Journal•ISSN: 1932-202X
Journal of Advanced Academics
SAGE Publishing
About: Journal of Advanced Academics is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Academic achievement & Gifted education. It has an ISSN identifier of 1932-202X. Over the lifetime, 317 publications have been published receiving 9988 citations. The journal is also known as: JAA.
Topics: Academic achievement, Gifted education, Curriculum, Qualitative research, Educational research
Papers published on a yearly basis
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TL;DR: In this paper, the authors seek to understand students' reasons for attrition in colleges and universities, and find that student retention is now one of the leading challenges faced by universities and colleges.
Abstract: Given that student retention is now one of the leading challenges faced by colleges and universities, research seeking to understand students’ reasons for attrition is of critical importance. Two f...
371 citations
TL;DR: In this article, the authors focus on developing interventions to instill a healthy sense of selfefficacy in students and teach them how to manage their time effectively, such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed.
Abstract: Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of ...
304 citations
TL;DR: In this article, the authors evaluate the relationship between homework and self-regulation from the elementary grades to college and reveal that quality measures of homework such as managing distractions, self-e...
Abstract: The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-e...
272 citations
TL;DR: This article revisited the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes.
Abstract: The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed that teaching all students in the same way and giving all the same time to learn—that is, providing little variation in the instruction—typically results in great variation in student learning. Students for whom the instructional methods and amount of time are appropriate learn well, and those for whom the methods and time are less appropriate learn less well. Bloom believed that all students could be helped to reach a high criterion of learning if both the instructional methods and time were varied to better match students' individual learning needs. In other words, to reduce variation in the achievement of diverse groups of students and have all students learn w...
238 citations
TL;DR: In this article, a sample of college freshmen who had earned academic warnings or had been placed on academic probation were examined and their causes of underachievement were identified, including inadequate study skills, inadequate study ski...
Abstract: Many high-achieving students do not question their academic success. They do well and are content with the study skills they have developed to ensure that they achieve their goals. However, these students, whose high schools considered them achievers, experience difficulties and sometimes failure in situations where they had previously experienced success. Using a sample of college freshmen who had earned academic warnings or had been placed on academic probation, this research examined each individual and his or her causes of underachievement. Participants attributed their high school successes to minor efforts. Not needing to do much to earn the success they wanted, these students were never taught, nor ever taught themselves, how to work through challenging issues. When these participants encountered challenging coursework in college, they were unprepared to deal with it. Additionally, several other aspects of participants’ experiences contributed to their college underachievement: inadequate study ski...
196 citations