Analyzing the factors affecting the prolongation in the years of graduate students’ study and its consequences

Author
Saeed Ghiasi Nodooshan
Allameh Tabataba'i University
Abstract
Objective: The purpose of this study is to identify the factors affecting the prolongation in the years of graduate students’ study and the consequences of this educational phenomenon.

Materials and Methods: The present study was conducted with the aim of identifying the factors affecting the increase in the academic years of postgraduate students and the consequences of this educational phenomenon. In this research, the qualitative method of theme analysis has been used. The statistical population of the study included postgraduate students with additional years of study, their supervisors, department heads and educational assistants of the faculties, from which 33 people were selected using purposive sampling method. In order to collect research data, three tools of interviewing, reviewing documents and reviewing the text of students' applications have been used. In the document review section, the files of the applicants for obtaining years in the Special Cases Commission from 12/15/94 to 3/27/96 were examined in a total number of 3224 cases. In order to analyze the data, after familiarizing with the data, primary codes were created and by searching and recognizing the themes, the network of themes was drawn and analyzed and then its report was compiled and presented in the form of a comprehensive classification. The validity and reliability of the data were checked by the members through the control method. The findings of the interviews identified two categories of extra-systemic and intra-systemic factors, which include a total of 28 causes.

Discussion and Conclusion: Extra-systemic factors in three categories of socio-economic, individual-family factors and extracurricular concerns and intra-systemic factors in four categories of unprofessional behavior of professors, dissertation writing problems, lack of training courses and scientific weakness Students and the weakness of the educational process and system were divided. Also, in reviewing the documents, 18 reasons were identified as the factor of prolonging the years, the most important of which were the executive problems of dissertations and dissertations, their illness and relatives, and the length of the approval process. 19 solutions were identified to improve this phenomenon, which are also presented in three categories: improving the quality of courses and aligning with the dissertation / dissertation, improving the educational and scientific process, and facilitating the dissertation / dissertation process. What is concluded is that the extension of the years of students with disabilities is due to several factors, some of which are at the disposal of the university and some of which are outside the university system and are affected by economic and social issues. From a systemic point of view, by solving these challenges, it is possible to reduce the number of academic years and improve the quality.

Keywords
Academic achievement
Graduate students
Prolongation in the years of students’ study
منابع:

Abesha, A. G. (2012). Effects of Parenting Styles, Academic Self-Efficacy, and Achievement Motivation on the Academic Achievement of University Students in Ethiopia By.
Aghamolaei, T., Zare, S., & Abedini, S. (1385). The quality gap of educational services from the point of view of students in Hormozgan University of Medical Sciences. Strides in development of medical education, 3(2), 78-85.
Afzali, M., Delavar, A., & Afzali, A. (1393). Meta Analysis of Thesises about Academic Failure. Journal of Educational Measurement, 5(17).
Alhajraf, N. M., & Alasfour, A. M. (2014). The impact of demographic and academic characteristics on academic performance. International Business Research, 7(4), 92.
Alivand Wafa, M. (1393). Investigating the relationship between critical thinking and academic achievement of Tabriz students. Master Thesis, Al-Zahra University.
Arabzadeh, M. M. (1386). Structures Affecting Students' Academic Success and Knowledge Ministry of Jihad Sazandegi Academic Year 85-86. Master Thesis, Faculty of Agriculture, University of Tehran.
Artino, A. (2009). Think, feel, act: motivational and emotional influences on military students’ online academic success. Journal comput High Educ, 21, 146- 166.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5): 518-528.
Atakhani, N. (1385). Investigating the relationship between students' opinions about some of the inputs of the educational system with their academic success at Payame Noor University, Gonbad Center. Master Thesis, Faculty of Educational Sciences, University of Tehran.
Alturki, S., Hulpuș, I., & Stuckenschmidt, H. (2020). Predicting academic outcomes: A survey from 2007 till 2018. Technology, Knowledge and Learning, 1-33.
Biabangard, I. (1393). Adolescent Psychology. Tehran: Islamic Culture Publishing Office.
Canfield, P. J. (2002). An interactive, student-centered approach to teaching large-group sessions in veterinary clinical pathology. Journal of veterinary medical education, 29(2), 105-110.
Conti, G. J., & Welborn, R. B. (1986). Teaching-learning styles and the adult learner. Lifelong Learning, 9(8), 20.
Davarinia, M., & Kian, M. (1398). Analysis of the fields of success and academic failure in university students, The Second National Conference on Social Injuries, Ardabil.
Džubur, A., Lisica, D., Abdulahović, D., & Ejubović, M. (2020). Impact of social and psychological factors on academic achievement of university students. Medicinski Glasnik, 17(1)
Eshetu, A. A. (2015). Parental Socio-Economic Status as a Determinant Factor of Academic Performance of Students in Regional Examination: A Case of Dessie Town, Ethiopia. African educational research journal, 3(4), 221-229.
Fuller, B. (2007). What school factors raise achievement in the Third World?. Review of educational research, 57(3), 255-292.
Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Gilar-Corbi, R., Pozo-Rico, T., Castejón, J. L., Sánchez, T., Sandoval-Palis, I., & Vidal, J. (2020). Academic achievement and failure in university studies: motivational and emotional factors. Sustainability, 12(23).
Goodarzi, M. A. (1392). Preparations for educational and curriculum. Tehran: Madsij Publications.
Claxton, C. S., & Murrell, P. H. (1987). Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Higher Education Report No. 4, 1987. Association for the Study of Higher Education, 1 Dupont Circle, Suite 630, Washington, DC 20036.
Halpern, F. (2012). Psychological wellbeing: Evidence regarding its causes and consequences. Office of Science and Innovation: Foresight Mental Capital and Wellbeing Project. Oxford: Oxford University Press.
Hassani, A. A., & Bazrafshan, M. (1397). Analysis of students' educational data with the aim of evaluating academic achievement using data mining approach (Case study: Faculty of Management and Industrial Engineering, Shahroud University). Journal of Management and Planning in Educational Systems, 11(2), 187-208.
Husén, T. (2000). a brief history of the international association for the evaluation of educational achievement (TEA). Assessment in Education: principles, policy & practice, 3(2), 129-141
Ismailpour, Mohammad; Naderi Shad, Shayan; Kobraei, Faezeh and Gholami, Bahareh (1394). Study of academic failure and some related factors from the perspective of students of Guilan University of Medical Sciences. Research in Medical Education, 9 (3), 65-7.
Kang’ahi, M., Indoshi, F. C., Okwach, T. O., & Osido, J. (2012). Teaching styles and learners’ achievement in Kiswahili language in secondary schools. International Journal of Academic Research in Progressive Education and Development, 1(3), 62-87.
Komarraja, M. Karau, S. J. Schmeck, R. R. (2016). Role of the big five personali traits in predicting collagestudent’s academic motivation and achievment, Learning and Individual Differences. 19, 47-52.
Koohi Nasrabadi, M., Navabipour, M., Ganji, M., & Wasfavi, S. M. (2013). Explain and the role of organizational factors in students' academic failure and control strategy, and its reduction in Kashan University. Quarterly of Organizational Culture Management. 11(3), 141.168.
Laight, D. W. (2004). Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style. Medical teacher, 26(3), 229-233.
Lee, C. L., & Mallik, G. (2015). The impact of student characteristics on academic achievement: Findings from an online undergraduate property program. Pacific Rim Property Research Journal, 21(1), 3-14.
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528.
Lindemann, R., Duek, J., & Wilkerson, L. (2001). A comparison of changes in dental students’ and medical students’ approaches to learning during professional training. European Journal of Dental Education, 5(4), 162-167.
Linen Brink, E.A & Pintrich, P.R, (2013). Motivation as enabler of academic success. School Psychology Review.31, 313-327.
Linver, M. R. Dauis, P.E., & Eccles, J. S..(2013). The influences of socio cultural and educational contexts on approaches to learning. National University of Singapore. 24,347-412.
Janzadeh, A. (1390). Investigating the factors influencing the academic achievement of public university students: An analysis of the cases of the Special Cases Commission and the opinions of student deputies. Journal of Higher Education. 3(3).
Madigan, D. J., & Curran, T.(2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students, Educational Psychology Review volume 33, pages387–405.
Mahmood, K., Maqbool, H., Zaidi, S. I. H., Ajid, A., Javaid, Z. K., & Mazhar, R. (2021). The Predictive Role of Social Support in Social Adjustment and Academic Achievement among University Students. Psychology and Education Journal, 58(5), 2745-2753.
Matthews, M. R. (2014). Science teaching: The contribution of history and philosophy of science. Routledge.
Miglietti, C. L., & Strange, C. C. (1998). Learning styles, classroom environment preferences, teaching, styles, and remedial course outcomes for underprepared adults at a two-year college. Community College Review, 26(1), 1-19.
Mohsenpour, B. (1386). The Role of Self-Efficacy, Strategic Learning and Sustainability in Academic Success in Mathematics for Third Year High School Students in Robotics. Educational Innovations Quarterly, 60(3), 9-35.
Namni, A., & Tale Pasand, Siavash. (1394). Presenting a Model for Predicting Academic Success for Master's Degrees Case Study: E-Learning Center of Iran University of Science and Technology, Quarterly of Management and Planning in Educational Systems. 8(15), 71-82.
Nowell A.; Hedges L.V., (2011): Trends in Gender Differences in Academic Achievement from 1960 to 1994: An Analysis of Differences in Mean, Variance, and Extreme Scores, Sex Roles, Volume 39, Numbers 1-2, , pp. 21- 43(23).
Nowruzzadeh, R. (1384). Higher applied science education centers in agriculture with emphasis on the agricultural sector. Tehran: Amirkabir Publications.
Okioga, C. K. (2013). The impact of students’ socio-economic background on academic performance in Universities, a case of students in Kisii University College. American International Journal of Social Science, 2(2), 38-46.
Olani, A. (2009). Predicting first year university students' academic success. Electronic Journal of Research in Educational Psychology, 7(3), 1053-1072.
Parand, Kourosh; Nirumand, Pourandokht; Faraji Armaki, Akbar; Alizadeh, Abolfazl; Ahdieh, Narges. (1392). Provide a proposed framework for skills training and empowerment of students with a competency - based approach. The first international conference on information technology industry and export.
Rajandran, K., Hee, T. C., Kanawarthy, S., Soon, L. K., Kamaludin, H., & Khezrimotlagh, D. (2015). Factors affecting first year undergraduate students’ academic performance. Sch. J. Econ. Bus. Manag, 2, 54-60.
Russel, A M. (2013). Clinical implications of attachment concepts: Retrospect and prospect. Journal of Child Psychology and Psychiatry, 4, 549–571.
Yeshimebrat, M., Alemayehu, B., & Firew, T. (2013). Factors affecting female students’ academic achievement at Bahir Dar University. J Int Coop Educ, 15(3), 135-48.
Yilmaz, R. (2020). Prospective Mathematics Teachers' Cognitive Competencies on Realistic Mathematics Education. Journal on Mathematics Education, 11(1), 17-44.
Yousef, D. A. (2012). Factors affecting academic performance of non-English speaking business students in quantitative courses: a study at a private university in the UAE. Journal of International Business Education, 7.
Sakız, H., Özdaş, F., Göksu, İ., & Ekinci, A. (2021). A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education. SAGE Open, 11(1), 21582440211003085.
Salehi, R., Abedi, M. R., & Nilforoshan, P. (1398). Developing a Conceptual Model of Academic Success: A Qualitative Study. Journal of Counseling and Psychotherapy Culture, 10 (38), 1-30.
Sedaqat, K., & Maleki, S. (1391). Organizational factors affecting the academic failure of Azad University students in Tabriz. Research plan approved by Azad University.
Stitt-Gohdes, W. L. (2003). Business Education Students' Preferred Learning Styles and Their Teachers' Preferred Instructional Styles: Do They Match?. Delta Pi Epsilon Journal, 43(3), 137-51.
Tabarsa, G., Hasanvand Mofrad, M., & Arefnezhad, M. (1391). Analysis and ranking factors affecting the improving educational quality with a case study in the University of Isfahan. Interdisciplinary Studies in the Humanities, 4(4), 53-74.
Tamanaeifar, M. R. (1389). The relationship between emotional intelligence, self-concept and self-esteem with academic success. Journal of Higher Education Research and Planning, 5(8), 99-113.
Tulbure, C. (2011). Do different learning styles require differentiated teaching strategies?. Procedia-Social and Behavioral Sciences, 11, 155-159.
Van de Schoot R, Yerkes MA, Mouw JM, Sonneveld H (2013) What Took Them So Long? Explaining PhD Delays among Doctoral Candidates. PLoS ONE 8(7): e68839.
Walizadeh, L. (1386). Relationship between learning characteristics and academic achievement of nursing and midwifery students. Iranian Journal of Medical Education. 4(6), 32-94.
Yousefi, A., Jamshid nejad, A., & Moatamed, N. (1397). Evaluation of Relationship between Academic Motivation and Achievement in Students of Zanjan University of Medical Sciences. Journal of Med Educ Dev, 11 (29), 54-62.