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The purpose of this paper is to predict academic outcome in math and math-related subjects using learning approaches and demographic factors.

ASSIST was used as the instrumentation to measure learning approaches. The study was conducted in the International University of Vietnam with 616 participants. An exploratory factor analysis, reliability, and correlation tests were performed before multiple regression analyses were carried out using SPSS 20.0. t-Tests to further discover relationships between learning approaches and demographic factors were also conducted.

Females are more inclined to strategic approach, but not deep or surface by comparison with males. There is no relationship between parental education and learning approaches. Students with math preference in high school have tendency to use deep and strategic approach, but stay away from surface in higher education. Surface approach and admission mark have relationships with academic outcome; but gender, parental education, and math preference in high school do not have.

This model can explain only 15.5 percent of the variation of academic outcome. In addition, it may not be applicable to predict academic outcomes of subjects which are not math related.

Surface approach has negative impact on academic outcome in math or math-related subjects, but the opposite is true for admission mark. Additionally, deep and strategic approach have no relationship with academic outcome.

This study aims to present revised models and a reconceptualisation of successful school principalship for improved student outcomes.

The study's approach is qualitative and quantitative, culminating in model building and multi‐level statistical analyses.

Principals who promote both capacity building and systems of accountability and evaluation, to the extent that their teachers perceive these two factors as characterising their schools, advance student empowerment, social development and academic achievement. Other success factors include student home educational environment, the values and beliefs of teachers, and principals' years in a school and hours worked. It is demonstrated that the negative effects of socio‐economic disadvantage can be moderated.

Insights are provided into how schools and their principals can best achieve a broad range of student outcomes. For example, the most direct route for a school to achieve academic success is the indirect route through fostering student social development. For successful practice, the challenge is to create synergistic effects; the accumulation of a number of effects developed with others over time in the same direction.

This study represents the culmination of a five‐year research journey on school principalship that improves student outcomes. It employs an in‐depth qualitative and quantitative methodology culminating in model building and powerful multi‐level statistical analyses. It is one of few studies available that examines most of the factors that may influence a school's success in three categories of student outcomes: academic achievement, social development, and student empowerment.

The aim of this paper is to describe how a college or university can develop the organizational capacity to focus on student learning outcomes. It seeks to show how the consistent application of this capacity would provide not only a response to external expectations, but also unexpected benefits that, when taken together, would create a significantly better academic institution.

Six years of research and development, primarily as part of an expanding collaborative endeavor between participating colleges/universities and an independent academic R&D firm, has provided a laboratory for iteratively creating and testing new academic processes and supporting technologies.

Five essential elements of outcomes assessment, when incorporated into a system‐supported academic process, can enable an institution to generate data on actual student learning directly out of its regular program wherever and whenever it chooses to do so, with seven significant benefits.

The organizational capacity described in this paper directly overcomes organizational invisibility of student achievement within its educational program – a century‐old deficiency within higher education.

Via an experimental approach, this study therefore seeks to examine the effects of outcome valence upon service perception in the higher education setting where academic services form the core service element. To further extend this inquiry, the purpose of this paper is to explore the carryover effect of these emotional states to a subsequent unrelated service encounter which is classified as a peripheral service element which is hedonic in nature.

By using a simulated laboratory experimental procedure involving 300 participants, the authors examined the extent to which a student’s feeling toward an online test result has a bearing upon the teaching evaluation and a subsequent service experience in a branded retail context.

The results gathered from this study highlight the variability of the carryover effect of outcome valence from a work-related service context that serves as incidental emotions to a subsequent unrelated service encounter which is hedonic in nature. From the results gathered, variations were observed in relation to the dynamics of outcome valence in affecting core service evaluation where teaching quality was assessed, and in the peripheral service context in the form of retail experience at a branded cafè. From the basis of these findings, the psychological role of retail stores operating in a valence-oriented industry such as the higher education is discussed in this study.

Essentially, this study contributes to the academic literature and managerial practices by extending the knowledge in the dynamics of valence and its impact upon service perceptions.

This study adopts a simulated experimental design to assess the transference effect of valence in specific service encounters. This methodological approach offers greater reliability compared to existing studies which undertake a retrospective approach via questionnaire survey to examine outcome valence in service experiences. The results from this study provide important managerial implications by assessing the impact of valence upon customer satisfaction ratings which are commonly used for performance appraisal of service staff members. Additionally, the outcome of this study potentially assist managers to account for incidental emotions which may have an impact upon customer’s service experience.

This study aims to examine the relationships between students’ psychological capital (PsyCap), social-contextual factors and study-related outcomes. Social-contextual factors are represented by two education-related variables: academic support and peer support. Three study-related outcome variables are included, namely, study engagement, academic performance and student well-being.

Students from different higher education campuses and academic programs in Norway participated.

PsyCap is directly related to the three study-related outcome variables. The relationship between PsyCap and academic performance is mediated by study engagement. The two social-contextual factors (academic support and peer support) are both related to PsyCap. Finally, PsyCap also mediated the relationship between the two social-contextual factors and the three study-related outcome variables.

Overall, the findings reveal that PsyCap has a key role in all study-related outcomes. Accordingly, managers of higher education institutions should take students’ PsyCap seriously and seek ways to intervene and manage the different resources embraced in the concept of PsyCap.

This study contributes to a relatively new but seemingly growing area of research in educational management, focusing on the role of student PsyCap.

The stress-coping model is extensively studied in the academic context. Past studies have primarily focused on different coping strategies adopted by students to overcome academic stress. However, an important question, how to equip students to cope with stress, was ignored. Drawing on stress-coping theory and the extracurricular activity (ECA) literature, the current study investigates the intervention of ECA participation on students’ coping, academic performance, and well-being in a natural setting.

The study follows a “cross-sectional post-test only quasi-experimental design” using a natural experimental setting.

The findings indicate that participation in ECA has a significant influence on academic outcomes. Different types of ECA participation influence well-being, whereas time spent on ECA positively affects academic performance. Further, the findings also indicate that involvement in ECA moderates the relationship between academic stress and coping.

The study results have practical implications for designing interventional ECA to enhance students’ academic outcomes and well-being.

The study indicates the effectiveness of ECA participation in dealing with academic stress and the development of constructive coping strategies. Hence, the authors advise the academic administrators to integrate ECA in the academic setting.

This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.

A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.

Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.

This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.

In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies.

While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

Recent preliminary research in secondary schools suggests that indicators other than the traditional performance outcome measures of school achievement can be used to differentiate between school performance. These indicators are student factors that have been associated with accepted notions of quality schooling outcomes, such as student attitude to school, their approaches to learning and their academic self‐concept. This study examined student survey data collected from 30 schools in rural and metropolitan South Australia, including independent and public schools. The nature and strength of the relationships between student factors and selected school variables were tested against a range of school outcome measures such as school retention, academic results and SACE (certification) completion. The implications of these results for the kind of teaching and learning environment that promotes valued school outcomes is explicated and discussed.

Discrimination is defined as negative or harmful behavior toward a person because of his or her membership in a particular group (see Jones, 1997). Unfortunately, experiences with discrimination due to racial group membership appear to be a normal part of development for African American youth. Discrimination experiences occur within a variety of social contexts, including school, peer, and community contexts, and with increasing frequency as youth move across the adolescent years (Fisher, Wallace, & Fenton, 2000; Seaton et al., 2008). Recent research with a nationally representative sample of African American 13–17-year olds revealed that 87% had experienced at least one racially discriminatory event during the preceding year (Seaton et al., 2008). Most of the research on the consequences of youths’ encounters with racial discrimination has focused on mental health outcomes (Cooper, McLoyd, Wood, & Hardaway, 2008), with surprisingly little work examining whether and through what mechanisms discrimination affects achievement motivation.