profile chartsUnderstanding the profile charts
- The profile charts display the collective results from each respondent's QNR replies to the stem statements that made up the 6 Likert Scales.
- Each scale is attempting to measure each of the 6 constructs:
- Learning related emotions - a high score on the LRE scale is suggesting that the respondent is embarrassed to ask for help and unlikely to use learning support services due to feelings of 'difference' which outweigh a desire for help; they may feel guilty about their learning challenges and may think that their student-peers have a less than supportive perception about their difficulties, perhaps regarding them as excuses for laziness or some other negative attribute. A high score also may indicate a respondent who finds it hard to settle down to their studies, who dwells on their own difficulties, has low levels of self-assurance and a generally introspective self-concept more focused on difficulties than successes - in short, presenting a high level of academic despondency;
- Anxiety regulation and motivation - a high score on the ARM scale indicates a respondent who is able to concentrate well, who has stable anxiety levels which aren't impacted much by learning challenges and who is aware of and uses learning strengths positively. This respondent rarely experiences frustration when studying, feels study-confident and well-motivated in the company of their learning peers and possibly relishes their studies even more when they become more challenging. Generally, a high score is indicating a learner who is at ease with the challenges of study, is well-motivated and is likely to have a high expectation of success.
- Academic self-efficacy - a high score on the ASE scale indicates a respondent who believes that planning and organizing their study processes impacts positively on academic output; they recognize their learning strengths and use them effectively, particularly in creative and innovative ways; they pay little regard to their learning challenges or may consider that they don't have any; they approach their written work with a high expectation of success, manage their studies perfectly adequately on their own and rarely seek help;
- Self esteem - a high score on the SE scale indicates a respondent who has a strongly positive sense of their academic worth, that they regard themselves as 'good' at studying, perhaps even thinking of themselves as academically talented. They strongly believe that they can achieve just as much as anyone else, they approach written tasks with enthusiasm and seldom feel any sense of hopelessness when tackling academic work.
- Learned helplessness - a high score on the LH scale indicates a respondent who believes that they have very little control over their academic achievement. They are probably surprised when their effort produces a good grade and are most likely to believe that this is more down to luck than any effort on their part. When starting new topics, they approach the work believing it is most likely going to be too difficult for them and that however hard they might try, this effort is unlikely to make much difference to the results they expect to gain. They believe that their learning challenges impact negatively on their academic progress.
- Academic procrastination - a high score on the AP scale indicates a learner who frequently puts off getting started on assignments, generally has to work right up to the submission deadline or has to request extra time to finish and believes that they would probably achieve better results if they didn't have to rush to finish assignments. They readily admit that they often find other things to do rather than focus on the demands of their academic studies.