineering and Math (STEM) faculty within a United Kingdom university implemented an online personal tutoring model. This model aimed to deliver a consistent experience to »1000 students, supporting learning and fostering a sense of belonging during a global pandemic. Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the model's effectiveness in supporting student learning, building belonging, and providing accessible delivery. We highlight strengths and explore weaknesses, providing recommendations for implementation of this type of model at other institutions. [ABSTRACT FROM AUTHOR]

The aim of the this study is to compare academic support, emotional self-regulation and social competence in single-parent and two-parent male students. The design of the research was comparative causal research and the statistical population was all male students of the first and second secondary school in Ardabil City, of which 150 students (75 single-parent students and 75 two-parent students were selected by multi-stage cluster sampling method. Then they answered Sands and Plunkett's (2005) academic support questionnaires, March's (1988) emotional self-regulation strategies, Burmester et al.'s (1998) social competence questionnaires. The findings were analyzed by multivariate analysis of variance. The results showed that the amount of academic support, emotional self-regulation, and social competence of two-parent male students is higher than that of single-parent male students. The results implicitly show that paying attention to various types of academic support and designing and implementing educational interventions to improve emotional self-regulation and social competence can help improve the performance of singleparent students. [ABSTRACT FROM AUTHOR]

WhatsApp as the most popular instant messaging technology that has created opportunities for online cooperation and teamwork among students in the university context [1] and allows students to communicate even outside school hours [2]. Transitioning from high school to university can be a challenging experience for many students, particularly those who are entering a new academic atmosphere with greater autonomy and higher workload [3]. This data publication [4] presents a dataset capturing the perceptions of first-year university students on the utilization of WhatsApp as a means of continuous induction into university life. The dataset includes responses from participants on 7 background questions and 14 Likert scale questions, measuring agreeableness on the academic dimension of the academic dropout wheel [5].The questionnaire aimed to investigate the effectiveness of WhatsApp groups established by academic support staff in facilitating the integration of first-year students into both formal academic structures and informal social systems within the campus. The data may offer valuable insights into the potential benefits of WhatsApp as an educational tool and its impact on fostering a positive academic environment, ultimately helping to reduce dropout rates in institutions of higher learning.Researchers, educators, and policymakers can utilize this dataset to gain a deeper understanding of the role that WhatsApp can play in enhancing student engagement and promoting successful integration into university life. By harnessing the information from this dataset, institutions can develop targeted strategies to provide effective support systems for first-year students, thereby promoting academic success and retention.

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors.

This paper introduces a project to develop a digital academic writing tool at Leeds Beckett University (LBU). Essay X-ray is an interactive online tool designed to help students get to grips with the structure and style of academic writing and was developed using the Articulate Storyline 360 platform. The aim was to expand LBU’s academic skills support for students tasked with essay assignments, especially at Level 4, enabling independent learning using a self-paced format available open access and 24/7. This would complement existing academic skills provision (one-to-ones, workshops, drop-ins, static online resources), with the interactive element facilitating active, hands-on learning (Lumpkin, Achen and Dodd, 2015). Following a successful development, review and rollout process, the utility of Essay X-ray as an independent learning tool but also as a classroom resource was reported by students and colleagues. Tentative talks about additional versions (Dissertation X-ray, Report X-ray) have taken place, indicating its potential for rollout to other subject areas and assessment types. Finally, in-house digital academic skills tools like Essay X-ray are posited as a potential response to the recent upsurge in Generative Artificial Intelligence (GenAI) tools. Essay X-ray requires users to think critically about essay structure, style and content to create their own original pieces of writing, thus responding to questions about the maintenance of academic integrity in a digital world. These features enable users to develop their essay writing skills, in contrast to passive engagement with a GenAI programme that merely writes an answer for them.

IntroductionEngaging students in co-planning their learning paths, peer cooperation, tutoring, and network building in an inclusive and project-based environment has been associated with higher academic and professional success. However, university teachers face challenges in offering guidance and academic supervision to optimize student learning, particularly in the context of online learning. This study aimed to investigate the effectiveness of adapting collaborative learning environments, peer tutoring, and academic supervision in the online learning space.MethodsAn experimental design methodology was employed to investigate the impact of collaborative learning environments, peer tutoring, and academic supervision on student engagement, interest, and dedication to learning.ResultsThe findings showed direct positive effects on the level of engagement (VI; M = 23.18, SD = 5), higher interest and dedication to the learning process (DE: M = 26.93, SD = 3.21), and better concentration and enthusiasm while studying (AB, M = 24.83, SD = 8.52).DiscussionThe results suggest that adapting to online learning by providing collaborative learning environments, peer tutoring, and academic supervision can enhance student engagement and motivation. Further research is needed to explore the long-term effects and scalability of these interventions in diverse educational contexts.

Background: First-year college student’s smooth transition and academic success influenced by academic help-seeking behaviour. Academic help-seeking behaviour is largely affected by many factors, including demographic factors, self-esteem and the use of sources for academic learning. Aim: The study investigated academic help-seeking behaviour and barriers among first-year college nursing students. Setting: The study was conducted at a nursing college in the Western Cape province of South Africa. Methods: A cross-sectional descriptive survey design with a self-administered questionnaire was used to collect data from 130 first year nursing college students. Descriptive statistics and bivariate analysis were computed using Statistical Packages for Social Sciences (SPSS). Results: More than 77.7% used course materials and books to help with academic learning, 50% of students sought help from their teachers. Only 24.6% and 17.7% of students used YouTube and computers respectively. In all items measured help-seeking is not a threat to self-esteem, teachers and parents did not have unrealistic expectations of their academic performance. Language is significantly associated with (p 0.001) academic help-seeking behaviour. Conclusion: Most students mainly used informal sources for academic learning. Help-seeking was not a threat to self-esteem. The language barrier is significantly associated with academic help-seeking behaviour. The nursing college should provide a coordinated academic language support, academic consultation and counselling services for academically stressed first-year nursing students. Contribution: The findings highlighted language as a barrier to academic help-seeking. The study provides insight to strengthen the language and academic support for academic learning for first year nursing students.

In this paper, the feature increment can be regarded as a learning mapping function, and a non-equilibrium incremental learning (WILS) method for the academic warning is proposed, and the academic warning model of the non-equilibrium incremental learning method is constructed. The learning factor is regulated by introducing the Focal loss function, and the learned knowledge is integrated into the Focal loss as the final loss function. Finally, the three-dimensional indicators of social characteristics, personal characteristics, and student behavior were used to explore the influencing factors of academic performance and academic support strategies were explored in this way. The results show that the average value of the accuracy of the academic early warning model is 0.857, and the F1-Measure is 0.891, which indicates that the model can reasonably and efficiently provide prior warning of students’ learning situations and behavioral performance. This paper proposes countermeasure suggestions for managing academic early warning and academic support work, which enhances the purpose of talent cultivation quality.

With undergraduate medical education shifting to an integrated, student-centered approach, self-regulated learning (SRL) skills are critical for student success. Educational research holds that learning strategy effectiveness is context dependent. Our study aims to explore what strategies medical students use to support SRL when engaged in the specific context of an integrated, student-centered curriculum. This study took place in two medical schools with integrated, student-centered curricula. Semi-structured interviews were conducted with first-year medical students from both schools, asking them to reflect on the learning strategies they used throughout their first year of medical school. Interview data was analyzed first deductively using the SRL framework and then inductively to understand the specific strategies being used. Students engaged in strategies to support SRL in ways that were unique to the integrated, student-centered context. We found that medical students developed strategies to plan for integration and building connections across material during all three phases of self-regulated learning. By identifying specific tasks and behaviors students utilized during their first year of medical school, this study provides a roadmap that students and educators can use to help students become self-regulated learners. [ABSTRACT FROM AUTHOR]

Objective: Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating role of selfdirected learning. Methods: The research method was correlational of structural equation modeling type. The statistical population included all male and female students of junior high school in Sanandaj in the academic year of 2022-2023, from which 390 students were selected by multi-stage cluster sampling method. They answered Dehghanizade & Hosein chari’s Academic Buoyancy questionnaire (2013), Koerner & Fitzpatrick’s Family Communication Patterns questionnaire (2006), Sands & Plunket’s Academic Support questionnaire (2005) and Self-Directed Learning questionnaire of Cheng et al (2010). The data were analyzed with the structural equations modeling via Spss-24 and Amos-24 softwares. Results: The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the conversational pattern, academic support and self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Also, the indirect paths from family communication patterns and academic support to self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Conclusion: In conclusion, the self-directed learning can play a mediating role in the relationship between family communication patterns and academic support with academic buoyancy in students. [ABSTRACT FROM AUTHOR]

The transition to university is a process that presents young adults with several challenges in adaptation, especially students with disabilities. The current study investigated the differences in adaptation and academic performance between students with and without disabilities and further examined these differences among students with disabilities. Additionally, we explored the role of academic support for students with disabilities' adaptation and academic performance, as well as their perceptions of a proposed specialised package of counselling psychology interventions. The sample consisted of 127 students with disabilities and 127 without disabilities, aged 18–24 years. Results revealed that students with disabilities reported a lower GPA and adaptation than students without disabilities. Additionally, differences among students with disabilities were observed only in terms of GPA, according to their disability type, existence of comorbidity and type of exam accommodations. Interestingly, no differences were found in GPA or adaptation between students with disabilities who utilised psychological therapy and those who did not. Finally, adaptation scores, but not GPA, were higher for students with disabilities who were positive in receiving a specialised package of counselling psychology interventions. The findings are discussed in relation to the existing literature and future considerations of counselling psychology's role in support of students with disabilities. [ABSTRACT FROM AUTHOR]

Interest in first-generation students (FGS) continues to rise, but literature on this group of students focuses primarily on undergraduate students. The programs, resources, and services that are provided by universities again focus on first-generation undergraduate students. Many universities have graduate programs, but there is little or no support for first-generation graduate students (FGGS) or understanding of their information needs. In the field of library and information science (LIS), there is a gap in research pertaining to first-generation graduate students and an opportunity to learn more about this group, their strengths, and why they need support. In this article, the authors discuss issues around defining FGS and provide an overview of the limited research regarding FGS in the LIS literature, the challenges that first-generation graduate students face, and why LIS professionals should care about this group of students. The article ends with a call to action for more intersectional research on the experiences of FGS with graduate education and highlights the benefits of such research for students, graduate programs, student support services, and academic libraries. The goal of this article is to bring more awareness about first-generation graduate students, in the hope of starting to think about ways to support these students, many of whom are in our classes. [ABSTRACT FROM AUTHOR]