"I WISH MY TEACHER WOULD KNOW…" – BEHIND STUDENT’S GRADES: THOUGHTS AND WELLBEING
Keywords:
grades, students’ wellbeing, teachers’ awareness,Abstract
The grade is, in mosteducational systems, a key concept with a strong short-term echo, which influences the student's dynamics in school, but also with a long-term one, through the emergence of attitudes such as those related to competition and social hierarchy. The study analyses quantitatively and qualitatively the factors that stand behind the grade. The participants are 48 students in their first year of university studies. Their grades are examined through their level of interest for a particular subject and through the importance they attach to a certain course having in view their future career. Also, grades are linked to wellbeing factors. Results show that the interest and importance for courses can directly explain the increase and decrease of marks, and the quality of sleep is an essential wellbeing factor that effects school outcomes.References
Ahrberg, K., Dresler, M., Niedermaier, S., Steiger, A., & Genzel, L. (2012). The interaction between sleep quality and academic performance. Journal of Psychiatric Research, 46(12), 1618–1622. https://doi.org/10.1016/J.JPSYCHIRES.2012.09.008
Becker, H. S., Geer, B., & Hughes, E. C. (2017). Making the Grade. Routledge. https://doi.org/10.4324/9780203786635
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413. https://doi.org/10.1080/02602938.2015.1018133
Bowers, A. J. (2011). What’s in a grade? The multidimensional nature of what teacher-assigned grades assess in high school. Educational Research and Evaluation, 17(3), 141–159. https://doi.org/10.1080/13803611.2011.597112
Dahlgren, L. O., Fejes, A., Abrandt-Dahlgren, M., & Trowald, N. (2009). Grading systems, features of assessment and students’ approaches to learning. Teaching in Higher Education, 14(2), 185–194. https://doi.org/10.1080/13562510902757260
Firestone, W. A. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43(2), 100–107. https://doi.org/10.3102/0013189X14521864
Jahanian, R. (2012). Educational evaluation: Functions and applications in educational contexts. International Journal of Academic Research in Economics and Management Sciences, 1(2), 2226–3624.
Lee, S.-A. (2018). Family structure effects on student outcomes. In Parents, Their Children, and Schools (pp. 43–76). Routledge. https://doi.org/10.4324/9780429498497-3
McClarty, K. L. (2015). Life in the Fast Lane. Gifted Child Quarterly, 59(1), 3–13. https://doi.org/10.1177/0016986214559595
Bhise, R. (2013). Importance of data mining in higher education system. IOSR Journal of Humanities and Social Science, 6(6), 18–21. https://doi.org/10.9790/0837-0661821
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. https://doi.org/10.1037/a0027268
Silva, M. R., Kleinert, W. L., Sheppard, A. V., Cantrell, K. A., Freeman-Coppadge, D. J., Tsoy, E., … Pearrow, M. (2017). The relationship between food security, housing stability, and school performance among college students in an urban university. Journal of College Student Retention: Research, Theory & Practice, 19(3), 284–299. https://doi.org/10.1177/1521025115621918
Stupnisky, R. H., Perry, R. P., Renaud, R. D., & Hladkyj, S. (2013). Looking beyond grades: Comparing self-esteem and perceived academic control as predictors of first-year college students’ well-being. Learning and Individual Differences, 23, 151–157. https://doi.org/10.1016/J.LINDIF.2012.07.008
Tierney, R. D., Simon, M., & Charland, J. (2011). Being fair: Teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75(3), 210–227. https://doi.org/10.1080/00131725.2011.577669
Whitton, D., Barker, K., Humphries, J., Nosworthy, M., & Sinclair, C. (2016). Learning for teaching : teaching for learning. Retrieved from https://researchdirect.westernsydney.edu.au/islandora/object/uws:37699/
Wolfson, A. R., & Carskadon, M. A. (2003). Understanding adolescent’s sleep patterns and school performance: a critical appraisal. Sleep Medicine Reviews, 7(6), 491–506. https://doi.org/10.1016/S1087-0792(03)90003-7
