Goal orientations of health profession students throughout the undergraduate program:a multilevel study

Background: The achievement goal theory defines two major foci of students' learning goals (1) primarily interested in truly mastering a task (mastery orientation), and (2) striving to show ones competences to others (performance orientation). The present study is undertaken to better understand if and how health profession students' goal orientations change during the undergraduate program and to what degree gender, academic achievement, and self-efficacy are associated with mastery and performance orientation between students and within students over time. Method: By means of an online questionnaire, students of medical, pharmaceutical, and veterinary sciences (N = 2402) were asked to rate themselves on mastery orientation, performance orientation, and self-efficacy at the beginning of five consecutive semesters. Data on grades and gender were drawn from university's files. Multilevel analyses were used for data analysis. Results: Students' goal orientations showed relative stability over time, but substantial fluctuations within individual students were found. These fluctuations were associated with fluctuations in self-efficacy. Students' gender, high school grades, study grades, and self-efficacy were all associated with differences in mastery or performance orientation between students. Self-efficacy was the strongest predictor for mastery orientation and grades for performance orientation. Conclusions: The relatively strong association between the goal orientations and students' self-efficacy found in this study emphasizes the potential of enhancing self-efficacy in health profession students. Also, for educators and researchers, fluctuations of both goal orientations within individual students are important to consider

Large herbivores may alter vegetation structure of semi-arid savannas through soil nutrient mediation

In savannas, the tree–grass balance is governed by water, nutrients, fire and herbivory, and their interactions. We studied the hypothesis that herbivores indirectly affect vegetation structure by changing the availability of soil nutrients, which, in turn, alters the competition between trees and grasses. Nine abandoned livestock holding-pen areas (kraals), enriched by dung and urine, were contrasted with nearby control sites in a semi-arid savanna. About 40 years after abandonment, kraal sites still showed high soil concentrations of inorganic N, extractable P, K, Ca and Mg compared to controls. Kraals also had a high plant production potential and offered high quality forage. The intense grazing and high herbivore dung and urine deposition rates in kraals fit the accelerated nutrient cycling model described for fertile systems elsewhere. Data of a concurrent experiment also showed that bush-cleared patches resulted in an increase in impala dung deposition, probably because impala preferred open sites to avoid predation. Kraal sites had very low tree densities compared to control sites, thus the high impala dung deposition rates here may be in part driven by the open structure of kraal sites, which may explain the persistence of nutrients in kraals. Experiments indicated that tree seedlings were increasingly constrained when competing with grasses under fertile conditions, which might explain the low tree recruitment observed in kraals. In conclusion, large herbivores may indirectly keep existing nutrient hotspots such as abandoned kraals structurally open by maintaining a high local soil fertility, which, in turn, constrains woody recruitment in a negative feedback loop. The maintenance of nutrient hotspots such as abandoned kraals by herbivores contributes to the structural heterogeneity of nutrient-poor savanna vegetation

Onderwijs Research Dagen (ORD) 2014

Symposium: (Onderscheidende) eigenschappen van honours studenten

Effects of honours programme participation in higher education: A propensity score matching approach

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students' ability, motivation, creativity and academic achievement. Students' self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students' gender and study grades were used to match undergraduate honours students to non-honours students (N=94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula

A roadmap for translating educational research into practice: a case description within honors education

Many honors educators have a need for evidence-based input and tools on how to plan their teaching and their interactions with honors students. At the same time, an increasing amount of research is available on the specific characteristics and needs of honors students and teaching. Connecting this need for professional input with the increasing quantity of research findings, however, remains a challenge. In this note, we provide a roadmap for translating educational research into an accessible product for educators from the start of a research project. We present our project as a case to illustrate the roadmap. In the project, our research results have been translated into an e-module to allow for professionalization among honors educators in higher education