Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School.

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Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors 1Dieser Beitrag wurde unter der geschäftsführenden Herausgeberschaft von Jens Möller angenommen. (2011, background): “Ethnicity has been associated with achievement motivation factors assessed in the present study, with students from non-English speaking backgrounds (NESB) in Australia reflecting more positive motivational profiles on some factors (Martin, 2010) but not on others (Martin, 2010).”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “A wide range of academic and nonacademic indicators are required to understand more of the totality of students’ development in the context of the structures or systems under investigation (Martin, 2009, 2010).”
Adaptability, engagement and academic achievement at university (2017, background): “may become more ‘success-oriented’ (Covington, 1992), and they may have a more positive outlook on mistakes/failures as ‘challenges’ (Martin, 2010).”
Differences in resilience between ‘traditional’ and ‘non-traditional’ university students (2017, background): “However, research findings on the connections between university deferral and students’ outcomes, ranging from personal growth to successful degree completion, have been inconclusive (Curtis, 2014; Martin, 2010; Martin et al., 2013; Parker et al., 2015).”