Volume 17, Issue 1
Editorial: Enhancing Student Academic Success
Instructors and faculty at all levels are concerned about how to improve studentsí academic outcomes. Federal funding in higher education is focused on issues of retention and perseverance. Meanwhile interest in student outcomes in other areas such as emotional development and learning has increased. In this process, it is all too easy to think of students as passive objects in this process that are broken, in need of repair, and must be adjusted to fit the educational system. Students are, though, active and engaged within the educational system. As a result, approaches are needed that treat the student as active and attempt to find ways to help the student and higher education institutions work together for improved outcomes.
This issue of Academic Exchange Quarterly features research on enhancing student academic success. The authors are from six different institutions including Northeastern University, the University of Maryland, Worcester State University, SungKyunKwan University, Seoul Cyber University, and Oklahoma State University. Cipriano Crowe uses longitudinal data to suggest the importance of parental involvement for primary school students. Sulivan and Baker present evidence on the effectiveness of a specific course to increase studentsí motivation, self-efficacy, and learning strategies. Kim and Kim report on cultural differences in need-fulfillment and its relationship to academic outcomes, concluding that relatedness to instructors is important across the cultures studied. Strunk and Montgomery use Q methodology to suggest a mismatch between how students perceive their own learning style and how they perceive the classroom environment. Finally, Gravina, Beswick, and Strunk demonstrate specific connections between self-efficacy, teaching practices, and subjective task value in STEM courses.
Academic Exchange Quarterly will again feature research on improving student outcomes in the Spring 2014 issue. This important topic is in need of sustained research attention. Submissions are welcome on areas of research including student emotional development, behavioral outcomes, student learning, student motivation, retention, and other related areas. Please identify your submissions with the keyword: PSYCHOLOGY-3. Feel free to contact me with any questions about submissions or guidelines. I am excited to see further research on this topic.
Kamden Strunk Ph.D.
Center for Research on STEM Teaching and Learning
Oklahoma State University