Review the requirements of the Personal Academic Success Paper due in Week 4.
This Personal Academic Success Paper assignment requires each student to complete a rough draft of their Personal Academic Success Paper due in Week 4. Rough drafts are to include the thesis statement and all required topics in the rough draft.
The rough draft should discuss the strategies you will use for your own personal academic success and must include the following:
Review the Personal Academic Success Papr Rubric.
Entering a graduate program in nursing requires a significant amount of time and adjustment to your lifestyle. For this paper,
Personal Academic Success Paper Thesis Statement and Outline
anticipate how to adjust to the demands of this MSN program and plan strategies to be successful.
Write a 1,050- to 1,400-word paper on the strategies you will use for your own personal academic success.
Include the following:
- Learning styles
- Time and stress management
- S.M.A.R.T. goal setting strategies
- At least 3 S.M.A.R.T. goals for this course
- At least 3 S.M.A.R.T. goals for this degree program
- Your personal strategies for academic success
- At least 3 different peer reviewed sources with citations
Refer to the rubric for assignment criteria.
Format your paper consistent with APA guidelines.
Submit Personal Academic Success Paer assignment in Microsoft Word and APA format to the assignments area of the classroom.
Academic achievement has always been linked to the completion of summative tests as defined by learning outcomes.
However, according to York, Gibson, and Rankin (2015), the definition of this term is controversial because it has a “amorphous” identity that varies depending on subjective viewpoints.
Indeed, while academic success can be defined as the graduates’ ability to secure a professional job linked to their degree as evidenced by good assessment grades, it can also refer to the graduates’ ability to secure a professional role related to their degree.
York et al. define academic achievement as “academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills, and competencies, persistence, attainment of educational outcomes, and post-college performance” after reviewing the literature on the use of this terminology in various subject fields (p. 5).
Academic success is influenced by a variety of factors.
In the literature, academic achievement has been attributed to both student and instructor characteristics.
Mihaela (2015) believes that psychological elements, in addition to intellectual capacity, influence academic accomplishment.
This author concludes that there are significant personality differences between pupils with high achievement and those with low achievement after using personality testing.
Assertiveness, conscientiousness, and emotionality test scores were shown to be substantially linked with grades, indicating that students’ interpretations of their learning experience can lead to differing academic outcomes.
Furthermore, Busato, Prins, Elshout, and Hamaker (2000) claim that a student’s learning style and accomplishment motivation are linked to academic success, implying that personal traits are significant.
However, the quality of instruction is equally critical.
Higher education practitioners should promote a growth mindset in students and an internal locus of control, according to Naude, Nel, van der Watt, and Tadi (2016), ensuring that university settings stimulate the development of intrinsic motivation.
As a result, educators are responsible for instructing and instilling the development of these abilities through curricular elements that are purposefully included.
Assessments are a required part of university programs and have both a formative and summative purpose.
Traditional evaluation methods, such as tests, are less helpful in preparing students for employment than practical assignments with clearly articulated utility (Keppell & Carless, 2006).
If students are explicitly aware of how evaluations build on their current skill set and their relevance to their future career, they believe tests to be advantageous to their learning (Lynam & Cachia, 2017).
As a result, it is recognized that students are more likely to participate in the learning process if they can connect the assigned assignments to their career goals.
The research paper that has been presented is
The research questions were: What does academic success mean to university students?
What factors do students consider to be helpful in achieving academic success?
This study aims to provide guidance to higher education practitioners when developing teaching and learning activities, ensuring that a student-centered, engagement-promoting strategy is used.
The ethics committee at the University of West London’s School of Human and Social Sciences gave their clearance.
A qualitative approach was used, with focus groups serving as the data gathering method, and a semi-structured interview guide serving as a discussion starter.
A group of 16 Psychology undergraduate students volunteered to participate in one of three focus groups that lasted 1–1.5 hours each.
There were 5 males and 11 females between the ages of 19 and 53 (mean age: 29 years; mode: 19 years) who received a 2:1 on their assessments.
The data transcripts were then subjected to inductive thematic analysis (Braun & Clarke, 2013).
Data interpretation and analysis
Participants emphasized the process as much as the outcome when defining academic achievement, emphasizing the importance of personal and professional development.
These concepts are shown by the following student quotes.
… to believe that you are succeeding and growing as a person (fg1);… to understand who you are… and how you affect others…
(fg2);… collecting as much information as possible and implementing it in real life…, rather than doing well on a test.. (fg3).
To summarize participant students’ perceptions of what contributes to their academic achievement, two key themes, intrinsic and extrinsic variables, were discovered.
The thematic analysis resulting from the transcripts of the three focus groups is summarized in Table 1.
While a detailed discussion of the findings is beyond the scope of this work, the following is a summary of the data analysis and interpretation.
Themes, subthemes, and codes resulting from data analysis and interpretation are listed in Table 1.
Self-management, motivation, and personal abilities are examples of intrinsic elements.
Self-management is defined as taking responsibility for one’s own learning, dealing with setbacks, and understanding one’s own skills.
Participants stressed the need of being proactive, saying, “If you don’t grasp the task, go back to the lecturer, utilize the internet, or use literature.”
Stop blaming others and take responsibility for your own actions’ (fg3).
Motivation is also seen as an essential inherent component.
Academic success is preceded by a passion for the subject, a commitment to learn, and the creation of short and long-term objectives: ‘further education should be something that motivates you to keep continuing, keep researching, and keep informing yourself’ (fg2).
The development of personal abilities such as communication, professionalism, and learning how to manage their workload is the third intrinsic element:
‘Time management is… allocating time to some of the things you want to accomplish, while organization is forcing yourself to do something, making the decision’ (fg1).
Extrinsic factors, on the other hand, refer to the instructional methods and resources available.
The quality of resources, personnel availability, and feedback are all factors in the educational provision: “the professors are pretty good at reacting… they’re not giving you the answer… but it guides you in the correct path” (fg2).
Students, on the other hand, do not place all of the blame on their teachers.
They also want a strong support system outside of their tutors, such as their immediate family: ‘They are constantly behind me, they are always checking on my course work, my examinations, if I’m doing well, and that I have the books I need’ (fg1).
Their flatmates, course colleagues, and other social groups also provide support.
Furthermore, because most students are establishing their independence and learning to manage their own expenditures at this period of their lives, financial stability is a crucial extrinsic factor.
Extrinsic and intrinsic elements are intricately linked.
The educational environment, for example, enables for the practice and development of the personal skills essential for academic success.
Discussion and contemplation
The opening story was used as a springboard for conversation throughout the conference presentation.
The intricacy of academic accomplishment was acknowledged by all in attendance.
Beyond teaching the subject material, conference attendees came to the conclusion that comparable student attitudes are common throughout universities, and academics recognized their responsibility in students’ personal and professional development.
Professor Sir William Wakeham (2017), in his keynote talk at the conference, suggested that employability skills development is most effective when it is integrated into the degree program rather than offered as a stand-alone option.
Add-on activities are recognized by academics as an extra, optional, or superfluous event by some pupils.
As a result, it appears feasible that if activities that increase the intrinsic elements identified in this study are introduced into the course, students will be more likely to participate in them.
Students must be informed about the rationale, benefits, and expected outcome of these activities in order to encourage participation.
Engaging students in defining their definition of academic success opens up a window of opportunity for exploration and, as a result, planning of how they might achieve their objectives during their time at university and afterwards.
Different student groups’ needs can be met by tailoring the teaching and learning provision.