Never give up... : Perceptions of perseverance and its impact on the life and academic success of nine university students
- Authors: Griffiths, Katrina
- Date: 2017
- Type: Text , Thesis , Masters
- Full Text:
- Description: Perseverance is a quality which individuals draw on to achieve their goals, despite any challenges they may face, and so is one of the keys to academic and life success. Perseverance is considered to be a positive attribute that can be learned. In this study, how tertiary students understand perseverance, how they acquired it and its role in their lives and learning are explored. The research sample for the study consists of nine pre-service teachers from Initial Teacher Education (ITE) in regional Victoria, Australia. The researcher uses semi-structured interviews, and draws on educational and salutogenic theory and a qualitative methodology. The data has been analysed within the Ecological framework based on the work of McLeroy and colleagues (1988). In the introductory chapter the aims of the study are outlined, perseverance is defined and its significance as a character strength/ attribute is considered. The second chapter, the literature review, explores the extent to which perseverance, along with associated character strengths, has been identified as a significant factor that influences educational achievement and the ability to meet life’s challenges. The third chapter provides justification for applying a qualitative phenomenological methodology, with particular attention to describing both the salutogenic theoretical perspective and the Ecological Model (EM). The fourth chapter, the data analysis, identifies themes within the data and these are discussed with reference to the relationships between the EM layers. The fifth chapter offers the discussion, implications and conclusion of the study. The research findings indicate that all the participants defined perseverance as an attribute or character strength which they called on to overcome challenges and obstacles as they pursued their goals. They associated it with such qualities as persistence, motivation, commitment, focus, goal-setting and strength, amongst others. They recognized perseverance as integral to their academic success as well as to their ability to manage crises and challenges in their lives. They identified multiple contributors to their acquisition of perseverance, including family members, friends and some teachers. Many of the participants identified instances when they made a conscious decision to persevere, and viewed the experience as definitive in their growth as mature people. However, few of the participants considered the schools they attended to have played a significant role in developing their understanding of perseverance or of helping them acquire it, though they were appreciative of those teachers who gave them general support and encouragement. They recognized the importance of schools and teachers explicitly teaching perseverance and supporting its development through positive critique and feedback, and of students experiencing multiple opportunities for practising perseverance at the individual, family, school and policy levels. In educational practice, these conclusions suggest that further research into how best to implement these approaches across all schools would be invaluable.
- Description: Masters by Research
- Description: erseverance is a quality which individuals draw on to achieve their goals, despite any challenges they may face, and so is one of the keys to academic and life success. Perseverance is considered to be a positive attribute that can be learned. In this study, how tertiary students understand perseverance, how they acquired it and its role in their lives and learning are explored. The research sample for the study consists of nine pre-service teachers from Initial Teacher Education (ITE) in regional Victoria, Australia. The researcher uses semi-structured interviews, and draws on educational and salutogenic theory and a qualitative methodology. The data has been analysed within the Ecological framework based on the work of McLeroy and colleagues (1988). In the introductory chapter the aims of the study are outlined, perseverance is defined and its significance as a character strength/ attribute is considered. The second chapter, the literature review, explores the extent to which perseverance, along with associated character strengths, has been identified as a significant factor that influences educational achievement and the ability to meet life’s challenges. The third chapter provides justification for applying a qualitative phenomenological methodology, with particular attention to describing both the salutogenic theoretical perspective and the Ecological Model (EM). The fourth chapter, the data analysis, identifies themes within the data and these are discussed with reference to the relationships between the EM layers. The fifth chapter offers the discussion, implications and conclusion of the study. The research findings indicate that all the participants defined perseverance as an attribute or character strength which they called on to overcome challenges and obstacles as they pursued their goals. They associated it with such qualities as persistence, motivation, commitment, focus, goal-setting and strength, amongst others. They recognized perseverance as integral to their academic success as well as to their ability to manage crises and challenges in their lives. They identified multiple contributors to their acquisition of perseverance, including family members, friends and some teachers. Many of the participants identified instances when they made a conscious decision to persevere, and viewed the experience as definitive in their growth as mature people. However, few of the participants considered the schools they attended to have played a significant role in developing their understanding of perseverance or of helping them acquire it, though they were appreciative of those teachers who gave them general support and encouragement. They recognized the importance of schools and teachers explicitly teaching perseverance and supporting its development through positive critique and feedback, and of students experiencing multiple opportunities for practising perseverance at the individual, family, school and policy levels. In educational practice, these conclusions suggest that further research into how best to implement these approaches across all schools would be invaluable.
- Authors: Griffiths, Katrina
- Date: 2017
- Type: Text , Thesis , Masters
- Full Text:
- Description: Perseverance is a quality which individuals draw on to achieve their goals, despite any challenges they may face, and so is one of the keys to academic and life success. Perseverance is considered to be a positive attribute that can be learned. In this study, how tertiary students understand perseverance, how they acquired it and its role in their lives and learning are explored. The research sample for the study consists of nine pre-service teachers from Initial Teacher Education (ITE) in regional Victoria, Australia. The researcher uses semi-structured interviews, and draws on educational and salutogenic theory and a qualitative methodology. The data has been analysed within the Ecological framework based on the work of McLeroy and colleagues (1988). In the introductory chapter the aims of the study are outlined, perseverance is defined and its significance as a character strength/ attribute is considered. The second chapter, the literature review, explores the extent to which perseverance, along with associated character strengths, has been identified as a significant factor that influences educational achievement and the ability to meet life’s challenges. The third chapter provides justification for applying a qualitative phenomenological methodology, with particular attention to describing both the salutogenic theoretical perspective and the Ecological Model (EM). The fourth chapter, the data analysis, identifies themes within the data and these are discussed with reference to the relationships between the EM layers. The fifth chapter offers the discussion, implications and conclusion of the study. The research findings indicate that all the participants defined perseverance as an attribute or character strength which they called on to overcome challenges and obstacles as they pursued their goals. They associated it with such qualities as persistence, motivation, commitment, focus, goal-setting and strength, amongst others. They recognized perseverance as integral to their academic success as well as to their ability to manage crises and challenges in their lives. They identified multiple contributors to their acquisition of perseverance, including family members, friends and some teachers. Many of the participants identified instances when they made a conscious decision to persevere, and viewed the experience as definitive in their growth as mature people. However, few of the participants considered the schools they attended to have played a significant role in developing their understanding of perseverance or of helping them acquire it, though they were appreciative of those teachers who gave them general support and encouragement. They recognized the importance of schools and teachers explicitly teaching perseverance and supporting its development through positive critique and feedback, and of students experiencing multiple opportunities for practising perseverance at the individual, family, school and policy levels. In educational practice, these conclusions suggest that further research into how best to implement these approaches across all schools would be invaluable.
- Description: Masters by Research
- Description: erseverance is a quality which individuals draw on to achieve their goals, despite any challenges they may face, and so is one of the keys to academic and life success. Perseverance is considered to be a positive attribute that can be learned. In this study, how tertiary students understand perseverance, how they acquired it and its role in their lives and learning are explored. The research sample for the study consists of nine pre-service teachers from Initial Teacher Education (ITE) in regional Victoria, Australia. The researcher uses semi-structured interviews, and draws on educational and salutogenic theory and a qualitative methodology. The data has been analysed within the Ecological framework based on the work of McLeroy and colleagues (1988). In the introductory chapter the aims of the study are outlined, perseverance is defined and its significance as a character strength/ attribute is considered. The second chapter, the literature review, explores the extent to which perseverance, along with associated character strengths, has been identified as a significant factor that influences educational achievement and the ability to meet life’s challenges. The third chapter provides justification for applying a qualitative phenomenological methodology, with particular attention to describing both the salutogenic theoretical perspective and the Ecological Model (EM). The fourth chapter, the data analysis, identifies themes within the data and these are discussed with reference to the relationships between the EM layers. The fifth chapter offers the discussion, implications and conclusion of the study. The research findings indicate that all the participants defined perseverance as an attribute or character strength which they called on to overcome challenges and obstacles as they pursued their goals. They associated it with such qualities as persistence, motivation, commitment, focus, goal-setting and strength, amongst others. They recognized perseverance as integral to their academic success as well as to their ability to manage crises and challenges in their lives. They identified multiple contributors to their acquisition of perseverance, including family members, friends and some teachers. Many of the participants identified instances when they made a conscious decision to persevere, and viewed the experience as definitive in their growth as mature people. However, few of the participants considered the schools they attended to have played a significant role in developing their understanding of perseverance or of helping them acquire it, though they were appreciative of those teachers who gave them general support and encouragement. They recognized the importance of schools and teachers explicitly teaching perseverance and supporting its development through positive critique and feedback, and of students experiencing multiple opportunities for practising perseverance at the individual, family, school and policy levels. In educational practice, these conclusions suggest that further research into how best to implement these approaches across all schools would be invaluable.
Strategic english learning and proficiency among vietnamese tertiary learners : beyond passive stereotypes
- Nguyen, Hoang, Terry, Daniel, Jang, Sun
- Authors: Nguyen, Hoang , Terry, Daniel , Jang, Sun
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Learning in Higher Education Vol. 24, no. 1 (2016), p. 19-34
- Full Text:
- Reviewed:
- Description: Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. © Common Ground Research Networks, Rungnapha Khamung, Basanti Majumdar, Rana Pongruengphant, All Rights Reserved.
- Authors: Nguyen, Hoang , Terry, Daniel , Jang, Sun
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Learning in Higher Education Vol. 24, no. 1 (2016), p. 19-34
- Full Text:
- Reviewed:
- Description: Practitioners and researchers worldwide have enthusiastically undertaken research on language learning strategies (LLS) since the early 1970s. They have since established solid evidence on LLS as an influential factor in determining success in second/foreign language learning. However, in the context of Vietnam, there is a dearth of evidence regarding LLS and successful second/foreign language learning. The purpose of this study was to examine the frequency and pattern of LLS use among Vietnamese students undertaking English as a foreign language (EFL) at the tertiary (university) level. Secondly, it sought to investigate the relationship between LLS use and self-rated English proficiency. Quantitative data were collected from 564 students through a researcher-generated questionnaire, the English Language Learning Strategy Questionnaire (ELLSQ), which had been pretested to ensure validity and reliability. Findings revealed that the students were moderate users of learning strategies, and frequency of strategy use was positively correlated with self-reported English proficiency. © Common Ground Research Networks, Rungnapha Khamung, Basanti Majumdar, Rana Pongruengphant, All Rights Reserved.
Questionnaire development for strategic english learning : processes and outcomes
- Nguyen, Hoang, Terry, Daniel, Fan, Si
- Authors: Nguyen, Hoang , Terry, Daniel , Fan, Si
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of English Language Education Vol. 4, no. 1 (2015), p. 138
- Full Text:
- Reviewed:
- Description: This paper reports on the four-stage construction of the English Language Learning Strategy Questionnaire (ELLSQ), employed in a research study on language learning strategies (LLSs) among Vietnamese tertiary students. Firstly, a needs analysis for the questionnaire development is provided. Secondly, various steps in the adaptation and initial development of the ELLSQ are described in detail, including the review of relevant literature, consultation with survey experts, and focus group discussions with target learners. Thirdly, the refinement of the ELLSQ is addressed through the conduction of informal expert reviews; and finally, its validation through field pre-tests is reported. The reliability and validity of the ELLSQ was undertaken through a pilot test with participation of 97 students, who were part of the target population of the formal study. The main purpose of this pilot test was to ensure the workability of the instrument and to establish reliability, face and content validity of the questionnaire. Practical implications for future attempts are embedded regarding the construction of reliable and valid questionnaires in a new research discourse.
- Authors: Nguyen, Hoang , Terry, Daniel , Fan, Si
- Date: 2015
- Type: Text , Journal article
- Relation: International Journal of English Language Education Vol. 4, no. 1 (2015), p. 138
- Full Text:
- Reviewed:
- Description: This paper reports on the four-stage construction of the English Language Learning Strategy Questionnaire (ELLSQ), employed in a research study on language learning strategies (LLSs) among Vietnamese tertiary students. Firstly, a needs analysis for the questionnaire development is provided. Secondly, various steps in the adaptation and initial development of the ELLSQ are described in detail, including the review of relevant literature, consultation with survey experts, and focus group discussions with target learners. Thirdly, the refinement of the ELLSQ is addressed through the conduction of informal expert reviews; and finally, its validation through field pre-tests is reported. The reliability and validity of the ELLSQ was undertaken through a pilot test with participation of 97 students, who were part of the target population of the formal study. The main purpose of this pilot test was to ensure the workability of the instrument and to establish reliability, face and content validity of the questionnaire. Practical implications for future attempts are embedded regarding the construction of reliable and valid questionnaires in a new research discourse.
English learning strategies among EFL learners : a narrative approach
- Nguyen, Hoang, Terry, Daniel
- Authors: Nguyen, Hoang , Terry, Daniel
- Date: 2017
- Type: Text , Journal article
- Relation: IAFOR Journal of Language Learning Vol. 3, no. 1 (2017), p. 4-19
- Full Text:
- Reviewed:
- Authors: Nguyen, Hoang , Terry, Daniel
- Date: 2017
- Type: Text , Journal article
- Relation: IAFOR Journal of Language Learning Vol. 3, no. 1 (2017), p. 4-19
- Full Text:
- Reviewed:
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