Linking academic emotions and student engagement: mature-aged distance students’ transition to university

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 2013, available online: https://www.tandfonline.com/doi/full/10.1080/0309877X.2014.895305Research into both student engagement and student emotions is increasing, with widespread agreement that both are critical determinants of student success in higher education. Less researched are the complex, reciprocal relationships between these important influences. Two theoretical frameworks inform this paper: Pekrun’s taxonomy of academic emotions and Kahu’s conceptual framework of student engagement. The prospective qualitative design aims to allow a rich understanding of the fluctuating and diverse emotions that students experience during the transition to university and to explore the relationships between academic emotions and student engagement. The study follows 19 mature-aged (aged 24 and over) distance students throughout their first semester at university, using video diaries to collect data on their emotional experiences and their engagement with their study. Pre and post-semester interviews were also conducted. Findings highlight that different emotions have different links to engagement: as important elements in emotional engagement, as inhibitors of engagement and as outcomes that reciprocally influence engagement. There are two key conclusions. First, student emotions are the point of intersection between the university factors such as course design and student variables such as motivation and background. Second, the flow of influence between emotions, engagement, and learning is reciprocal and complex and can spiral upwards towards ideal engagement or downwards towards disengagement and withdrawal.Publishe

Space and time to engage: Mature-aged distance students learn to fit study into their lives

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 2014, available online: https://www.tandfonline.com/doi/full/10.1080/02601370.2014.884177Student engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.falsePublishe

Letters between C. A. Eggert and William Kerr\u27s secretary

Letters concerning position in the modern languages department at Utah Agricultural College being filled

Letters between William Kerr\u27s secretary and Fred C. Evans

Letter concerning a circular for the summer school at Utah Agricultural College

Rehabilitation following rotator cuff repair: A nested qualitative study exploring the perceptions and experiences of participants in a randomised controlled trial

Objective: To investigate acceptability, barriers to adherence with the interventions, and which outcome measures best reflect the participants’ rehabilitation goals in a pilot and feasibility randomised controlled trial evaluating early patient-directed rehabilitation and standard rehabilitation, including sling immobilisation for four weeks, following surgical repair of the rotator cuff of the shoulder. Design: Nested qualitative study. Setting: Five English National Health Service Hospitals. Subjects: Nineteen patient participants who had undergone surgical repair of the rotator cuff and 10 healthcare practitioners involved in the trial. Method: Individual semi-structured interviews. Data were analysed thematically. Results: Four themes: (1) Preconceptions of early mobilisation; many participants were motivated to enter the trial for the opportunity of removing their sling and getting moving early. (2) Sling use and movement restrictions; for some, sling use for four weeks was unacceptable and contributed to their pain, rather than relieving it. (3) Tensions associated with early mobilisation; clinical tensions regarding early mobilisation and the perceived risk to the surgical repair were apparent. (4) Processes of running the trial; participants found the trial processes to be largely appropriate and acceptable, but withholding the results of the post-operative research ultrasound scan was contentious. Conclusion: Trial processes were largely acceptable, except for withholding results of the ultrasound scan. For some participants, use of the shoulder sling for a prolonged period after surgery was a reported barrier to standard rehabilitation whereas the concept of early mobilisation contributed tension for some healthcare practitioners due to concern about the effect on the surgical repair