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dc.contributor.authorLizzio, Alfred
dc.contributor.authorWilson, Keithia
dc.date.accessioned2017-05-03T12:44:02Z
dc.date.available2017-05-03T12:44:02Z
dc.date.issued2013
dc.date.modified2014-06-17T04:51:12Z
dc.identifier.issn14703297
dc.identifier.doi10.1080/14703297.2012.760867
dc.identifier.urihttp://hdl.handle.net/10072/60411
dc.description.abstractThe widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing their ongoing capabilities for self-regulation around challenging assessment tasks. Commencing students who failed or marginally passed their first piece of university assessment were invited to participate in a two-stage process: independently completing a reflective workbook designed to help them understand the reasons for their assessment performance, followed by a structured consultation with their tutor to identify improvement goals and strategies. Students undertaking the academic recovery process achieved higher pass rates for the second assessment item and for the course overall than a comparative group of students who did not participate. Findings indicate that a self-regulation-based intervention can contribute to students' academic persistence and success. Importantly, students experienced the intervention as providing insight into their underperformance on assessment and developing their capacity for metalearning.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom109
dc.relation.ispartofpageto120
dc.relation.ispartofissue2
dc.relation.ispartofjournalInnovations in Education and Teaching International
dc.relation.ispartofvolume50
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390303
dc.titleEarly intervention to support the academic recovery of first-year students at risk of non-continuation
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.hasfulltextNo Full Text
gro.griffith.authorLizzio, Alfred J.
gro.griffith.authorWilson, Keithia K.


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