CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: academic self-concept</title> <meta name="description" content="Search results for: academic self-concept"> <meta name="keywords" content="academic self-concept"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="academic self-concept" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="academic self-concept"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2563</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: academic self-concept</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2563</span> The Role of Psychological Factors in Prediction Academic Performance of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Molaei">Hadi Molaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasavoli%20Davoud"> Yasavoli Davoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Keshavarz"> Keshavarz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhde%20Poordana"> Mozhde Poordana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed was to prediction the academic performance based on academic motivation, self-efficacy and Resiliency in the students. The present study was descriptive and correlational. Population of the study consisted of all students in Arak schools in year 1393-94. For this purpose, the number of 304 schools students in Arak was selected using multi-stage cluster sampling. They all questionnaires, self-efficacy, Resiliency and academic motivation Questionnaire completed. Data were analyzed using Pearson correlation and multiple regressions. Pearson correlation showed academic motivation, self-efficacy, and Resiliency with academic performance had a positive and significant relationship. In addition, multiple regression analysis showed that the academic motivation, self-efficacy and Resiliency were predicted academic performance. Based on the findings could be conclude that in order to increase the academic performance and further progress of students must provide the ground to strengthen academic motivation, self-efficacy and Resiliency act on them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/24763/the-role-of-psychological-factors-in-prediction-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2562</span> LACGC: Business Sustainability Research Model for Generations Consumption, Creation, and Implementation of Knowledge: Academic and Non-Academic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satpreet%20Singh">Satpreet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces the new LACGC model to sustain the academic and non-academic business to future educational and organizational generations. The consumption of knowledge and the creation of new knowledge is a strength and focal interest of all academics and Non-academic organizations. Implementing newly created knowledge sustains the businesses to the next generation with growth without detriment. Existing models like the Scholar-practitioner model and Organization knowledge creation models focus specifically on academic or non-academic, not both. LACGC model can be used for both Academic and Non-academic at the domestic or international level. Researchers and scholars play a substantial role in finding literature and practice gaps in academic and non-academic disciplines. LACGC model has unrestricted the number of recurrences because the Consumption, Creation, and implementation of new ideas, disciplines, systems, and knowledge is a never-ending process and must continue from one generation to the next. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=consumption" title=" consumption"> consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=generations" title=" generations"> generations</a>, <a href="https://publications.waset.org/abstracts/search?q=non-academics" title=" non-academics"> non-academics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/145923/lacgc-business-sustainability-research-model-for-generations-consumption-creation-and-implementation-of-knowledge-academic-and-non-academic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2561</span> Cultivating a Successful Academic Career in Higher Education Institutes: The 10 X C Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Zamir">S. Zamir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The modern era has brought with it significant organizational changes. These changes have not bypassed the academic world, and along with the old academic bonds that include a world of knowledge and ethics, academic faculty members are required more than ever not only to survive in the academic world, but also to thrive and flourish and position themselves as modern and opinionated academicians. Based upon the writings of organizational consultants, the article suggests a 10 X C model for cultivating an academic backbone, as well as emphasizing its input to the professional growth of university and college academics: Competence, Calculations of pain & gain, Character, Commitment, Communication, Curiosity, Coping, Courage, Collaboration and Celebration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20career" title="academic career">academic career</a>, <a href="https://publications.waset.org/abstracts/search?q=academicians" title=" academicians"> academicians</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=the%2010xC%20model" title=" the 10xC model"> the 10xC model</a> </p> <a href="https://publications.waset.org/abstracts/55602/cultivating-a-successful-academic-career-in-higher-education-institutes-the-10-x-c-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2560</span> Measuring the Academic Self-Efficacy of Undergraduates: The Role of Gender and Academic Year Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilani%20Sachitra">Vilani Sachitra</a>, <a href="https://publications.waset.org/abstracts/search?q=Udari%20Bandara"> Udari Bandara </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy beliefs provide the foundation for human motivation, well-being, and personal accomplishment. This study measured the levels of academic self-efficacy of undergraduates and also examined whether there any differences in academic self-efficacy with respect to gender and academic year. A structured questionnaire was employed to collect data from undergraduates who enrolled the Bachelor of Commerce degree programme at the University of Sri Jayewardenepura. The outcome of the study revealed that undergraduates lacked the confidence to ask and answer questions, seek help from lecturers, have a study plan and engage in academic discussion and note-taking. However, the findings also demonstrated that undergraduates were not hesitant about seeking help from friends, had confidence on meeting the deadlines and completing the degree within four years. Interestingly, females displayed higher academic self-efficacy than males. Specifically, the data were supported to conclude that there were significant differences in academic self-efficacy with respect to academic years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20year" title="academic year">academic year</a>, <a href="https://publications.waset.org/abstracts/search?q=bachelor%20of%20commerce%20undergraduates" title=" bachelor of commerce undergraduates"> bachelor of commerce undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/71035/measuring-the-academic-self-efficacy-of-undergraduates-the-role-of-gender-and-academic-year-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2559</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2558</span> Internet Use and Academic Procrastination Behavior in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endah%20Mastuti">Endah Mastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prihastuti%20Sudaryono"> Prihastuti Sudaryono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Internet usage and technology influences the academic behavior of students in high schools. One of the consequences is the emergence of academic procrastination behavior. Academic procrastination behavior is students’ procrastinate behavior in completing assignments. This study aimed to see whether there are differences in the duration of using the internet with academic procrastinate behavior among high school students in Surabaya. The number of research subject is 498 high school students. Instruments of the research are academic procrastination scale and duration of the internet usage questionnaire. The results from One Way Anova shows F value 0.241 with a significance level of 0.868 This demonstrates that there is no difference between the duration of the use of the Internet with academic procrastination behavior in high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20procrastination" title="academic procrastination">academic procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20internet%20usage" title=" duration of internet usage"> duration of internet usage</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/62382/internet-use-and-academic-procrastination-behavior-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2557</span> Role of Academic Library in/for Information Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20Rani">Veena Rani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the role of academic library in information literacy in the present time. Information is the very important aspect for the growth of any country. In this context information literacy is an essential tool in the development of various fields. Academic library is an essential part of university as well as of an institution. In Academic library we can include university library, college library as well as school library. Academic libraries are playing an important role for information literacy. Academic libraries provide excellent services for the benefit of students, teachers, researchers, and all those who are interested in education. All over the world many of the schemes, policies and services provide for information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20literacy" title=" tool literacy"> tool literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education "> higher education </a> </p> <a href="https://publications.waset.org/abstracts/32839/role-of-academic-library-infor-information-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2556</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2555</span> Understanding Non-Utilization of AI Tools for Research and Academic Writing among Academic Staff in Nigerian Universities: A Paradigm Shift</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Abdulkareem">Abubakar Abdulkareem</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Haruna%20Soba"> Nasir Haruna Soba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the non-utilization of AI tools for research and academic writing among academic staff in Nigerian universities using the perceived attribute of innovation theory by Rogers as a theoretical framework to guide the investigation. This study was framed in an interpretative research paradigm. A qualitative methodology and case study research design was adopted. Interviews were conducted with 20 academic staff. The study used a thematic analysis process to identify 115 narratives. The narratives are organized into five major categories and further collapsed into five theoretical constructs explaining the non-use of AI tools for research and academic writing. Findings from this study revealed some of the reasons for the non-utilization of AI tools for research and academic writing as lack of Awareness, perceived Complexity, trust and Reliability Concerns, cost and accessibility, ethical and Privacy concerns and, cultural and institutional factors, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-utilization" title="non-utilization">non-utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=AI%20tools" title=" AI tools"> AI tools</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20academic%20writing" title=" research and academic writing"> research and academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20staff" title=" academic staff"> academic staff</a> </p> <a href="https://publications.waset.org/abstracts/188291/understanding-non-utilization-of-ai-tools-for-research-and-academic-writing-among-academic-staff-in-nigerian-universities-a-paradigm-shift" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2554</span> Projectification: Using Project Management Methodology to Manage the Academic Program Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks">Adam Marks</a>, <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh"> Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maytha%20Al%20Ali"> Maytha Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research is rich with what criteria could be included in the academic program review processes, there is rarely any mention of how this significant and complex process should be managed. This paper proposes using project management methodology in alignment with the program review criteria of the Dickeson’s Prioritizing Academic Programs model. Project management and academic program review share two distinct characteristics; one is their life cycle, and the second is the core knowledge areas they use. This aligned and structured approach offers academic administrators a step-by-step guide that can help them manage this process and effectively assess academic programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title=" academic program"> academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review" title=" program review"> program review</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institution" title=" higher education institution"> higher education institution</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/79880/projectification-using-project-management-methodology-to-manage-the-academic-program-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2553</span> Intention Mediating Goal and Attitude Relationship with Academic Dishonesty among Undergraduate University Students, Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yayra%20Dzakadzie">Yayra Dzakadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The descriptive cross-sectional survey study assessed dishonest academic intention, mediating academic goals, and attitude relationship with academic dishonesty among university undergraduate students in Ghana. The target population for this study was all the final-year undergraduate students enrolled full-time in Ghanaian public universities. One thousand two hundred (1,200) undergraduate students participated in the study. Multistage sampling was used to select the sample for the study. A structured questionnaire was used to collect the needed data to test hypotheses. Structural Equation Modelling (PLS-SEM) was used for the analyses. The results revealed that academic goals and attitudes had direct and indirect effects on academic dishonesty behaviour. Also, academic intention was statistically a significant mediator in the relationship that academic goals and attitude have with academic dishonesty. It was concluded that when academic goals are high, it compels individual students to try new strategies, and when academic goals are low, the students would like to “cut corners” to meet expectations. It was also concluded that when the attitude towards academic dishonesty is low, students are more unlikely to form an intention to be academically dishonest. It is recommended that lecturers should make their students aware of the goals that need to be attained in their courses and provide them with feedback on goal progress. Students should set their proximal goals and enhance their commitment so that they avoid putting things off. Enforcement of rules and regulations against academic dishonesty must be fully adhered to since students’ positive attitudes can result in high intention, which would lead to academic dishonesty behaviour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intention" title="intention">intention</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20goals" title=" academic goals"> academic goals</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title=" academic dishonesty"> academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20university" title=" public university"> public university</a> </p> <a href="https://publications.waset.org/abstracts/152317/intention-mediating-goal-and-attitude-relationship-with-academic-dishonesty-among-undergraduate-university-students-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2552</span> Genre Analysis and Interview: Body Paragraphs of Student English Academic Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chek%20Kim%20Loi">Chek Kim Loi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports on a study examining the body paragraphs of English academic essays written by some ESL (English as a Second Language) undergraduate students. These students took English for Academic Purposes course for one semester at a public university in Malaysia. In addition to analyzing the communicative purposes employed in the sample, for triangulation of data, student participants were interviewed on their academic writing experience in their English for Academic Purposes (EAP) classroom. The present study has pedagogical implications in an EAP classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20paragraphs" title=" body paragraphs"> body paragraphs</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20purposes" title=" communicative purposes"> communicative purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20implications" title=" pedagogical implications"> pedagogical implications</a> </p> <a href="https://publications.waset.org/abstracts/55713/genre-analysis-and-interview-body-paragraphs-of-student-english-academic-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2551</span> Academic Writing vs Creative Writing for Arabic Speaking Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yacoub%20Aljaffery">Yacoub Aljaffery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20teaching" title="ESL teaching">ESL teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing ">academic writing </a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a> </p> <a href="https://publications.waset.org/abstracts/16224/academic-writing-vs-creative-writing-for-arabic-speaking-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2550</span> The Role of Time Management Skills in Academic Performance of the University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuduwage%20Lasanthika%20Sajeevanie">Thuduwage Lasanthika Sajeevanie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Success is very important, and there are many factors affecting the success of any situation or a person. In Sri Lankan Context, it is hardly possible to find an empirical study relating to time management and academic success. Globally many organizations, individuals practice time management to be effective. Hence it is very important to examine the nature of time management practice. Thus this study will fill the existing gap relating to achieving academic success through proper time management practices. The research problem of this study is what is the relationship exist among time management skills and academic success of university lecturers in state universities. The objective of this paper is to identify the impact of time management skills for academic success of university lecturers. This is a conceptual study, and it was done through a literature survey by following purposive sampling technique for the selection of literature. Most of the studies have found that time management is highly related to academic performance. However, most of them have done on the academic performance of the students, and there were very few studies relating to academic performance of the university lecturers. Hence it can be further suggested to conduct a study relating to identifying the relationship between academic performance and time management skills of university lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management%20skills" title=" time management skills"> time management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20lecturers" title=" university lecturers"> university lecturers</a> </p> <a href="https://publications.waset.org/abstracts/65744/the-role-of-time-management-skills-in-academic-performance-of-the-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2549</span> Academic Freedom Policy: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlin%20Killen">Marlin Killen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American Association of University Professors (AAUP) describes academic freedom as essential to the purposes of research and teaching. The importance of academic freedom as a bedrock foundation that supports the work of the professoriate cannot be overstated, and there have been innumerable challenges that have attempted to curtail it. These challenges come from a variety of sources that span legal, ethical, cultural, institutional, and professional perspective and are amplified by social media, traditional media, and political action efforts. Because of these challenges, the development of a comprehensive institutional policy on academic freedom that addresses the principles, practices, and appropriate responses to modern challenges can be a daunting task. This presentation will focus on a case study of a university’s effort to develop an updated, evolving policy on academic freedom that provides a framework and remedies for contemporary challenges to this critical function in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom" title="academic freedom">academic freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom%20policy" title=" academic freedom policy"> academic freedom policy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title=" higher education policy"> higher education policy</a> </p> <a href="https://publications.waset.org/abstracts/139552/academic-freedom-policy-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139552.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2548</span> Disaster Preparedness for Academic Libraries in Malaysia: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Juryiah%20Mohd%20Khalid">Siti Juryiah Mohd Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazlina%20Dol"> Norazlina Dol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic libraries in Malaysia are still not prepared for disaster even though several occasions have been reported. The study sets out to assess the current status of preparedness in disaster management among Malaysian academic libraries in the State of Selangor and the Federal Territory of Kuala Lumpur. To obtain a base level of knowledge on disaster preparedness of current practices, a questionnaire was distributed to chief librarians or their assignees in charge of disaster or emergency preparedness at 40 academic libraries and 34 responses were received. The study revolved around the current status of preparedness, on various issues including existence of disaster preparedness plan among academic libraries in Malaysia, disaster experiences by the academic libraries, funding, risk assessment activities and involvement of library staff in disaster management. Frequency and percentage tables were used in the analysis of the data collected. Some of the academic libraries under study have experienced one form of disaster or the other. Most of the academic libraries do not have a written disaster preparedness plan. The risk assessments and staff involvement in disaster preparedness by these libraries were generally adequate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title="academic libraries">academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20preparedness%20plan" title=" disaster preparedness plan"> disaster preparedness plan</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20management" title=" disaster management"> disaster management</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20plan" title=" emergency plan"> emergency plan</a> </p> <a href="https://publications.waset.org/abstracts/32629/disaster-preparedness-for-academic-libraries-in-malaysia-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32629.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2547</span> Knowledge Management in Academic: A Perspective of Academic Research Contribution to Economic Development of a Nation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hilary%20J.%20Watsilla">Hilary J. Watsilla</a>, <a href="https://publications.waset.org/abstracts/search?q=Narasimha%20R.%20Vajjhala"> Narasimha R. Vajjhala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology (ICT) has made information access easier and affordable. Academic research has also benefited from this, with online journals and academic resource readily available by the click of a button. However, there are limited ways of assessing and controlling the quality of the academic research mostly in public institution. Nigeria is the most populous country in Africa with a significant number of universities and young population. The quality of knowledge created by academic researchers, however, needs to be evaluated due to the high number of predatory journals published by academia. The purpose of this qualitative study is to look at the knowledge creation, acquisition, and assimilation process by academic researchers in public universities in Nigeria. Qualitative research will be carried out using in-depth interviews and observations. Academic researchers will be interviewed and absorptive capacity theory will be used as the theoretical framework to guide the research. The findings from this study should help understand the impact of ICT on the knowledge creation process in academic research and to understand how ICT can affect the quality of knowledge produced by researchers. The findings from this study should help add value to the existing body of knowledge on the quality of academic research, especially in Africa where there is limited availability of quality academic research. As this study is limited to Nigerian universities, the outcome may not be generalized to other developing countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20creation" title="knowledge creation">knowledge creation</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20research" title=" academic research"> academic research</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology "> information and communication technology </a> </p> <a href="https://publications.waset.org/abstracts/108778/knowledge-management-in-academic-a-perspective-of-academic-research-contribution-to-economic-development-of-a-nation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2546</span> Adjectives in Academic Discourse: A Comparative Study of Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beata%20Grymska">Beata Grymska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research studies on academic discourse focus in general on lexical bundles, epistemic modality markers, or interactions between writers and readers. Following the research into the written forms of the academic community, this study concentrates on adjectives in research articles. The study investigates the distribution of adjectives in research articles in two academic disciplines: linguistics and medicine. It is corpus-based in design and consists of 100 linguistic and 100 medical research articles all written in English. The aim of the study is to compare the distribution of adjectives between the two corpora and four main parts of articles: IMRD (Introduction, Methods, Results, and Discussion). The second aim is to see if the two corpora share common core adjectives, e.g., different, important, specific, and if there are discipline-specific adjectives. The further part of the paper elaborates on adjectives use in the corpora together with examples. The results indicate that the two corpora do not differ in the distribution of adjectives to a great extent. The occurrences of the most frequently used adjectives depend on the academic discipline of the research articles. The concluding part reflects upon the role of adjectives in academic discourse and also presents how corpora can be helpful in composing academic texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20texts" title=" academic texts"> academic texts</a>, <a href="https://publications.waset.org/abstracts/search?q=adjectives" title=" adjectives"> adjectives</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20analysis" title=" corpus analysis"> corpus analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20articles" title=" research articles"> research articles</a> </p> <a href="https://publications.waset.org/abstracts/87461/adjectives-in-academic-discourse-a-comparative-study-of-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2545</span> Applications of Internet of Things (IoTs) for Information Resources and Services: Survey of Academic Librarians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultan%20Aldaihani">Sultan Aldaihani</a>, <a href="https://publications.waset.org/abstracts/search?q=Eiman%20Al-Fadhli"> Eiman Al-Fadhli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internet of Things (IoTs) expected to change the future of academic libraries operations. It enables academic libraries to be smart libraries through, for example, the connection of the physical objects with the Internet. The implementation of IoTs will improve library resources and services. Therefore, this research aims to investigate the applications of Internet of Things (IoTs) for information resources and services. Understanding perceptions of academic librarians toward IoTs before adopting of such applications will assist decision-makers in academic libraries in their strategic planning. An online questionnaire was administered to academic librarians at Kuwait University. The findings of this study showed that academic librarians have awareness for the IoTs. They have strongly believed that the IoTs contributes to the development of information resources, services, and understanding of the user's information behavior. Identifying new applications of the IoTs in libraries was the highest possible reason for future adoption. Academic librarians indicated that lack of privacy and data penetration were the greatest problem in their future adoption of IoTs. Academic libraries need to implement the IoTs for enhancing their information resources and services. One important step in the success of future adoption is to conduct awareness and training programs for academic librarians. They also need to maintain higher security and privacy measurements in their implementation for the IoTs. This study will assist academic libraries in accommodating this technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title="academic libraries">academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20of%20things" title=" internet of things"> internet of things</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20resources" title=" information resources"> information resources</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20services" title=" information services"> information services</a> </p> <a href="https://publications.waset.org/abstracts/110227/applications-of-internet-of-things-iots-for-information-resources-and-services-survey-of-academic-librarians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2544</span> Human Relationships in the Virtual Classrooms as Predictors of Students Academic Resilience and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eddiebal%20P.%20Layco">Eddiebal P. Layco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to describe students' virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students' resilience and performance in their academics. The data were collected from 720 junior and senior high school or grade 7 to 12 students in selected state universities and colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students' academic relations with their teachers and peers have something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results in academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20classroom%20relationships" title="virtual classroom relationships">virtual classroom relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-pupil%20relationship" title=" teacher-pupil relationship"> teacher-pupil relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-relationship" title=" peer-relationship"> peer-relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title=" academic resilience"> academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/138837/human-relationships-in-the-virtual-classrooms-as-predictors-of-students-academic-resilience-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2543</span> Preparing Faculty to Deliver Academic Continuity during and after a Disaster</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20Houston">Melissa Houston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Political pressures, financial restraints, and recent legislation has led to administrators’ at academic institutions to rely upon online education as a viable means for delivering education to students anytime and anywhere. Administrators at academic institutions have utilized online education as a way to ensure that academic continuity takes place while campuses are physically closed or are recovering from damages during and after disaster. There is a gap in the research as to how to best train faculty for academic continuity during and after disasters occur. The lack of available research regarding how faculty members at academic institutions prepared themselves prior to a disaster served as a major rationale for this study. The problem that was addressed in this phenomenological study was to identify the training needed by faculty to provide academic continuity during and after times of disaster. The purpose of the phenomenological study was to provide further knowledge and understanding of the training needed by faculty to provide academic continuity after a disaster. Data collection from this study will help human resource professionals as well as administrators of academic institutions to better prepare faculty to provide academic continuity in the future. Participants were recruited on LinkedIn and were qualified as having been faculty who taught traditional courses during or after a disaster. Faculty members were asked a series of open-ended questions to gain understanding of their experiences of how they acquired training for themselves for academic continuity during and after a disaster. The findings from this study showed that faculty members identified assistance needed including professional development in the form of training and support, communication, and technological resources in order to provide academic continuity. The first conclusion from this study was that academic institutions need to support their students, staff and faculty with disaster training and the resources needed to provide academic continuity during and after disasters. The second conclusion from this study is that while disasters and other academic institution incidents are occurring more frequently, limited funding and the push for online education has created limited resources for academic institutions. The need to create partnerships and consortiums with other academic institutions and communities is crucial for the success and sustainability of academic institutions. Through these partnerships and consortiums academic institutions can share resources, knowledge, and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty" title=" faculty"> faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster" title=" disaster"> disaster</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20continuity" title=" academic continuity"> academic continuity</a> </p> <a href="https://publications.waset.org/abstracts/55081/preparing-faculty-to-deliver-academic-continuity-during-and-after-a-disaster" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2542</span> Comparing the Contribution of General Vocabulary Knowledge and Academic Vocabulary Knowledge to Learners' Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reem%20Alsager">Reem Alsager</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Milton"> James Milton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Coxhead’s (2000) Academic Word List (AWL) believed to be essential for students pursuing higher education and helps differentiate English for Academic Purposes (EAP) from General English as a course of study, and it is thought to be important for comprehending English academic texts. It has been described that AWL is an infrequent, discrete set of vocabulary items unreachable from general language. On the other hand, it has been known for a period of time that general vocabulary knowledge is a good predictor of academic achievement. This study, however, is an attempt to measure and compare the contribution of academic knowledge and general vocabulary knowledge to learners’ GPA and examine what knowledge is a better predictor of academic achievement and investigate whether AWL as a specialised list of infrequent words relates to the frequency effect. The participants were comprised of 44 international postgraduate students in Swansea University, all from the School of Management, following the taught MSc (Master of Science). The study employed the Academic Vocabulary Size Test (AVST) and the XK_Lex vocabulary size test. The findings indicate that AWL is a list based on word frequency rather than a discrete and unique word list and that the AWL performs the same function as general vocabulary, with tests of each found to measure largely the same quality of knowledge. The findings also suggest that the contribution that AWL knowledge provides for academic success is not sufficient and that general vocabulary knowledge is better in predicting academic achievement. Furthermore, the contribution that academic knowledge added above the contribution of general vocabulary knowledge when combined is really small and noteworthy. This study’s results are in line with the argument and suggest that it is the development of general vocabulary size is an essential quality for academic success and acquiring the words of the AWL will form part of this process. The AWL by itself does not provide sufficient coverage, and is probably not specialised enough, for knowledge of this list to influence this general process. It can be concluded that AWL as an academic word list epitomizes only a fraction of words that are actually needed for academic success in English and that knowledge of academic vocabulary combined with general vocabulary knowledge above the most frequent 3000 words is what matters most to ultimate academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title=" academic vocabulary"> academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20vocabulary" title=" general vocabulary"> general vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20size" title=" vocabulary size"> vocabulary size</a> </p> <a href="https://publications.waset.org/abstracts/82743/comparing-the-contribution-of-general-vocabulary-knowledge-and-academic-vocabulary-knowledge-to-learners-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2541</span> Predictors of Academic Dishonesty among Serially Frustrated Students in Ogun State, Southwest, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oyesoji%20Aremu">Oyesoji Aremu</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwo%20Williams"> Taiwo Williams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined some factors (academic self-efficacy, locus of control, motivation and gender) that could predict academic dishonesty among serially frustrated students in Ogun State, South West, Nigeria. Serial academically frustrated students are students who are unable to attain and meet academic expectations set by themselves or significant others. A sample of 250 undergraduate students selected from two faculties from a University in Ogun State,South West Nigeria took part in the study. Multiple regression analysis was employed to determine the joint and relative contributions of the independent variables to the prediction of the dependent variable. T-test was used to test the hypothesis determining the gender difference between the independent variables (academic self-efficacy, locus of control and motivation) and academic dishonesty of serial academically frustrated male and female students. The results of the study showed all the independent variables jointly contributed to predicting academic dishonesty, while only academic self-efficacy and motivation had relative contributions to the dependent measure. There was no significant difference in the academic self-efficacy and motivation among males and females on academic dishonesty of the serial academically frustrated students but locus of control showed a significant difference between male and female students on academic dishonesty. Implications for counseling of the findings are discussed in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title="academic dishonesty">academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=serially%20frustrated%20students" title=" serially frustrated students"> serially frustrated students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-efficacy" title=" academic self-efficacy"> academic self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/65363/predictors-of-academic-dishonesty-among-serially-frustrated-students-in-ogun-state-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2540</span> The Diverse Impact of Internet Addiction on College Students: An Analysis of Behavioral and Academic Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mozadded%20Hossen">Mozadded Hossen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the varied effects of internet addiction on college students, specifically examining the behavioral and academic outcomes. The widespread use of the Internet in academic settings has substantially impacted students' mental well-being and academic achievements. The study investigates the correlation between excessive internet usage and addiction, which manifests through symptoms including social isolation, anxiety, despair, and sleep disruptions. Additionally, the study examines the relationship between internet addiction and academic results, finding that kids with more severe addiction levels generally have lower academic performance, experience diminished focus, and show reduced involvement in academic tasks. The study intends to analyze the many consequences of internet addiction to gain insights into its ramifications. It also urges educational institutions to develop techniques that can reduce the negative impact of internet addiction and encourage healthier internet use among students. The results emphasize the necessity of implementing comprehensive measures to tackle the behavioral and academic difficulties caused by internet addiction among college students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20consequences" title=" behavioral consequences"> behavioral consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title=" social isolation"> social isolation</a> </p> <a href="https://publications.waset.org/abstracts/189424/the-diverse-impact-of-internet-addiction-on-college-students-an-analysis-of-behavioral-and-academic-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2539</span> Observational Study: The Impact of Neurotypical Peer Interactions on Social and Academic Success in Kindergarteners with down Syndrome in Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brenda%20Rodriguez">Brenda Rodriguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this observational study, we investigate a neurotypical peer's impact on both the social and academic success of a child with Down Syndrome in a kindergarten setting. The child with Down Syndrome experiences difficulty articulating words clearly and is paired with a classmate in various academic and social contexts over three weeks. Utilizing both qualitative and quantitative data, we aim to document any classroom interactions that may occur. The findings of this study will contribute to understanding how peer relationships facilitate academic achievement and will advance research on inclusive classroom practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20and%20social%20success" title="academic and social success">academic and social success</a>, <a href="https://publications.waset.org/abstracts/search?q=down%20syndrome" title=" down syndrome"> down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20classrooms" title=" inclusive classrooms"> inclusive classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20interaction" title=" peer interaction"> peer interaction</a> </p> <a href="https://publications.waset.org/abstracts/193328/observational-study-the-impact-of-neurotypical-peer-interactions-on-social-and-academic-success-in-kindergarteners-with-down-syndrome-in-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193328.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">17</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2538</span> Greening the Academic Library: Analysis of the Effectiveness of Sustainable Online Services Towards Reducing the Environmental Impact of Academic Libraries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=George%20Clifford%20Yamson">George Clifford Yamson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As institutions across the world become more focused on sustainability, academic libraries are considering ways to reduce their environmental impact. One strategy is the use of sustainable online services, which can reduce the need for physical materials and transportation. This study aims to analyze the effectiveness of sustainable online services in reducing the environmental impact of academic libraries. Using a mixed-methods approach, the survey will be used to solicit information from library staff and users to gather data on their attitudes towards sustainable online services and their usage patterns. A comparative analysis will be conducted on the costs of traditional library services versus sustainable online services. The findings of this study will contribute to the growing body of literature on green academic libraries and provide insights into the potential of sustainable online services to reduce the environmental impact of academic libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainability" title="sustainability">sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20sustainability" title=" environmental sustainability"> environmental sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title=" academic libraries"> academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20printing" title=" green printing"> green printing</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20copying" title=" green copying"> green copying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20services" title=" online services"> online services</a> </p> <a href="https://publications.waset.org/abstracts/171557/greening-the-academic-library-analysis-of-the-effectiveness-of-sustainable-online-services-towards-reducing-the-environmental-impact-of-academic-libraries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171557.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2537</span> Academic Performance and Therapeutic Breathing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abha%20Gupta">Abha Gupta</a>, <a href="https://publications.waset.org/abstracts/search?q=Seema%20Maira"> Seema Maira</a>, <a href="https://publications.waset.org/abstracts/search?q=Smita%20Sinha"> Smita Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores using breathing techniques to boost the academic performance of students and describes how teachers can foster the technique in their classrooms. The innovative study examines the differential impact of therapeutic breathing exercises, called pranayama, on students’ academic performance. The paper introduces approaches to therapeutic breathing exercises as an alternative to improve school performance, as well as the self-regulatory behavior, which is known to correlate with academic performance. The study was conducted in a school-wide pranayama program with positive outcomes. The intervention consisted of two breathing exercises, (1) deep breathing, and (2) alternate nostril breathing. It is a quantitative study spanning over a year with about 100 third graders was conducted using daily breathing exercises to investigate the impact of pranayama on academic performance. Significant cumulative gain-scores were found for students who practiced the approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=pranayama" title=" pranayama"> pranayama</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20breathing" title=" therapeutic breathing"> therapeutic breathing</a>, <a href="https://publications.waset.org/abstracts/search?q=yoga" title=" yoga"> yoga</a> </p> <a href="https://publications.waset.org/abstracts/19448/academic-performance-and-therapeutic-breathing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2536</span> Teaching Academic Vocabulary: A Recent and Old Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Fine-Meltzer">Sara Fine-Meltzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An obvious, but ill-addressed hindrance to reading comprehension in academic English is poor vocabulary. Unfortunately, dealing with the problem is usually delayed until university entrance. It is the contention of this paper that the chore should be confronted much earlier and by using a very old-fashioned method. This presentation is accompanied by vocabulary lists for advanced level university students with explanations concerning the content and justification for the 500-word lists: how they change over time in accordance with evolving styles of academic writing. There are also sample quizzes and methods to ensure that the words are “absorbed” over time. There is a discussion of other vocabulary acquisition methods and conclusions drawn from the drawbacks of such methods. The paper concludes with the rationale for beginning the study of “academic” vocabulary earlier than is generally acceptable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20vocabulary" title="academic vocabulary">academic vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=old-fashioned%20methods" title=" old-fashioned methods"> old-fashioned methods</a>, <a href="https://publications.waset.org/abstracts/search?q=quizzes" title=" quizzes"> quizzes</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20lists" title=" vocabulary lists"> vocabulary lists</a> </p> <a href="https://publications.waset.org/abstracts/154511/teaching-academic-vocabulary-a-recent-and-old-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154511.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2535</span> Chinese Doctoral Students in Canada: The Influence of Financial Status and Cultural Cognition on Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parts of Chinese doctoral students in Canada are facing significant academic pressure. The factors contributing to such pressure are diverse, including financial conditions and cultural differences. Students from various academic disciplines have been interviewed to investigate the factors that Chinese students consider when selecting Canada as a destination for doctoral studies, as well as to identify the challenges they face during their academic pursuits and the associated factors influencing their performance. The findings indicate that their motivations to pursue doctoral study in Canada are concluded as both push and pull factors. Financial conditions and cultural differences are critical factors affecting academic performance, with disciplinary variations in the degree of influence observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20doctoral%20students" title="Chinese doctoral students">Chinese doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20status" title=" financial status"> financial status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20cognition" title=" cultural cognition"> cultural cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/164053/chinese-doctoral-students-in-canada-the-influence-of-financial-status-and-cultural-cognition-on-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2534</span> Academic Entitlement And Grade Negotiation Styles Among Ug Students: A Correlation Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athira%20M.">Athira M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakasha%20G.%20S."> Prakasha G. S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rising prevalence of academic entitlement among school and college students necessitates a comprehensive investigation. This study focuses on discovering gender differentials in academic entitlement and their nexus with diverse grade negotiation behaviors within the undergraduate (UG) student cohort. Grade negotiation behaviors, encompassing a range from amicable discussions to more assertive tactics, are influenced by students' perceptions of their academic entitlement. The research delves into the broader significance of academic entitlement, considering its implications for student-teacher conflicts and the dynamics it introduces into the educational field. Employing a quantitative research approach, data from UG students is meticulously analyzed. Mann-Whitney U tests unveil pronounced gender difference in academic entitlement, with females demonstrating higher entitlement levels. Furthermore, the study unearths significant correlations between academic entitlement and specific negotiation styles, notably yielding and forcing strategies, albeit with minimal impact on academic performance. These findings provide a foundational understanding for educators and institutions to foster equitable learning environments and formulate effective conflict resolution strategies, ultimately elevating the quality of the educational experience. Moreover, this study opens avenues for future research, exploring interventions to enhance negotiation skills and diving deeper into the intricate dimensions of academic entitlement within academic life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20entitlement" title="academic entitlement">academic entitlement</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20negotiation" title=" grade negotiation"> grade negotiation</a>, <a href="https://publications.waset.org/abstracts/search?q=negotiation%20styles" title=" negotiation styles"> negotiation styles</a>, <a href="https://publications.waset.org/abstracts/search?q=student-teacher%20conflict" title=" student-teacher conflict"> student-teacher conflict</a> </p> <a href="https://publications.waset.org/abstracts/181915/academic-entitlement-and-grade-negotiation-styles-among-ug-students-a-correlation-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181915.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=85">85</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=86">86</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=academic%20self-concept&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>