Barriers to Learning, Achievement, Institutional Identities and Professionalization

Authors

  • Miriam Aparicio National Council of Scientific Research (CONICET), Universidad Nacional de Cuyo (National University of Cuyo). Mendoza. Argentina

DOI:

https://doi.org/10.26417/ejser.v6i1.p78-87

Keywords:

Psychology - Barriers to Learning - Researches on Psychology of Education, Social, Health, Organizational Studies, Quality, University, Delay, Identities, Professionalization

Abstract

This study is part of the broader research program on University Quality Assessment. The aim was to go deep into the causes for delay in finishing studies in Argentina. This brings about a problem at the institutional and personal levels (disappointment, depression, frustration,…). In 1995 the Department of University Polices called for a contest to analyze the Causes for Dropout, and we won it. It had been preceded by another project (still in progress) dealing with graduates from different faculties. The combination of different factors (basic, personal, occupational, structural, institutional and psychosocial ones), concerning the 20 years of the UNCuyo and 6 Faculties/Study Courses (1987-2004; N 299 individuals) gradually showed which factors predicted different achievement levels, as well as the strongest underlying reasons of the individuals’ courses of action. The quantitative-qualitative method was applied. In this paper, we focus on a motivational factor: Fear of Failure; one of the predictive ones for delay along with others, as it showed differentiated profiles according to Academic Units and Courses of Studies (Disciplinary and institutional identities). The results are very relevant within a context in which delay in studies is quite evident. The intervention and support systems and Professionalization to improve University Quality and the students’ personal and professional achievement are necessary. Then, Performance, Identities and Professionalization comprise macroanalysis (national policies), mesoanalysis (questions differentiated as Academic Units), and microanalysis (individuals who are affected in their personal health and self-fulfillment due to the lack of non-disciplinary programs).

References

Adelman, C., 2004. Principal Indicators of Student Academic Histories in Post-Secondary Education, 1972-2000. Washington, DC: U.S. Department of Education, Institute of Education Sciences, http://www.ed.gov/rschstat/research/pubs/prinindicat/index.html.

Aparicio, M. (2005). Les facteurs psychosociaux en relation avec la réussite universitaire et professionnelle. 2nd PH.D thesis. 854 pp. Doctorat en Sciences de l’éducation. Université René Descartes. Paris V. Sorbonne, France.

Aparicio, M., 2006 a. Trayectorias universitarias. Un análisis a la luz de metodologías cuantitativas, ZETA, Mendoza.

Aparicio, M., 2006 b. Trayectorias universitarias: Un análisis a la luz de metodologías cualitativas, ZETA, Mendoza.

Aparicio, M. 2007a. Les facteurs psychosociaux à la base de la réussite universitaire et professionnelle: aspects psychologiques et organisationnels. Habilitation à diriger des recherches. Psychologie. Université de Lille3. France, November 2007.

Aparicio, M 2007b. Mobilité et réussite universitaires et professionnelles. Du niveau macro au niveau micro. Habilitation à diriger des recherches en Sciences de l’´Éducation. Université Paris X Nanterre, France, November 2007.

Aparicio, M. 2008. Causas de la deserción en Universidades Nacionales. San Juan: Edit. UNSJ (national award).

Aparicio, M. 2009a. La demora en los estudios universitarios. Causas desde una perspectiva cuantitativa. Mendoza: EDIUNC.

Aparicio, M. 2009b. La demora en los estudios universitarios. Causas desde una perspectiva cualitativa. Mendoza, EDIUNC.

Aparicio, M., 2009 c. Les facteurs psychosociaux et la réussite universitaire et professionnelle, ANRT, Lille, Université de Lille 3.

Aparicio, M., 2010. La evaluación de la Calidad del Sistema Universitario y de Empleo en su articulación ¿Hacia un paradigma sistémico transdisciplinario? Revista Iberoamericana de Educación (RIE), OEI, January 2010, 1-32.

Aparicio, M., 2012 a. La deserción universitaria y su relación con factores psicosociales. Revista Dialogo, 20, 28-39.

Aparicio, M., 2012 b. Trajectoires universitaires/professionnelles et identité. In J. Clénet, Ph. Maubant, D. Poisson (Eds.), Formations et professionnalisations: à l’épreuve de la complexité, L’Harmattan, Paris, 195-229.

Aparicio, M., 2012 c. Crise d’identité et devenir professionnel des étudiants qui sont engagés dans un doctorat en éducation/formation. Une approche comparative franco-argentine. Biennale internationale de l’éducation, la formation et des pratiques professionnelles, Cnam, París. July 4-6.

Aparicio, M. 2014 a. University Drop-Outs. A Systemic Play of Subjects, Institutions and Macro Contexts, Journal of Educational and Social Research, 4, 2, Special Issue – April. ISSN 2240-0524.

Aparicio, M., 2014 b. Satisfaction, Professional Mobility and Leadership in Academic-Scientific Organizations, Journal of Health Science, 2, 3, 135-145.

Aparicio, M., 2014 c. Postgraduate Level and its Impact on Academic Studies and Professional Careers, Social and Job Mobility and Identity. A Study about PhD Graduates and PhD Students at UNCuyo, in the Light of a sui generis Paradigm, Journal of Educational and Social Research, 4, 2, Special Issue – April.

Aparicio, M., Cros, F, 2015 a. Trajectoires et identités. Un avenir incertain pour les docteurs? L’Harmattan, Paris, Collection Education et Sociétés.

Aparicio, M. 2015 b. Identity, Weakening and Professionalization: A Study of Graduate and Postgraduate Students (1987-2002) in the Light of the Three-Dimensional Spiral of Sense Theory. In International Handbook of Professional Identities, A. M.Costa e Silva & M. Aparicio (Ed.). USA: Scientific & Academic Publishing, 121-156. ISBN 978-1-938681-35-6.

Aparicio, M. 2015 c. Towards a sui generis systemic theory: The Three-Dimensional Spiral of Sense. A Study in Argentina Applied to Identity and Professionalization (Article 1). Asian Academic Research Journal of Social Sciences & Humanities (AARJSH) [ISSN 2278 – 859X].

Aparicio, M. 2015 d. The Theory of the Three-Dimensional Spiral of Sense: An Application with special Reference to Identity and Professionalization in other Disciplinary Areas (Article 2) Asian Academic Research Journal of Social Sciences & Humanities (AARJSH) [ISSN 2278 – 859X].

Dweck, C.S. & Elliot, E. S. 1983. Achievement Motivation. In E.M. Hetherington (Ed). Handbook of Child Psychology and Social Development. New York. Wiley & Sons.

Frydenbarg, E., & Lewis, R., (1991). Adolescent Coping. The Different Ways in Which Boys and Girls Cope. Journal of Adolescent, 14, 119-133.

Henderson, N. & Milstein, M. 2003. Resiliencia en la escuela. Buenos Aires: Paidós.

Melillo, A., & Suárez Ojeda, E. (Eds.) (2003). Resiliencia. Descubriendo las propias fortalezas. Buenos Aires: Paidós.

Montero, I. & Alonso Tapia, J. (1992). Cuestionario Mape II. In J. ALONSO TAPIA. Motivación en la adolescencia: Teoría, evaluación e intervención. Madrid: Ediciones UAM.

Pascarella, E., 2001. Identifying Excellence in Undergraduate Education: Are we even Close? Change, 33(3), 19-23.

Pascarella, E., Terenzini, P., 1991. How College Affects Students: Findings and Insights from Twenty Years of Research, Jossey-Bass, San Francisco.

Pascarella, E., Terenzini, P., 2005. How College Affects Students: A Third Decade of Research (Vol. 2), Jossey-Bass, San Francisco.

Pintrich, P. R. & Schrauben, B. (1992). Students Motivational Beliefs and their Cognitive Engagement in Classroom Academia Task. In D. H. Shunk & J. L. Meece (Eds.), Student Perceptions in the Class-room. New Yersey: LEA.

Seligman, M. (1991). El optimismo es una ventaja y un placer que se adquiere. Buenos Aires: Atlántida.

?

Downloads

Published

2016-08-26

How to Cite

Barriers to Learning, Achievement, Institutional Identities and Professionalization. (2016). European Journal of Social Science Education and Research, 3(2), 76-89. https://doi.org/10.26417/ejser.v6i1.p78-87