academic expectations thesis

Everyone Wants an "A": The Role of Academic Expectations in Academic Performance

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• Master of Science
• Psychological Sciences

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• Clinical psychology

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Academic expectations among university students and staff: addressing the role of psychological contracts and social norms

• Published: 30 January 2021
• Volume 82 , pages 847–863, ( 2021 )

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• Ryan Naylor   ORCID: orcid.org/0000-0001-6880-6463 1 ,
• Fiona L. Bird 2 &
• Nicole E. Butler 2  

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Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience. Teachers’ expectations of students’ behaviour can similarly affect the university learning experience and environment. When expectations between academic staff and students are not aligned, student satisfaction and staff morale are likely to suffer. This study sought to identify areas where the academic expectations of students and staff aligned or diverged and understand responses to any breaches of expectations. Here, we report on qualitative findings from a survey of 259 undergraduate students and 48 staff members and focus group interviews with 10 students and 15 staff members. Although their academic expectations aligned in most areas, students appeared to have broader conceptions of success at university than staff, and a stronger focus on the importance of personal relationships with staff and teaching quality. Academics expressed stronger injunctive norms about prioritisation of study and the importance of identifying as a student. These differences are likely to lead to tension between the two groups, particularly in areas of value for individuals. While clarifying expectations may improve alignment between the groups to some extent, the basis of these differences in individual priorities suggests that merely articulating expectations may not resolve the issue. We therefore argue for staff to adopt a co-creation approach to academic expectations and to ‘meet students halfway’ where possible.

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This work was supported by a Scholarship of Learning and Teaching Grant from La Trobe University and funding from the School of Life Sciences and Department of Ecology, Environment and Evolution.

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Naylor, R., Bird, F.L. & Butler, N. Academic expectations among university students and staff: addressing the role of psychological contracts and social norms. High Educ 82 , 847–863 (2021). https://doi.org/10.1007/s10734-020-00668-2

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Accepted : 15 December 2020

Published : 30 January 2021

Issue Date : November 2021

DOI : https://doi.org/10.1007/s10734-020-00668-2

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How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

• Your topic, in context: what does your reader need to know to understand your thesis dissertation?
• Your focus and scope: what specific aspect of the topic will you address?
• The relevance of your research: how does your work fit into existing studies on your topic?
• Your questions and objectives: what does your research aim to find out, and how?
• An overview of your structure: what does each section contribute to the overall aim?

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Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

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Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

• Geographical area
• Time period
• Demographics or communities
• Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

• Helps solve a practical or theoretical problem
• Addresses a gap in the literature
• Builds on existing research
• Proposes a new understanding of your topic

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Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

• Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
• Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
• Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

• Budget constraints or any specifics of grant funding
• Your proposed timeline and duration
• Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
• Any inclusion and exclusion criteria
• Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

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Rationale Essay

Writing about academic expectations.

The discussion of how you’re addressing ESC Area of Study Guidelines and other academic expectations is one of the most important in the rationale essay, as it presents your evidence, backed up by research, to show that your individually-designed degree is academically valid. Above all, think of this section as your logical argument for the validity of your degree choices. Provide enough specific evidence so that your readers (members of an academic review committee) will be convinced that you’ve

• done your research,
• understood your research, and
• addressed Empire State College and overall academic expectations thoughtfully and thoroughly.

As you start writing about academic expectations, make sure to name your area of study and concentration (if you have a degree with a concentration) so that there’s a clear relationship between the focus of your degree and your discussion of ESC guidelines.

Writing about Guidelines

• Name of your area of study and concentration (if you have a degree with a concentration).
• Include a summary or paraphrase, or even a list of the appropriate Empire State College Area of Study guidelines, to show that you understand the college’s general academic expectations for your type of degree.  If you are using a guideline that has both a general discussion of expected skills and knowledge areas, plus a specific discussion of expected skills and knowledge for a specific concentration, you need to include a discussion of both the general and specific guidelines.
• Document by citing the pages.
• Analyze the contents of your own degree/concentration by explaining courses, PLA areas, and/or experience that you have (but did not pursue for PLA) that address the college-level knowledge expectation for each of the main items in the guideline/s.

Business, Management, and Economics

One of the ESC general guidelines for Business, Management, and Economics states this college-level knowledge expectation:

Ethical and social responsibility : demonstration of an understanding of and appreciation for ethical and social issues facing organizations and their environments

You may be planning to pursue credit through prior learning assessment in human resource management, and a good portion of your learning may have been about ethical issues within organizations, so you explain this briefly in this section of your rationale essay.  Or you may plan to address this guideline by taking a course in Business Ethics.  Or you may be doing a business degree focused on information technology, and plan on doing a course in Social and Ethical Issues in IT.  There’s no one way to address this particular guideline; you just need to analyze the knowledge you already have or intend to gain through a course, in order to address this guideline and prove that you have this type of knowledge, in some way.

Community and Human Services

One of the ESC general guidelines for degrees in Community and Human Services states this college-level knowledge expectation:

Knowledge of human behavior:  Students should identify and demonstrate an understanding of human behavior within the context of various social, developmental, global, economic, political, biological and/or environmental systems. These studies should cover theory, historical and developmental perspectives.

For example, studies could include human development, fire-related human behavior, child development, deviant behavior, stress in families, or cognitive psychology.

This guideline provides some ideas for courses or PLA areas; there are others as well, such as Introduction to Psychology, Child Development, and more.  There is no one way to address this guideline.

Cultural Studies

One of the ESC specific concentration guidelines for a concentration in Communications states this college-level knowledge expectation:

History:  a knowledge of the history and associated politics of media institutions/industries in a culture; knowledge of the role of media in culture/society, democracy and the development of digital identity

You may be planning to show that you have some historical knowledge of communications through a course in History and Theory of New Media, The American Cinema, The Decline of Journalism, or any of many other possibilities. Again, there is no one way to address this guideline.

Writing about General Education Requirements

Writing about general education requirements can be quite brief; a paragraph can suffice.  SUNY requires at least 30 credits in 7 of 10 general education areas. (Two required general education areas are math and basic communication; the other 5 are your choice).  Explain the areas you’ve included and give one example of a course that fulfills general education fully for each area.

Writing about Additional Academic Expectations

Did you summarize your research into other colleges (if needed) to show that you understand the general academic expectations for your type of degree?  Have you found through your research that most degrees in your field include a course in X, even though the ESC guidelines do not explicitly state that area?  Include a summary of your research into other colleges, as appropriate, if you needed to look at multiple programs to get a better sense of how to structure your own, and explain how your research translated into coursework for your degree.

Writing about Concentration Design (as appropriate)

In addition to your discussion of guidelines, your writing about academic or educational expectations may explain the overall pattern of your degree. Do you have courses that link with one another and fit into an overall framework? If appropriate, explain how you designed your concentration to move from introductory- to advanced-level studies, to include supportive studies that the guidelines do not mention but that are important to your individual goals, and/or to address the reasons why you designed your concentration in a particular, unique way.  Some degrees do not need full, or any, explanation of concentration design, particularly if they follow a traditional, disciplinary route.  Other degrees, such as degrees in the Interdisciplinary Area of Study, always need explanation of concentration design, because they allow so much flexibility.  Academic review committee members need to understand why these degrees have been designed in certain ways, to include certain courses in certain patterns and sequences.

Answer the following questions to help address degree structure and design in your rationale essay:

• Does learning, especially in your concentration, show progression from introductory to advanced (in a bachelor’s degree concentration)?
• Do you have certain groups of courses that link with each other, for a particular purpose?
• Do you have certain courses that support and/or enhance one another (e.g., do some pieces of the general learning relate to and enhance studies in the concentration)?
• Writing about Academic Expectations. Authored by : Susan Oaks. Project : Educational Planning. License : CC BY-NC: Attribution-NonCommercial
• image of open book with letters flying from it. Authored by : Mediamodifier. Provided by : Pixabay. Located at : https://pixabay.com/en/literature-book-page-clean-3033196/ . License : CC0: No Rights Reserved

• Open access
• Published: 16 March 2024

Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency

• Po-Chi Kao 1  

BMC Psychology volume  12 , Article number:  158 ( 2024 ) Cite this article

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This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners’ perceived English proficiency; (2) Academic resilience positively predicts EFL learners’ perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.

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Introduction

The quest of English proficiency for EFL (English as a foreign language) learners can be a difficult road fraught with challenges. Academic expectation stress and academic resilience stand out as elements that are likely to influence students’ learning performance among these obstacles [ 1 , 2 ]. Adaptive coping may also play a role [ 3 ]. Academic expectation stress is defined as the psychological strain experienced by students due to the demanding nature of academic expectations imposed upon them [ 6 ]. Academic resilience is defined as the capacity of students to successfully deal with difficulties, setbacks, and stressors while retaining a positive outlook, adaptability and perseverance [ 9 ]. Adaptive coping is defined as the proactive approach of actively taking actions to eliminate or overcome stressors and reduce their impact [ 3 ]. The purpose of this study is to investigate and analyze the complex relationship between academic expectation stress, adaptive coping, academic resilience, and perceived EFL proficiency. The author hopes that this study will shed insight on the underlying mechanisms of latent variables that may affect students’ EFL learning outcomes directly or indirectly.

As the importance of mastering English in today’s society is widely acknowledged, the interplay of psychological factors and language acquisition is becoming an important research area in the study of psychology and language education. While previous researchers have made attempts to investigate the dynamics of psychological factors and language learning, there are still novel factors to explore, particularly to test if these factors can contribute to or impede the development of English proficiency. By delving into the exploration of these latent variables, this study seeks to provide a more comprehensive understanding of the multifaceted nature of language learning.

Moreover, this study goes beyond a unidimensional examination of individual factors and instead explores the synergistic dynamics of these factors. By doing so, this study offers a richer perspective on the mechanisms shaping EFL learning outcomes, thereby advancing the current understanding in this field. By understanding the issues faced by EFL learners in their quest for English proficiency, this study can ultimately contribute to the development of more effective pedagogical approaches in language education.

Literature review

In light of the significance of enhancing English proficiency among EFL learners, this study reviewed previous research and theoretical frameworks, aiming to examine the above-mentioned underlying variables that may shape and influence perceived English proficiency among EFL learners. Through the review and discussion of relevant literature in the following sections, the author aspired to illuminate the complex pathways that may underlie EFL learners’ journey towards English mastery.

• English proficiency

In today’s globalized world, English ability has become a vital asset. It provides individuals with educational, professional, and business opportunities, allowing them to succeed in an interconnected society. Mastery of the English language allows people to converse effectively with others from various backgrounds and improves intercultural understanding. English proficiency has become a precondition for success and upward mobility as it continues to dominate professions such as science, technology, commerce, and academia [ 4 ]. By understanding the importance of English competence and the elements that influence it, EFL learners can realize their full potential brought by mastering the English language.

In light of the significance of enhancing English proficiency among EFL learners, this research project aims to investigate the impact of underlying variables that have received limited attention in prior language education studies. Additionally, this study responds to the call made by Gardner [ 5 ] to explore novel variables in research on foreign language teaching and learning. Building upon previous research, this study introduces a conceptual framework comprising three factors that could have a direct or indirect influence on the perceived English proficiency of EFL learners. These latent factors include academic expectation stress, adaptive coping, and academic resilience.

• Academic expectation stress

Academic expectation stress refers to the psychological strain experienced by students due to the demanding nature of academic expectations imposed upon them [ 6 ]. Teachers, parents, classmates, or even self-imposed pressures can all contribute to these expectations [ 7 ]. Fear of failure, the quest of high grades, competition, and the need to satisfy social or personal success criteria are all common causes of stress [ 4 ]. These expectations can be overwhelming, resulting in anxiety, self-doubt, and a lower feeling of well-being [ 6 ].

Academic expectation stress can have a substantial impact on students’ learning experiences. Excessive or chronic stress inhibits cognitive functioning, impairs attention and concentration, and disturbs memory processes [ 8 ], all of which are necessary for EFL learning. Students may also suffer diminished motivation, lower interest in learning activities, and a drop in academic achievement [ 8 ]. As a result, its negative consequences on academic performance might create a downward spiral, exacerbating EFL learners’ English learning challenges.

• Adaptive coping

Students may use a variety of coping mechanisms to overcome stressful situations when faced with academic expectation stress. Adaptive coping is one such strategy. It refers to the proactive approach of actively taking actions to eliminate or overcome stressors and reduce their impact [ 3 ]. Active and planning tactics are used in adaptive coping [ 3 ]. The active method entails taking the initiative to tackle challenges, make efforts, and systematically implement coping techniques [ 3 ]. The cognitive process of considering how to successfully deal with a stressor is referred to as planning. It comprises devising action-oriented plans, deliberating on the essential measures to solve the issue, and deciding the best strategy to deal with the situation [ 3 ]. Adaptive coping represents a coping approach that places great importance on assuming control and actively tackling stressors. It entails acknowledging the presence of stress, comprehending its nature and consequences, and purposefully taking measures to mitigate and conquer it [ 3 ]. The strategies employed in adaptive coping concentrate on effectively addressing the underlying causes of stress, while simultaneously cultivating the necessary skills to triumph over challenges. This method fosters a sense of self-assurance, fortitude, and personal empowerment when confronted with adversity [ 3 ].

• Academic resilience

Academic resilience is the capacity of students to successfully deal with difficulties, setbacks, and stressors while retaining a positive outlook, adaptability and perseverance [ 9 ]. Self-belief, self-control, optimism, and a growth mindset are among the psychological qualities possessed by resilient students [ 10 ]. Academic resilience can be nurtured and developed through supportive environments, healthy relationships, and targeted interventions [ 9 ].

Students who are resilient are more inclined to uphold a balanced outlook, establish objectives that are attainable, and tackle obstacles with a proactive mindset for finding solutions [ 11 ]. According to Martin & Marsh [ 12 ], academic resilience enables students to recover from setbacks and embrace efficient study techniques, resulting in enhanced scholastic achievements and a more gratifying learning journey.

Rationale for the study

The literature review exposes a research gap in terms of limited attention to certain variables in the context of language education. Prior literature elucidates the detrimental effects of academic expectation stress on students’ learning experiences and academic achievement. Excessive stress can disrupt cognitive functioning, impair attention, and disturb memory process, which in turn may adversely affect EFL learning. Understanding the impact of academic expectation stress on language learners is crucial for effective language instruction. In addition, previous literature also highlights the significance of adaptive coping and academic resilience. Adaptive coping strategies, as mentioned, are crucial for addressing stressors and assuming control. Academic resilience, with its emphasis on a positive outlook, adaptability, and perseverance, plays a pivotal role in students’ ability to recover from setbacks and enhance their learning performance. While existing research has laid a strong foundation for understanding these factors respectively, there’s a need to delve deeper into the associations between these factors and English proficiency. The associations between these variables have received limited attention in prior research on language education. This research intends to bridge this gap by investigating these variables and their potential influence on English proficiency. In particular, the present study aligns with the call made by Gardner [ 5 ] to explore novel variables in research on foreign language teaching and learning. By introducing a conceptual framework that incorporates these understudied factors, the research responds to the academic community’s call for a deeper understanding of the multifaceted nature of language learning. The research also seeks to address the identified research gap and provide a more comprehensive understanding of the dynamics involved in EFL learning. This knowledge will not only contribute to the field of language education but also benefit pedagogical practices that support learners in their pursuit of English proficiency.

From the perspective of the Self-determination Theory (SDT) by Ryan and Deci [ 13 ], psychological needs can affect people’s behavior and well-being. Individuals have the psychological needs of autonomy and competence, according to SDT [ 13 ]. English proficiency can be viewed as a vehicle through which students satisfy their competence need. The mastery of a language is a demonstration of competence, providing individuals with the ability to navigate an interconnected world. Academic expectation stress from teachers, parents, or peers may compromise students’ autonomy. The proactive nature of adaptive coping aligns with SDT’s emphasis on autonomy. In actively addressing stressors and taking control of the coping process, students are fulfilling their need for autonomy. Academic resilience, characterized by a positive outlook, adaptability, and perseverance, resonates with SDT’s emphasis on psychological well-being. As a research gap in understanding the underlying mechanisms of latent variables that may directly or indirectly impact students’ EFL learning outcomes has been identified, this research introduced and tested a novel conceptual framework inspired by the theoretical perspective of SDT. Ultimately, this study aims to address the identified gap and contribute to a more comprehensive understanding of the factors influencing EFL learning outcomes.

Theoretical underpinnings and hypothesis development

Academic expectation stress and learning outcomes.

The Transactional Model of Stress and Coping, proposed by Lazarus and Folkman [ 14 ], offers valuable insights into the relationships between academic expectation stress and learning outcomes. Lazarus and Folkman [ 14 ] assert that individuals evaluate stressors based on their cognitive appraisal, which comprises primary and secondary appraisals. Primary appraisal involves assessing the significance of the stressor, while secondary appraisal focuses on one’s ability to cope with it. In the context of academic expectation stress, students often appraise the stressor as significant and may question their ability to cope. According to Ang and Huan [ 15 ], this self-doubt can impair cognitive function, lessen their willingness to make efforts or engage, and ultimately have an effect on their learning outcomes. This self-doubt, combined with the emotional responses triggered by academic stress, can hinder concentration, information processing, and overall cognitive functioning [ 16 ]. This study therefore hypothesizes that academic expectation stress has a negative impact on EFL learners’ English proficiency. (Hypothesis 1)

Academic resilience and learning outcomes

The relationships between academic resilience and learning outcomes can be explained with the Social Cognitive Theory [ 17 ]. The reciprocal interactions between people, the environment, and behaviors are highlighted in the Social Cognitive Theory. This theory contends that motivation, perseverance, and academic success are all greatly influenced by self-efficacy, or people’s perceptions of their capacity to complete particular tasks or goals.

Academic resilience, which involves students’ capacity to successfully navigate academic difficulties, setbacks, and stressors while maintaining a positive attitude and perseverance [ 18 ], is closely related to self-efficacy. According to Cassidy [ 18 ], students with high levels of academic resilience are more likely to have a strong sense of self-efficacy, which can affect their motivation to work hard, persevere in the face of challenges, and use effective learning strategies. Improved learning outcomes may result from this increased motivation and engagement.

Additionally, social modeling and observational learning are emphasized in the Social Cognitive Theory [ 19 ]. Students with high academic resilience may observe and model the behaviors of resilient peers, teachers, or mentors. By witnessing others’ successful efforts to overcome obstacles, students can develop self-efficacy beliefs and ultimately enhance their learning outcomes. Hence, this study hypothesizes that academic resilience positively predicts EFL learners’ English proficiency. (Hypothesis 2)

Academic resilience as a mediator between academic expectation stress and academic performance

The Resilience Theory [ 20 ] offers valuable theoretical perspectives to explore how academic resilience may influence students’ ability to navigate stress and achieve optimal academic performance. The Resilience Theory [ 20 ] posits that individuals can adapt, thrive, and maintain positive functioning despite adversity. It emphasizes the dynamic process through which individuals harness their internal and external resources to cope with stress and overcome challenges. Resilience is not a fixed trait, but rather a malleable quality that can be fostered and developed [ 9 ].

Academic resilience may be crucial in mediating the connection between stress and academic performance in the context of learning. Academic resilience refers to a student’s capacity to overcome obstacles, stay motivated, and persevere [ 10 ]. Academic resilience can act as a protective factor and affect students’ academic performance when they are under high levels of academic expectation stress. Additionally, their resilience can mitigate the detrimental effects of stress on academic performance. Resilient students are more likely to see academic difficulties as growth opportunities rather than insurmountable obstacles. They view failures as temporary setbacks and maintain confidence in their abilities to overcome them [ 9 ]. This positive outlook and belief may ultimately lead to improved academic performance. Hence, this study hypothesizes that academic resilience mediates the relationship between academic expectation stress and EFL proficiency. (Hypothesis 3)

Adaptive coping as a mediator between academic expectation stress and academic resilience

The Cognitive-behavioral Theory [ 21 ] may illuminate the mediating role of adaptive coping in the relationship between academic expectation stress and academic resilience. The Cognitive-behavioral Theory emphasizes the interplay between individuals’ thoughts, emotions, and behaviors [ 21 ]. This theory posits that individuals’ thoughts and interpretations of events significantly influence their emotional and behavioral responses. By recognizing and modifying maladaptive thoughts and behaviors, individuals can enhance their well-being and cope with stressors more effectively [ 21 ].

In the context of academic expectation stress and academic resilience, adaptive coping can be viewed through the lens of the Cognitive-behavioral Theory. Students who engage in adaptive coping strategies actively challenge and reframe negative thoughts and beliefs associated with academic expectation stress. They may replace self-defeating thoughts with more adaptive and empowering thoughts.

By adaptively challenging and modifying their thoughts, students can regulate their emotional responses to academic expectation stress, reducing anxiety, and increasing their resilience. These cognitive changes can lead to adaptive behaviors in the face of challenges, ultimately enhancing their academic resilience. Therefore, this study hypothesizes that adaptive coping mediates the relationship between academic expectation stress and academic resilience. (Hypothesis 4)

The four hypotheses are conceptualized as a research model as shown in Fig.  1 . Four variables — academic expectation stress, adaptive coping, academic resilience, and perceived English proficiency — are examined in relation to one another in this study. Understanding how these factors interact and affect one another is the objective of the present study. This study aims to offer empirical evidence that quantifies the dynamics of these four variables by using a cross-sectional design in an EFL classroom setting at a university.

Conceptual framework

In order to examine the hypotheses and achieve the research objectives, this study employed a non-experimental research design to collect quantitative data. The study adopted a cross-sectional approach, engaging the involvement of college students who are currently enrolled in EFL courses. These students were invited to partake in a survey. The variables of interest were assessed through self-report measures, providing the participants with an opportunity to give their responses.

Participants

The sample consisted of 395 young adults who are currently enrolled in EFL courses offered by a university in Taiwan, including 200 females (50.6%) and 195 males (49.4%). The participants had four age groups, 150 of them belonged to the category of 18 years old (38%), 199 students belonged to 19 years old (50.4%), 26 students belonged to 20 years old (6.6%), while 20 students belonged to the age category of 21 years old or above (5%). Notably, the majority of the participants belonged to the 18–19 age groups, accounting for approximately 90% of the total sample.

The study and the survey process were thoroughly explained to the EFL students before they took part in the survey. Consent forms were provided to inform the students about the goals of the current research project and to invite their participation. It was emphasized that the research data would be kept confidential for research purposes only and that their responses would not have an impact on their course scores. The students were given the freedom that they could end the survey at any time. All data collected were anonymous, and it took students approximately 20 min to complete the entire survey. The research qualifies as being exempt from ethical approval because it involves the use of non-sensitive, completely anonymous educational survey when the participants are not defined as “vulnerable” and participation does not induce undue psychological stress or anxiety. It is worth noting that this study followed the ethical guidelines established by the university.

The Academic Expectation Stress Inventory (AESI) developed by Ang and Huan [ 15 ] consisting of nine items was used to measure the extent of academic stress resulting from personal expectations as well as those of parents and teachers. Each item in the scale is rated on a 5-point Likert scale, ranging from 1 (Never True) to 5 (Almost Always True). The total scores obtained from summing the item responses indicate the level of academic expectation stress, with higher scores indicating higher levels of stress. Ang and Huan [ 15 ] have established the AESI as a valid and reliable tool that has been successfully used among the adult population. This scale has been reported to possess good internal consistency (Cronbach’s α = 0.89) [ 15 ].

Adaptive coping strategies were assessed with the Adaptive Coping Scale (ACS) [ 3 ], which was derived from the active coping and planning subscales of the Coping Behavior Questionnaire (COPE) [ 3 ]. In the original study validating the COPE scale [ 3 ], the two subscales of Active Coping and Planning were found to converge into a single factor “adaptive coping”. Similar to the study by Thompson et al. [ 22 ], the author of the present study combined these two subscales to evaluate what was referred to as adaptive coping in this study. Students were asked to recall how they coped with academic expectation stress and rate each item on a four-point Likert scale, ranging from 1 (I usually don’t do this at all) to 4 (I usually do this a lot). A sample statement is “I take direct action to get around the problem.” Internal consistency for this scale has been reported to be α = 0.93 [ 22 ].

The Academic Resilience Scale (ARS) [ 9 ] was used to assess students’ capacity to proficiently handle setbacks, challenges, adversities, and pressures encountered within an academic environment. This scale has six items, and each of them is worded in a positive sense on a 5-point Likert scale, ranging from 1 (Never True) to 5 (Almost Always True). A sample item is “I’m good at bouncing back from a poor mark in my schoolwork.” This scale has been reported to possess good internal consistency (Cronbach’s α = 0.89) [ 9 ].

The participants’ perceived English proficiency was assessed using the Self-reported English Proficiency Scale (SEPS) [ 23 ], which consists of 12 items. This scale was developed based on previous studies conducted by Butler [ 24 ] and Chacon [ 25 ]. Participants rated each statement on a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score indicates a higher level of perceived English proficiency. An example item from the scale is “In face-to-face interaction with an English speaker, I can participate in a conversation at a normal speed.” The SEPS has demonstrated good internal consistency, with a Cronbach’s α coefficient of 0.85 [ 23 ].

Data analysis

This research involved an examination of demographic details, which are essential for testing the proposed relationships among study variables and validating theoretical propositions. To accomplish the objectives, SPSS v.27 was utilized.

To confirm that the collected data followed a normal distribution, values of skewness and kurtosis were examined and found to be approximately within the established criterions i.e., ± 1 or ± 2 [ 26 , 27 ]. Furthermore, multicollinearity was assessed, and all variables in the model displayed VIF values below 3, indicating the absence of significant multicollinearity [ 26 ]. Consistent with Kock’s [ 28 ] recommendation, VIF values below 3.3 suggest no common method bias. Descriptive analysis, employing mean (M) and standard deviation (SD), was conducted to assess the central tendency and variability of the responses. Additionally, correlations among the study variables were examined to evaluate the nature and strength of the interrelationships. See Table  1 for details on above.

Assessment of measurement model

Evaluation of the measurement model was done to assess the reliability and validity of the study scales. AMOS v.24 was utilized for this purpose. A four-factor confirmatory factor analysis (CFA) was conducted to examine the dimensionality and coherence of the ACS, AESI, ARS and SEPS factors [ 26 ]. In order to achieve the best possible fit between the data and the model, error terms were covariated based on modification index values exceeding 4 [ 26 , 29 ], as depicted in Fig.  2 . That four-factor model demonstrated a good fit, X 2 (984) / df (484) = 2.03 (< 3), RMR = 0.043 (< 0.08), TLI = 0.921 (> 0.90), CFI = 0.928 (> 0.90), and RMSEA = 0.051 (< 0.08). The acceptable criteria for these indices are provided in parentheses [ 26 ].

In addition to evaluating the model fitness indices, this study also ensured the reliability and validity of the measurement model through various additional procedures. Firstly, the factor loadings were examined, and items with factor loadings above 0.5 were kept (see Fig.  2 ). Cronbach’s alpha (CA) was also assessed, and all values exceeded 0.7, indicating satisfactory internal consistency. Composite reliability (CR) values were also above 0.7, further confirming the reliability of the measurement model. Convergent validity, assessed by the average variance extracted (AVE), exceeded 0.5 for all factors except for AESI and SEPS which had AVE values > 0.4. However, since their CR values were over 0.6, they were still considered acceptable [ 30 ].

Additionally, the study evaluated discriminant validity through the Heterotrait-Monotrait (HTMT) ratio, ensuring that all ratios were below 0.85 [ 26 ]. This analysis reinforced the appropriateness of the measurement model, establishing a strong foundation for hypothesis testing, as presented in Table  2 .

Measurement model diagram

Notes: ACS = Adaptive Coping Scale; AESI = Academic Expectation Stress Inventory; ARS = Academic Resilience Scale; SEPS = Self-reported English Proficiency Scale; circles = error terms; double-headed arrows = measurement error correlations

Assessment of structural model

Evaluation of the structural model (depicted in Fig.  3 ) was done to evaluate its fitness and facilitate hypothesis testing. Based on the model fitness indices, the four-factor structural model demonstrated a good fit, X 2 (1000) / df (485) = 2.06, RMR = 0.046, TLI = 0.919, CFI = 0.925, and RMSEA = 0.052 [ 26 ]. These results provided a strong basis for confidently testing the study’s hypotheses.

Hypothesis testing

Hypothesis testing was conducted using structural equation modelling, employing 2000 samples of bias-corrected bootstrapping with 95% confidence intervals (CI) comprising lower bound (LB) and upper bound (UB). As illustrated in Table  3 , the results revealed that AESI had a negative and significant impact on SEPS (B = − 0.167, p  =.014, 95% CI [-0.282, − 0.036]), which confirmed that H1 was supported. It was concluded that academic expectation stress had a significant and negative impact on EFL learners’ English proficiency. ARS had a positive and significant impact on SEPS (B = 0.359, p  =.001, 95% CI [0.227, 0.471]). Therefore, H2 was supported. It was concluded that academic resilience positively predicted EFL learners’ English proficiency. AESI had a negative and significant impact on SEPS through ARS (B = − 0.047, p  =.011, 95% CI [-0.097, − 0.009]). Thus, mediation occurred. H3 was also supported. It was concluded that academic resilience mediated the relationship between academic expectation stress and English proficiency. AESI had a positive and significant impact on ARS through ACS (B = − 0.102, p  =.013, 95% CI [-0.192, − 0.024]). Hence, again mediation occurred, so H4 was also supported. It was concluded that adaptive coping mediated the relationship between academic expectation stress and academic resilience.

Mediation analysis

While H3 was supported, the type of mediation was not determined based solely on the indirect effects. As indicated in Table  4 , the direct effect of AESI on SEPS was found to be significant (B = − 0.158, p  =.012, 95% CI [-0.275, − 0.037]), suggesting a case of partial mediation [ 31 ]. When ARS was introduced into the equation, the direct effect was decreased to B = − 0.047, meaning that ARS was able to lessen the negative impact of AESI on SEPS by 77.07% (indirect effect divided by total effect– 1). Sobel’s [ 32 ] test demonstrated that the indirect effect of AESI on SEPS via ARS was significant (z = -2.62, p  =.009), providing additional support for H3. Similarly, for H4 it was a partial mediation as direct effect was significant (B = − 0.158, p  =.012, 95% CI [-0.275, − 0.037]). ACS was able to lessen the negative impact of AESI on ARS by 60.77%. Sobel test also found to be significant (z = -2.84, p  =.005), so it provided an extended support to H4.

SEM path model

The statistical findings reveal that academic expectation stress negatively predicts the perceived English proficiency of EFL learners, while academic resilience has a positive effect on perceived English proficiency. Concurrently, the relationship between academic expectation stress and perceived English proficiency is partially mediated by academic resilience. This study also reveals the mediating role of adaptive coping in the relationship between academic expectation stress and academic resilience. There has been a lack of research simultaneously exploring the interrelationships among these four variables in the existing literature. This study aims to fill this research gap by investigating their interconnectedness. While previous studies have primarily examined the individual links between these variables, this study stands out as one of the first to explore their simultaneous interplay. By doing so, it offers valuable quantitative evidence to deepen our understanding of these four variables within the research framework.

The statistical results revealed a significant negative effect of academic expectation stress on perceived English proficiency. There could be a couple of explanations for this finding. According to MacIntyre and Gregersen [ 33 ], high levels of academic stress may increase anxiety and have a negative impact, which can impede language learning. Academic expectation stress can negatively affect a learner’s capacity to learn and use English by impairing cognitive functioning, attentional focus, and information processing [ 15 ]. Stress can also make learners fear failure and create a tendency toward perfection [ 34 ]. Individuals who are burdened by intense academic expectations may find themselves compelled to meet or surpass these demands. Consequently, they may develop a predisposition to avoid errors rather than actively immerse themselves in purposeful language practice. The apprehension of failure can act as a hindrance to the acquisition of language, inhibiting learners from embracing challenges or experimenting with the language.

The analysis also unveiled a notable and beneficial impact of academic resilience on EFL learners’ perceived proficiency in the English language. This finding is similar to the results of previous studies [ 35 , 36 ]. Academic resilience refers to the ability to rebound from setbacks and maintain motivated in the face of challenges [ 12 ]. It appears that EFL learners who possess a greater level of resilience are more likely to persist and exert effort in their language learning endeavors, even when confronted with difficulties. This sustained effort and motivation may contribute to an increase in language practice and involvement, which can ultimately lead to an improvement in the learners’ English proficiency. Moreover, resilient learners tend to possess a favorable perception of their academic capabilities [ 18 ], even when faced with obstacles. Having a higher level of self-efficacy may result in a heightened confidence in English language skills and a willingness to take on demanding language tasks. This positive mindset and self-belief may enhance the engagement of EFL learners in their language learning journey and positively impact the outcomes of English learning.

The relationship between academic expectation stress and English proficiency being mediated by academic resilience was also revealed in this study. Resilient learners may lessen the negative effects of academic expectation stress on EFL proficiency and advance positive English learning outcomes because they are more likely to perceive academic expectations stress as manageable and respond with proactive and effective strategies [ 20 ]. Additionally, as was already mentioned, students who are resilient tend to believe they are capable of overcoming obstacles and succeeding [ 18 ]. As learners with higher resilience are more likely to maintain confidence in their language learning abilities and persevere in the face of challenges, this positive self-belief can serve as a buffer against the detrimental effects of academic expectation stress.

The relationship between academic expectation stress and academic resilience was found to be mediated by adaptive coping, according to the statistical analysis. This finding can be explained with the Cognitive-Behavioral Theory [ 21 ]. Students may actively challenge and reframe unfavorable ideas and beliefs about academic expectation stress when they use adaptive coping strategies. In this process, self-defeating thoughts are swapped out for stronger, more empowering ones. Students can control their emotional responses to academic expectation stress by actively addressing and moderating their thoughts, which lowers anxiety and boosts resilience. When confronted with academic expectation stress, these cognitive changes and adaptive behaviors may ultimately improve their academic resilience.

Implications

For EFL education, the finding that academic expectation stress has a significant negative impact on English proficiency has educational implications. This finding emphasizes the need to address academic expectation stress as a potential obstacle to English proficiency. Teachers might think about implementing student-centered approaches [ 37 ], which encourage a nurturing and supportive learning environment where students feel more empowered and less under pressure from their teachers, parents or themselves. EFL teachers can foster language learning by addressing academic expectation stress, as well as create an atmosphere conducive to language learning in order to better learners’ English proficiency.

The finding that academic resilience has a significant and positive impact on English proficiency emphasizes the importance of recognizing and fostering academic resilience in language learning. EFL instructors should think about incorporating practices and strategies that can improve students’ resilience, such as giving learners the chance to set goals and develop self-regulated learning strategies [ 38 ]. EFL instructors can help students overcome obstacles, stick with their language learning efforts, and ultimately raise their English proficiency by fostering academic resilience.

Pinpointing academic resilience as a mediator between the stress of academic expectations and English proficiency shows the significance of acknowledging and cultivating academic resilience as a crucial element in enhancing EFL proficiency. By fostering academic resilience, EFL educators can support students in effectively managing the pressures of academic expectations, ultimately resulting in enhanced EFL proficiency.

Similarly, the mediating role of adaptive coping in the relationship between academic expectation stress and academic resilience also carries implications for EFL education. To enhance learners’ academic resilience, EFL teachers can consider implementing interventions that help learners develop adaptive strategies such as active and planning approaches [ 3 ] to cope with academic expectation stress.

Limitations

Like any research, it is important to recognize certain limitations of this study. Firstly, the reliance on self-report measures to assess the four variables introduces the possibility of response bias. Future investigations could benefit from incorporating objective measures and employing diverse research methods to gauge these variables. Moreover, the specific focus on EFL learners within the Taiwanese tertiary educational context may restrict the generalizability of the findings. Replicating the study in various learner populations and educational settings would offer additional perspectives on the interrelationship of these variables among EFL learners. Finally, for future researchers, there are still a few less explored psychological factors that could potentially influence EFL learning experience. One such factor is transpathy [ 39 , 40 ]. It means the amount of emotional and sensory involvement of the teacher [ 39 , 40 ]. Transpathy may affect students’ EFL learning experience. By incorporating transpathy into EFL research, future researchers can advance the field’s understanding of the complex dynamics of psychological factors at play in foreign language teaching and learning.

Thus far, there has been a lack of comprehensive understanding regarding the interplay between academic expectation stress, adaptive coping, academic resilience, and perceived English proficiency among university EFL learners. This study aims to fill this research gap and expand the current knowledge base in this particular population. Moreover, the findings of this research have significant implications for EFL teachers who strive to enhance their students’ English proficiency. The author anticipates that these findings will contribute to the existing literature in the fields of education and applied linguistics by providing a thorough examination of these variables among college students. By gaining deeper insights into these variables, university EFL learners can improve their English learning experiences, while EFL instructors can offer better support to their students in enhancing their English proficiency.

Data availability

All data collected is available from the corresponding author upon reasonable request.

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Kao, PC. Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency. BMC Psychol 12 , 158 (2024). https://doi.org/10.1186/s40359-024-01630-y

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DOI : https://doi.org/10.1186/s40359-024-01630-y

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Writing a Paper: Thesis Statements

Basics of thesis statements.

The thesis statement is the brief articulation of your paper's central argument and purpose. You might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable. Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.

Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison ("can reduce the expenses associated with employee turnover").

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper's assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School's antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like "ineffective" and "argue" show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information ("student interviews," "antibullying") further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick's (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning.

Here, the student has identified a particular type of leadership ("participatory leadership"), narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student's paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student's field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are "always alternatives" to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages' worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Thesis Mad Libs

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or "reports," rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position.

Read Kayla's blog post for tips on taking a stand in a well-crafted thesis statement.

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Parents' academic expectations, children's perceptions, and the reading achievement of children at varying risk

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• March 21, 2019
• Affiliation: School of Education
• The purpose of this study was to examine how parents' academic expectations, and children's perceptions of those expectations, are related to the reading achievement of elementary school students, and how these relationships may differ for students at varying risk for poor reading. The study included data from a sample of 94 third and fourth grade students and their primary caretakers. Standardized measures of reading achievement along with experimental measures of academic expectations were administered to participants. Data were analyzed with the overall sample, and for subgroups of students at lower and higher risk for poor reading achievement, n = 64 and 30, respectively. Results suggested that when parents' expectations and children's perceptions, represented by composite scores, were examined together in one model, only parents' reports of their academic expectations were significantly related to the reading achievement of the overall sample. While parents' reported expectations were significantly related to end of year reading achievement for the lower risk group, neither parents' reports nor children's perceptions were significantly related to the reading achievement of the higher risk group. When different definitions of parents' academic expectations were examined as individual contributors, as opposed to a composite score, parents' estimates of their children's reading performance as compared to peers was most predictive of children's reading achievement for the overall sample and for children at lower risk for poor reading. In contrast, only parents' expectations for how much their child would like reading compared to peers was significantly related to the reading achievement of children at higher risk for poor reading. Parents' academic expectations for children's report card grades in reading and future educational attainment were also examined; however, their influence was more limited. This study contributed to the parent expectation literature by examining both parents' academic expectations and children's perceptions in elementary school aged children, as well as in children at higher risk for poor reading. Further, examining multiple definitions for academic expectations in one analysis allowed for a comparison of those individual items most significantly related to reading achievement.
• December 2006
• https://doi.org/10.17615/1w7x-vs82
• Dissertation
• In Copyright
• Flowers, D. Lynn
• Open access
• October 19, 2010

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Hannah Ericson Finishes First Place in UGA Three-Minute Thesis Competition

Hannah Ericson, PhD candidate in Genetics, finished first place in the annual UGA Three-Minute Thesis Competition! The exercise develops academic, presentation, and research communication skills and supports the development of students’ capacities to effectively explain their research in language appropriate to an intelligent but non-specialist audience.

Master’s and doctoral students have three minutes to present a compelling oration on their thesis or dissertation topic and its significance. 3MT ® is not an exercise in trivializing or ‘dumbing-down’ research but forces students to consolidate their ideas and crystalize their research discoveries.

Currently enrolled master’s and doctoral students at the University of Georgia will be eligible to participate in 3MT ® . Graduates are not eligible. Students must present on the research that will culminate in either their master’s thesis or doctoral dissertation. Previous winners of the 3MT ® competition are not eligible to participate. Hannah's first place award is $1000.

Hannah Ericson

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Norway’s health minister resigns after plagiarism accusation in latest scandal to rock the Cabinet

Norwegian Minister of Health and Care Ingvild Kjerkol sobs during a press conference at the Prime Minister’s office SMK in Oslo, Norway, Friday April 12, 2024. Norway’s health minister resigned Friday, the second Norwegian government member to step down this year amid allegations they plagiarized academic works. (Cornelius Poppe/NTB Scanpix via AP)

FILE - Minister of Health and Care Ingvild Kjerkol sits in the parliamentary chamber in Oslo, Wednesday Jan. 17, 2024. The center-right opposition in Norway on Thursday called for the resignation of Norway’s Health Minister Ingvild Kjerkol after an academic plagiarism probe ruled that she cheated in her thesis from 2021. It was the latest case of unethical behavior in Prime Minister Jonas Gahr Store’s center-left government which took office in October 2021. (Ole Berg-Rusten/NTB via AP, File)

Prime Minister Jonas Gahr Store, right, looks at Norwegian Minister of Health and Care Ingvild Kjerkol during a press conference at the Prime Minister’s office SMK in Oslo, Norway, Friday April 12, 2024. Norway’s health minister resigned Friday, the second Norwegian government member to step down this year amid allegations they plagiarized academic works. (Cornelius Poppe/NTB Scanpix via AP)

Norwegian Minister of Health and Care Ingvild Kjerkol reacts during a press conference at the Prime Minister’s office SMK in Oslo, Norway, Friday April 12, 2024. Norway’s health minister resigned Friday, the second Norwegian government member to step down this year amid allegations they plagiarized academic works. (Cornelius Poppe/NTB Scanpix via AP)

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COPENHAGEN, Denmark (AP) — Norway’s health minister resigned Friday, the second Norwegian government member to step down this year amid allegations they plagiarized academic works.

Ingvild Kjerkol resigned a day after a probe by Nord University in Bodoe in northern Norway, where Kjerkol, handed in her master thesis in 2021, concluded that “there is a not insignificant amount of plagiarism in her master’s thesis.”

“We have come to the conclusion that Ingvild should resign as minister,” Prime Minister Jonas Gahr Støre told a press conference. He said the probe had concluded the plagiarism was “intentional.”

Kjerkoll said she and a co-author “did not intend to plagiarize other people’s assignments.”

“Although it hurts not to be believed, we have to deal with the fact that (the university) is of a different opinion,” she said at a joint press conference with Gahr Støre.

The 48-year-old Kjerkol has been in office since October 2021 when Gahr Støre presented a coalition government of his own Labor party and the junior Center Party.

Kjerkol is the second government member to be entangled in academic plagiarism allegations this year.

In January, Sandra Borch stepped down as minister for research and higher education after a student discovered that parts of Borch’s master’s thesis, including spelling mistakes, were copied without attribution from a different author.

Gahr Støre’s coalition has seen the departure of several ministers in recent months over other wrongdoings. In September, it was revealed that the husband of then Foreign Minister Anniken Huitfeldt had been trading in stocks for years behind her back and that could potentially enrich her.

In September, the ruling social democratic Labor party was defeated in local elections by the conservative Hoeyre, the main opposition party, for the first time since 1924. The party, which for decades was Norway’s largest party in local elections, came in second in the Sept. 11 elections for local councils in Norway’s 356 municipalities and 11 counties .