Sleep is for losers. Kush Thaker, 17, doesn’t say so explicitly – he’s a student politician, after at all – but it’s clear that he has been sold on the awake-is-great ethos of modern society. Pulling an all-nighter is “glorified.” The notion that he may spend one-third of his life sleeping is “daunting.” He admires the entrepreneurs whose “brilliant ideas strike at 4 a.m.” High achievers, he explains, “are expected to forgo sleep.”
In the 1960s, the legendary psychologist Albert Bandura rejected the view that learning is passive. Instead he emphasized the importance of the active use of learning strategies. Today, Bandura’s legacy lives on, and has been extended in exciting new directions. Grounded in Bandura’s pioneering research, in 1986 Barry Zimmerman and Martinez Pons published a paper that helped spur an entire new field of study on self-regulated learning strategies. Zimmerman and Pons interviewed 40 tenth-grade students who were on a “high achievement track” and compared their responses against those of 40 tenth-graders who were in “lower achievement tracks.”
National survey of post-secondary students in Canada shows stress and anxiety are major factors in mental health
Ninety per cent of students surveyed said they were overwhelmed by the demands of their academic careers. It’s official. Canadian university students are boring. They may think they’re all party animals, going hard on drugs and booze. But, according to the first-ever nationwide health survey of post-secondary students in Canada, a third of them say they haven’t had a drink in a month and the majority have never smoked a cigarette or marijuana.
If middle school is miserable – think pimples and puberty – then, according to the survey released by the Toronto District School Board this week, it really goes downhill in high school. Along with the expected news that a good chunk of the city’s teenagers surveyed are anxious, sleep-deprived and stressed , one of the […]
Report cards, progress reports and parent-teacher conferences can be just as stressful, if not more, for you than for your child. No doubt you’ve been pushing and encouraging every day. You’ve set rules and you’ve done your best to make success possible. But maybe something about school just isn’t clicking.
When you’re reaching the point […]
Anthony Vo, a second-year medical student at the University of Ottawa, says he logs up to three hours of studying for every hour his classmates hit the books. But it’s not because he is a keener.
Vo, 22, has learning disabilities. […]
For students with attention-deficit/hyperactivity disorder, or ADHD, making the transition to college can be especially difficult. But by adopting certain strategies, such as sticking to a structured daily schedule and tapping into the university's disability support services, freshman with ADHD can do well, according to experts and teens with the condition.
"It’s raining kids in my office,” says Roy Boorady, Ph.D., assistant professor of child and adult psychiatry at New York University’s School of Medicine and Child Study Center. Every spring, psychologists who do neuropsychological testing are inundated with middle- and high-school students who are floundering. And the reasons for their visits are usually the same: They find it hard to navigate the swift currents of their educational environments.
Reasons for Non-Completion of Postsecondary Education and Profile of Postsecondary Dropouts – May 2008
Critical Review of Literature
The main function of the literature review in the present analysis is to provide a theoretical framework that guides the selection of variables as predictors of dropping out of postsecondary education. To set the stage for the present analysis, a brief review of the issue of dropping out […]
Quantifying the Effectiveness of Coaching for College Students with Attention Deficit/Hyperactivity Disorder
Researchers from Wayne State University in Michigan conducted the study over two years in 10 universities and community colleges throughout the country and tracked the progress of 110 students with ADHD. It is the largest and most comprehensive study of ADHD coaching conducted to-date. The research team measured students’ progress through both quantitative and qualitative analysis and determined that the Edge coaching model was highly effective in helping students improve executive functioning and related skills as measured by the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002).