Adapting Tinto's Framework: A Model of Success and Failure in a Middle Eastern Transnational Setting

Autor/in	Holden, Caroline
Titel	Adapting Tinto's Framework: A Model of Success and Failure in a Middle Eastern Transnational Setting
Quelle	In: Studies in Higher Education, 43 (2018) 6, S.1002-1019 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1212004
Schlagwörter	Guidelines; Dropouts; Longitudinal Studies; Medical Schools; Academic Failure; Qualitative Research; Learning Strategies; Academic Achievement; Medical Students; Models; Self Efficacy; Metacognition; Risk; Student Motivation; Secondary Education; Student Adjustment; Foreign Countries; International Education; Bahrain + Suchen Sie Ihr Suchwort? Richtlinien; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Medizinische Ausbildung; Qualitative Forschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Risiko; Schulische Motivation; Sekundarbereich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Internationale Erziehung
Abstract	This study utilises [1993. "Leaving College: Rethinking the Causes and Cures of Student Attrition." 2nd ed. Chicago: University of Chicago Press] theoretical framework, known as the Model of Longitudinal Departure, to investigate success and failure in foundation year medical school in a Middle Eastern transnational location. This article arises from the qualitative stage (N = 13) of a mixed methods research project. The research investigates the student and staff perspectives of academic success and failure, and identifies factors that influence student academic transition in foundation year medical school. The research constructs a notion termed the 'state of realisation', this is the point at which students recognise and implement learning strategies associated with third-level learning success. The research refines Tinto's 1993 model into an appropriate framework for this transnational setting named the Model of Academic Success and Failure in a Transnational Context. It is within this framework that the constructed notion of the 'state of realisation' is situated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01