Sample records for academic examination requirements

  1. Influence of music training on academic examination-induced stress in Thai adolescents.

    PubMed

    Laohawattanakun, Janejira; Chearskul, Supornpim; Dumrongphol, Hattaya; Jutapakdeegul, Nuanchan; Yensukjai, Juntima; Khumphan, Nipaporn; Niltiean, Songwit; Thangnipon, Wipawan

    2011-01-10

    Several pieces of evidence suggest that academic examinations fulfill the classical requirement of a psychological stressor. Academic examinations represent a stressful challenge to many students, but studies on examination-dependent corticosteroid response, a sensitive physiological indicator of a stress response, are inconsistent. In addition, several studies showed that music can decrease cortisol and adrenocorticotropic hormone (ACTH) levels, and other studies have found that music also may enhance a variety of cognitive functions, such as attention, learning, communication and memory. The present study investigated cortisol response in saliva of Thai adolescents taking academic examinations and analyzed the differences of the stress response between musician and control subjects. Also, we observed whether the academic examination-dependent corticosteroid response affected learning and memory in the test subjects, which comprised 30 musician and 30 control students, age ranging from 15 to 17 years. Mathematical examinations were used as the stressor. Pre- and post-academic examination saliva cortisol levels were measured including self-estimated stress levels. Results showed that the pre-academic examination saliva cortisol concentrations of the musician group are significantly lower than those of the control group, whereas there is no difference in the stress inventory scores. Interestingly, among students with grade point average (GPA) of >3.50, pre-academic examination cortisol levels are significantly lower in the musician compared with control group. This study suggests that under academic examination-induced stress condition, music training can reduce saliva cortisol level in Thai adolescents. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  2. Physical Examination for the Academic Psychiatrist: Primer and Common Clinical Scenarios.

    PubMed

    Azzam, Pierre N; Gopalan, Priya; Brown, Jennifer R; Aquino, Patrick R

    2016-04-01

    As clinical psychiatry has evolved to mirror the patient care model followed in other medical specialties, psychiatrists are called upon increasingly to utilize general medical skills in routine practice. Psychiatrists who practice in academic settings are often required to generate broad differential diagnoses that include medical and neurologic conditions and, as a result, benefit from incorporating physical examination into their psychiatric assessments. Physical examination allows psychiatrists to follow and to teach patient-informed clinical practices and comprehensive treatment approaches. In this commentary, the authors encourage routine use of a targeted physical examination and outline common scenarios in which physical examination would be useful for the academic psychiatrist: delirium, toxidromes, and unexplained medical conditions (e.g., somatic symptom disorders).

  3. Required Academic Proficiency (RAP) Program: Final Report.

    ERIC Educational Resources Information Center

    Ronacher, Karl; And Others

    The Required Academic Proficiency (RAP) program was established by the Houston (Texas) Independent School District to reduce and remediate the academic failure of students. The purpose of the RAP program was twofold: (1) to provide supplemental instruction to students identified as being at risk of failing academic subjects; and (2) to provide…

  4. Motivational predictors of coping with academic examination.

    PubMed

    Doron, Julie; Stephan, Yannick; Maiano, Christophe; Le Scanff, Christine

    2011-01-01

    The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.

  5. Examining Relationships among Work Ethic, Academic Motivation and Performance

    ERIC Educational Resources Information Center

    Meriac, John P.

    2015-01-01

    In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic…

  6. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    NASA Astrophysics Data System (ADS)

    Jung, Karl G.; Brown, Julie C.

    2016-12-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in making language planning an explicit part of their science lessons, we created the Academic Language Planning Organizer (ALPO). The purpose of this study was to determine the effectiveness of the ALPO on two levels: first, by examining participants' interactions with the ALPO as they identified academic language features, objectives and supports; and second, by exploring the ways that participants translated identified language supports to planned science activities. Findings indicated that, when using the ALPO, PSTs identified clear language functions and relevant vocabulary terms, and also frequently developed clear, observable and measurable language objectives. When lesson planning, PSTs were largely successful in translating previously identified language supports to their lesson plans, and often planned additional language supports beyond what was required. We also found, however, that the ALPO did not meet its intended use in supporting PSTs in identifying discourse and syntax demands associated with specific academic language functions, suggesting that revisions to the ALPO could better support PSTs in identifying these academic language demands. Implications for supporting PSTs' planning for and scaffolding of science academic language use are presented.

  7. Predicting United States Medical Licensure Examination Step 2 clinical knowledge scores from previous academic indicators.

    PubMed

    Monteiro, Kristina A; George, Paul; Dollase, Richard; Dumenco, Luba

    2017-01-01

    The use of multiple academic indicators to identify students at risk of experiencing difficulty completing licensure requirements provides an opportunity to increase support services prior to high-stakes licensure examinations, including the United States Medical Licensure Examination (USMLE) Step 2 clinical knowledge (CK). Step 2 CK is becoming increasingly important in decision-making by residency directors because of increasing undergraduate medical enrollment and limited available residency vacancies. We created and validated a regression equation to predict students' Step 2 CK scores from previous academic indicators to identify students at risk, with sufficient time to intervene with additional support services as necessary. Data from three cohorts of students (N=218) with preclinical mean course exam score, National Board of Medical Examination subject examinations, and USMLE Step 1 and Step 2 CK between 2011 and 2013 were used in analyses. The authors created models capable of predicting Step 2 CK scores from academic indicators to identify at-risk students. In model 1, preclinical mean course exam score and Step 1 score accounted for 56% of the variance in Step 2 CK score. The second series of models included mean preclinical course exam score, Step 1 score, and scores on three NBME subject exams, and accounted for 67%-69% of the variance in Step 2 CK score. The authors validated the findings on the most recent cohort of graduating students (N=89) and predicted Step 2 CK score within a mean of four points (SD=8). The authors suggest using the first model as a needs assessment to gauge the level of future support required after completion of preclinical course requirements, and rescreening after three of six clerkships to identify students who might benefit from additional support before taking USMLE Step 2 CK.

  8. 32 CFR 901.5 - Academic examination requirements.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

  9. 32 CFR 901.5 - Academic examination requirements.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

  10. 32 CFR 901.5 - Academic examination requirements.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

  11. 32 CFR 901.5 - Academic examination requirements.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take... AND SCHOOLS APPOINTMENT TO THE UNITED STATES AIR FORCE ACADEMY Appointment Policies and Requirements...

  12. A Statistical Interaction Model for Examining Compensatory Effects on Academic Performance.

    ERIC Educational Resources Information Center

    Ritchey, Ferris J.; Lewis, Barbara Lawhon

    A 2-year study of 206 college students at an urban research university in a southern state examined personal, environmental, academic, and non-academic predictors of: (1) course grade performance; and (2) academic retention. Of particular interest were "high-risk" or "disadvantaged" students and how they compensated for their…

  13. Examining the Academic Achievement-Delinquency Relationship Among Southeast Asian Americans.

    PubMed

    Bui, Laura

    2018-05-01

    The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement-delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

  14. Commercial Funding in Academe: Examining the Correlates of Faculty's Use of Industrial and Business Funding for Academic Work

    ERIC Educational Resources Information Center

    Szelenyi, Katalin; Goldberg, Richard A.

    2011-01-01

    This study examines the demographic, academic, attitudinal, and institutional correlates of receiving industry or business funding for academic work in a national sample of faculty in the United States. The findings depict a complicated picture of externally funded academic work, with implications for the practical and theoretical understanding of…

  15. Assessing Student Theses: Differences and Similarities between Examiners from Different Academic Disciplines

    ERIC Educational Resources Information Center

    Lundström, Mats; Åström, Maria; Stolpe, Karin; Björklund, Lasse

    2016-01-01

    The writing of student theses is an important activity at universities and is expected to demonstrate the students' academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning…

  16. A Comparative Study Examining Academic Cohorts with Transnational Migratory Intentions towards Canada and Australia

    ERIC Educational Resources Information Center

    Hopkins, John

    2016-01-01

    This research examines the issue of transnational academic mobility of academic staff, those choosing to migrate to higher education institutions in different countries as part of their career development, and performs a comparative study between the characteristics of academics examining Australia as a possible migratory destination with those…

  17. Examining Person--Environment Fit and Academic Major Satisfaction

    ERIC Educational Resources Information Center

    Milsom, Amy; Coughlin, Julie

    2017-01-01

    Decisions regarding college majors have the potential to affect a person's overall academic performance and long-term career success. With Holland's (1997) trait-and-factor theory serving as a foundation, the authors examined relationships between person-environment fit, college major satisfaction, and grade point average of undergraduate students…

  18. Comparison of scholarly impact among surgical specialties: an examination of 2429 academic surgeons.

    PubMed

    Svider, Peter F; Pashkova, Anna A; Choudhry, Zaid; Agarwal, Nitin; Kovalerchik, Olga; Baredes, Soly; Liu, James K; Eloy, Jean Anderson

    2013-04-01

    The h-index, a bibliometric indicator that objectively characterizes the impact of an author's scholarship, is an effective tool that may be considered by academic departments for decisions related to hiring and faculty advancement. Our objective was to characterize the scholarly productivity of academic surgeons from different specialties relative to otolaryngologists. Analysis of a bibliometric database. The h-indices of 2,429 faculty members within surgical specialties at 20 randomly selected academic institutions were calculated using the Scopus database and were examined to determine relationship with academic rank and comparison among surgical subspecialties. The h-index statistically increased with academic rank. Mean h-indices were as follows: assistant professor, 4.37 (range, 2.73-6.69); associate professor, 8.70 (6.53-11.02); professor, 16.44 (13.39-20.45); and chairperson, 20.79 (14.81-27.89). Mean increase between academic rank was 5.47, with the largest increase between the levels of associate professor and professor. Further examination demonstrated statistically significant increases through all academic ranks for most, but not all, individual specialties. Urologists, general surgeons, and neurosurgeons had the highest mean h-indices. h-indices among the different surgical specialties vary and are potentially impacted by the number of practitioners as well as research emphasis within a field. The mean h-index of academic otolaryngologists falls in the lower values for academic surgeons. Because this metric varies among different fields, it is most relevant for comparison when examining values within a field. H-indices reliably increase with increasing academic rank through professor and offer a quantifiable and objective alternative to other metrics when evaluating faculty members for academic advancement. Copyright © 2013 The American Laryngological, Rhinological, and Otological Society, Inc.

  19. The Presence of a Calling and Academic Satisfaction: Examining Potential Mediators

    ERIC Educational Resources Information Center

    Duffy, Ryan D.; Allan, Blake A.; Dik, Bryan J.

    2011-01-01

    The present study examined the relation of calling and academic satisfaction with a diverse sample of 312 undergraduate students. The presence of a calling was moderately correlated with academic satisfaction, and a multiple mediation model was utilized to test three potential mediators to this relation: career decision self-efficacy, work hope,…

  20. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement

    PubMed Central

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E.

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students (N = 597) vs. second-year students (N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students. PMID:28326043

  1. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

    PubMed

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students ( N = 597) vs. second-year students ( N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

  2. Examining Relationships among Enabling School Structures, Academic Optimism and Organizational Citizenship Behaviors

    ERIC Educational Resources Information Center

    Messick, Penelope Pope

    2012-01-01

    This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for…

  3. Military and academic programs outperform community programs on the American Board of Surgery Examinations.

    PubMed

    Falcone, John L; Charles, Anthony G

    2013-01-01

    There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  4. An Examination of Differences in Division I FBS Student-Athlete Academic and Athletic Performance

    ERIC Educational Resources Information Center

    Nichols, Marissa K.

    2017-01-01

    The student-athlete literature is rife with studies that examine the factors that appear to improve or inhibit academic or athletic performance. However, internal characteristics that may influence variations in performance have been understudied, and athletic performance tends to be examined separately from academic performance. This study…

  5. Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program

    ERIC Educational Resources Information Center

    Schudde, Lauren; Scott-Clayton, Judith

    2016-01-01

    The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal is contingent on meeting minimum academic standards similar to those in models of performance-based scholarships, including a grade point average (GPA) requirement and ratio of…

  6. A longitudinal examination of the link between youth physical fitness and academic achievement.

    PubMed

    London, Rebecca A; Castrechini, Sebastian

    2011-07-01

    Childhood obesity has been linked with other persistent health problems, but research is just beginning to examine its relationship with academic performance. This article tracks students longitudinally to examine the ways student physical fitness and changes in fitness align with school performance. Using matched administrative data and individual growth modeling, we examine the relationship between academic achievement and overall physical fitness longitudinally from fourth to seventh and sixth to ninth grades for students in a California community. Comparing those who are persistently fit to those who are persistently unfit, we find disparities in both math and English language arts test scores. These academic disparities begin even before students begin fitness testing in fifth grade and are larger for girls and Latinos. Overall physical fitness is a better predictor of academic achievement than obesity as measured by body mass index. Socioeconomic status acts as a buffer for those who have poor physical fitness but strong academic performance. The findings indicate the presence of a physical fitness achievement gap that has consequences for potential students' future educational and health outcomes. This gap begins as early as fourth grade, which is before physical fitness testing begins in California. © 2011, American School Health Association.

  7. Academically Buoyant Students Are Less Anxious about and Perform Better in High-Stakes Examinations

    ERIC Educational Resources Information Center

    Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

    2015-01-01

    Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…

  8. Academic Freedom Requires Constant Vigilance

    ERIC Educational Resources Information Center

    Emery, Kim

    2009-01-01

    Traditionally, academic freedom has been understood as an individual right and a negative liberty. As William Tierney and Vincente Lechuga explain, "Academic freedom, although an institutional concept, was vested in the individual professor." The touchstone document on academic freedom, the American Association of University Professor's (AAUP)…

  9. Do Prior Studies Matter?: Predicting Proficiencies Required to Excel Academically in Law School at Makerere University, Uganda

    ERIC Educational Resources Information Center

    Nalukenge, Betty; Wamala, Robert; Ocaya, Bruno

    2016-01-01

    Purpose: Introduction of law school admission examinations has increased the debate regarding the relevance of prior studies for the enrollees in the program. The key issues of contention are whether prior studies reliably predict academic achievement of enrollees, and demonstrate proficiencies required for admission in the program. The purpose of…

  10. Superordinate Precision: An Examination of Academic Writing Among Bilingual Deaf and Hard of Hearing Students.

    PubMed

    Scott, Jessica A; Hoffmeister, Robert J

    2018-04-01

    Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision, the taxonomical categorization of a term. Currently there is no research that examines DHH students' proficiency with superordinate precision. Middle and high school DHH students enrolled in bilingual schools for the deaf were assessed on their ASL proficiency, academic English proficiency, reading comprehension, and use of superordinate precision in definitions writing. Findings indicate that student use of superordinate precision in definitions writing was correlated with ASL proficiency, reading comprehension, and academic English proficiency. It is possible that degree of mastery of superordinate precision may indicate a higher overall level of proficiency with academic English. This may have important implications for assessment of and instruction in academic English literacy.

  11. Serum leptin and cortisol, related to acutely perceived academic examination stress and performance in female university students.

    PubMed

    Haleem, Darakhshan J; Inam, Qurrat-Ul-Aen; Haider, Saida; Perveen, Tahira; Haleem, Muhammad Abdul

    2015-12-01

    Leptin, identified as an antiobesity hormone, also has important role in responses to stress and processing of memory. This study was designed to determine effects of academic examination stress-induced changes in serum leptin and its impact on academic performance. Eighty five healthy female students (age 19-21 years; BMI 21.9 ± 1.6) were recruited for the study. Serum leptin and cortisol were monitored at base line (beginning of academic session) and on the day of examination; using a standardized ELISA kit. Acute perception of academic examination stress was determined with the help of a questionnaire derived from Hamilton Anxiety Scale and self report of stress perception. Academic performance was evaluated by the percentage of marks obtained in the examination. Serum cortisol levels were positively correlated (p < 0.01) with the subjective perception of examination stress but not with academic performance. There was an inverted U-shape relationship between level of stress and academic performance. Leptin increased in all stress groups and correlated (p < 0.01) positively with academic performance. There was an inverted U-shape relationship between level of stress and circulating leptin. The findings suggest the peptide hormone, leptin, is a biomarker of stress perception and a mediator of facilitating effects of stress on cognition.

  12. Examination of the Residency Interview Process for Academic Pathology Departments

    PubMed Central

    2016-01-01

    Annual resident recruitment is a complex undertaking that requires many departmental resources of faculty time and effort and in many cases financial investment for meals and lodging. The applicants represent the future of the profession as well as the providers of patient care in the respective training programs. Although we understand the importance of this process, as we become more and more distracted by financial, administrative, and academic duties, the demands of recruitment have not decreased and continue annually. In an attempt to find the best practices for the improvement in our methods of recruitment, a review of the literature on the employment interviews with a specific eye to pathology residency relevant information was conducted. This article reviews some of the factors proven to be important to the applicants as well as an examination of the structure of the interview and the postinterview applicant evaluation process. PMID:28725755

  13. Relationship between Past Academic Performance and Results of Specialty In-Training Examinations.

    ERIC Educational Resources Information Center

    Ronai, Ann K.; And Others

    1984-01-01

    Records of 63 medical school graduates were examined for predictors of achievement on in-training examinations in anesthesia and orthopedic surgery. The previous academic records were found to contain little to predict examination results, and the correlation between college nonscience subjects and exam performance was negative. (Author/MSE)

  14. Accounting Education and the Provision of Soft Skills: Implications of the Recent NZICA CA Academic Requirement Changes

    ERIC Educational Resources Information Center

    Low, Mary; Samkin, Grant; Liu, Christina

    2013-01-01

    This research examined the role of accounting education in the provision of soft skills to accounting graduates, and how this may be affected by the recent changes in academic requirements initiated by NZICA. A qualitative research method utilizing in-depth interviews was conducted with accounting graduates, partners of the Big4 accounting firms,…

  15. 46 CFR 11.707 - Examination requirements.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 1 2010-10-01 2010-10-01 false Examination requirements. 11.707 Section 11.707 Shipping... OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.707 Examination requirements. (a) An... required to pass the examination described in subpart I of this part. (b) An applicant for an extension of...

  16. Examining Relationships between Academic Motivation and Personality among College Students

    ERIC Educational Resources Information Center

    Clark, M. H.; Schroth, Christopher A.

    2010-01-01

    Relationships between personality and academic motivation were examined using 451 first-year college students. Multiple regressions compared three types of intrinsic motivation, three types of extrinsic motivation and amotivation to five personality factors. Results indicated that those who were intrinsically motivated to attend college tended to…

  17. Requirements for effective academic leadership in Iran: A Nominal Group Technique exercise

    PubMed Central

    Bikmoradi, Ali; Brommels, Mats; Shoghli, Alireza; Sohrabi, Zohreh; Masiello, Italo

    2008-01-01

    Background During the last two decades, medical education in Iran has shifted from elite to mass education, with a considerable increase in number of schools, faculties, and programs. Because of this transformation, it is a good case now to explore academic leadership in a non-western country. The objective of this study was to explore the views on effective academic leadership requirements held by key informants in Iran's medical education system. Methods A nominal group study was conducted by strategic sampling in which participants were requested to discuss and report on requirements for academic leadership, suggestions and barriers. Written notes from the discussions were transcribed and subjected to content analysis. Results Six themes of effective academic leadership emerged: 1)shared vision, goal, and strategy, 2) teaching and research leadership, 3) fair and efficient management, 4) mutual trust and respect, 5) development and recognition, and 6) transformational leadership. Current Iranian academic leadership suffers from lack of meritocracy, conservative leaders, politicization, bureaucracy, and belief in misconceptions. Conclusion The structure of the Iranian medical university system is not supportive of effective academic leadership. However, participants' views on effective academic leadership are in line with what is also found in the western literature, that is, if the managers could create the premises for a supportive and transformational leadership, they could generate mutual trust and respect in academia and increase scientific production. PMID:18430241

  18. Requirements for effective academic leadership in Iran: a nominal group technique exercise.

    PubMed

    Bikmoradi, Ali; Brommels, Mats; Shoghli, Alireza; Sohrabi, Zohreh; Masiello, Italo

    2008-04-22

    During the last two decades, medical education in Iran has shifted from elite to mass education, with a considerable increase in number of schools, faculties, and programs. Because of this transformation, it is a good case now to explore academic leadership in a non-western country. The objective of this study was to explore the views on effective academic leadership requirements held by key informants in Iran's medical education system. A nominal group study was conducted by strategic sampling in which participants were requested to discuss and report on requirements for academic leadership, suggestions and barriers. Written notes from the discussions were transcribed and subjected to content analysis. Six themes of effective academic leadership emerged: 1)shared vision, goal, and strategy, 2) teaching and research leadership, 3) fair and efficient management, 4) mutual trust and respect, 5) development and recognition, and 6) transformational leadership. Current Iranian academic leadership suffers from lack of meritocracy, conservative leaders, politicization, bureaucracy, and belief in misconceptions. The structure of the Iranian medical university system is not supportive of effective academic leadership. However, participants' views on effective academic leadership are in line with what is also found in the western literature, that is, if the managers could create the premises for a supportive and transformational leadership, they could generate mutual trust and respect in academia and increase scientific production.

  19. Developing Academic Identities: Persuasive Writing as a Tool to Strengthen Emergent Academic Identities

    ERIC Educational Resources Information Center

    Carbone, Paula M.; Orellana, Marjorie Faulstich

    2010-01-01

    This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…

  20. A Longitudinal Examination of the Bidirectional Links between Academic Achievement and Parent-Adolescent Conflict

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Hoffman, Lesa; Crouter, Ann C.; McHale, Susan M.

    2008-01-01

    We examined reciprocal associations between parent-adolescent conflict and academic achievement over a 2-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families (N = 168). After accounting for previous academic achievement, parent-adolescent conflict predicted relative declines…

  1. An Examination of Academic Advising Style Preference in Undergraduate Students

    ERIC Educational Resources Information Center

    Yarbrough, Elizabeth Kendrick

    2010-01-01

    As universities put increasing pressure on student retention and success, academic advising has become an increasingly visible and important part of the university. One of the first examinations of advising contrasted two major styles: prescriptive and developmental (Crookston, 1972). Prescriptive styles are based on the expertise of the advisor.…

  2. Examination of publications from academic anesthesiology faculty in the United States.

    PubMed

    Hurley, Robert W; Zhao, Kevin; Tighe, Patrick J; Ko, Phebe S; Pronovost, Peter J; Wu, Christopher L

    2014-01-01

    Leaders in academic anesthesiology in the United States have called for an examination of the state of scholarship within anesthesiology departments. National Institutes of Health funding and publication quality of subsets of U.S anesthesiologists have been examined; however, the publication output of and the demographic characteristics that are associated with academic anesthesiologists, defined as faculty associated with a medical college, are unknown. A database from the American Association of Medical Colleges containing demographic information of all academic anesthesiologists in the United States was used to examine the publication output and demographic characteristics of anesthesiology faculty during a 2-year period from 2006 to 2008. All the publications found in the PubMed database for each faculty member were retrieved and included in a database containing their demographics including institution, gender, academic degree, academic rank, nature of appointment (part versus full-time), status of appointment (joint versus primary), departmental division, subspecialty certification status, and additional graduate medical education training. Six thousand one hundred forty-three faculty who held positions at the 108 U.S. academic anesthesiology programs published 8521 manuscripts between 2006 and 2008. Thirty-seven percent of faculty published a manuscript, and the overall median publication rate was 0. The proportion of faculty with at least 1 publication was larger among faculty with higher rank (Odds Ratio [OR] for professors versus instructors = 6.4; confidence interval [CI], 4.57-8.49; P < 0.0001), male gender (OR 1.3; CI, 0.14-1.47; P < 0.0001), possessing a courtesy appointment status (OR 2.1; CI, 1.25-3.52; P = 0.0048) and lacking postgraduate training and subspecialty certification (OR for MD versus MD w/training + certification 1.3; CI, 1.11-1.60; P = 0.0020). Those faculty with an MD had lower probablility of publishing when compared with MD/PhD or

  3. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  4. An Examination of High School Students' Disparate Academic Performance in the Bahamas

    ERIC Educational Resources Information Center

    McCartney, Donald M.

    2013-01-01

    The qualitative, historical, ethnographic study explored the perceived disparity between the General Certificate of Education (GCE) examination and The Bahamas General Certificate of Secondary Education (BGCSE) and the disparity in the academic achievement of high school students who took the GCE examination and those who took the BGCSE…

  5. Emerging Personnel Requirements in Academic Libraries as Reflected in Recent Position Announcements.

    ERIC Educational Resources Information Center

    Block, David

    This study of the personnel requirements and hiring patterns of academic libraries draws on data collected from academic library position announcements issued nationwide during the fourth quarter of 1980. Data on 224 announcements were analyzed using the Statistical Package for the Social Sciences, and the resulting statistics are interpreted as a…

  6. Demystifying the Lens of Color: Examining the Relationship between Academic Achievement and Racial Identity

    ERIC Educational Resources Information Center

    Wyche-Hall, Marla E.

    2011-01-01

    The purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI), and a predominately White institution (PWI).…

  7. An Examination of Advisor Concerns in the Era of Academic Analytics

    ERIC Educational Resources Information Center

    Daughtry, Jeremy J.

    2017-01-01

    Performance-based funding models are increasingly becoming the norm for many institutions of higher learning. Such models place greater emphasis on student retention and success metrics, for example, as requirements for receiving state appropriations. To stay competitive, universities have adopted academic analytics technologies capable of…

  8. Developing Talents: A Longitudinal Examination of Intellectual Ability and Academic Achievement

    ERIC Educational Resources Information Center

    McCoach, D. Betsy; Yu, Huihui; Gottfried, Allen W.; Gottfried, Adele Eskeles

    2017-01-01

    The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

  9. An Examination of Academic Burnout versus Work Engagement among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2012-01-01

    The author attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade…

  10. Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

    ERIC Educational Resources Information Center

    Cole, Darnell; Espinoza, Araceli

    2008-01-01

    Using a longitudinal sample of 146 Latino students' in science, technology, engineering, and mathematics majors, the purpose of the study was to examine factors that affect their academic performance. The main premise supporting this study suggested that Latino students perform better academically when they have cultural congruity within their…

  11. A Longitudinal Examination of the Bi-Directional Links between Academic Achievement and Parent-Adolescent Conflict

    PubMed Central

    Dotterer, Aryn M.; Hoffman, Lesa; Crouter, Ann C.; McHale, Susan M.

    2014-01-01

    We examined reciprocal associations between parent-adolescent conflict and academic achievement over a two-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families (N = 168). After accounting for previous academic achievement, parent-adolescent conflict predicted relative declines in academic achievement two years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict two years later among families with less education. PMID:25544791

  12. A Longitudinal Examination of the Bi-Directional Links between Academic Achievement and Parent-Adolescent Conflict.

    PubMed

    Dotterer, Aryn M; Hoffman, Lesa; Crouter, Ann C; McHale, Susan M

    2008-06-01

    We examined reciprocal associations between parent-adolescent conflict and academic achievement over a two-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families ( N = 168). After accounting for previous academic achievement, parent-adolescent conflict predicted relative declines in academic achievement two years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict two years later among families with less education.

  13. Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture

    ERIC Educational Resources Information Center

    Urdan, Tim

    2004-01-01

    The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school…

  14. Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; DiPerna, James C.; Bolt, Daniel M.; Reiser, Deitra; Resurreccion, Leilani

    2014-01-01

    Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and…

  15. Varicella Immunization Requirements for US Colleges: 2014-2015 Academic Year

    ERIC Educational Resources Information Center

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2016-01-01

    Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014-2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school…

  16. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  17. Academic performance of male in comparison with female undergraduate medical students in Pharmacology examinations.

    PubMed

    Faisal, Rizwan; Shinwari, Laiyla; Hussain, Shahzadi Saima

    2017-02-01

    To compare the academic performance of male and female medical students in Pharmacology examinations. The comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from March to August 2015. For evaluating the students' academic performance, male and female students of academic sessions 2013-14 and 2014-15 were divided into 4 groups. Group 1: < 50% marks; Group 2: 50-69% marks; Group 3: 70-79% marks; and Group 4: >80% marks. SPSS 20 was used for data analysis. Of the 200 medical students enrolled, 102(51%) were male and 98(41%) were female. There was no significant difference in the academic performance in terms of gender in multiple choice questions (p=0.811) and short essay questions (p=0.515). The effect of attendance was also insignificant (p=0.130). Significant difference was found between the academic records of urban male and female students compared to rural students (p=0.038). Boarder students' results were insignificantly different from those of day scholars (p=0.887). There was no significant difference between the academic performance of male and female students.

  18. Examining Perceived Control Level and Instability as Predictors of First-Year College Students' Academic Achievement

    ERIC Educational Resources Information Center

    Stupnisky, Robert H.; Perry, Raymond P.; Hall, Nathan C.; Guay, Frederic

    2012-01-01

    The aim of the present study was to examine the intraindividual level and instability of perceived academic control (PC) among first-year college students, and their predictive effects on academic achievement. Two studies were conducted measuring situational (state) PC on different schedules: Study 1 (N = 242) five times over a 6-month period and…

  19. 46 CFR 11.709 - Annual physical examination requirements.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 1 2010-10-01 2010-10-01 false Annual physical examination requirements. 11.709 Section... REQUIREMENTS FOR OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.709 Annual physical examination... physical examination each year. (c) Each annual physical examination must meet the requirements specified...

  20. 46 CFR 11.709 - Annual physical examination requirements.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 1 2011-10-01 2011-10-01 false Annual physical examination requirements. 11.709 Section... REQUIREMENTS FOR OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.709 Annual physical examination... physical examination each year. (c) Each annual physical examination must meet the requirements specified...

  1. 46 CFR 11.709 - Annual physical examination requirements.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 46 Shipping 1 2012-10-01 2012-10-01 false Annual physical examination requirements. 11.709 Section... REQUIREMENTS FOR OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.709 Annual physical examination... physical examination each year. (c) Each annual physical examination must meet the requirements specified...

  2. 46 CFR 11.709 - Annual physical examination requirements.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 46 Shipping 1 2013-10-01 2013-10-01 false Annual physical examination requirements. 11.709 Section... REQUIREMENTS FOR OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.709 Annual physical examination... physical examination each year. (c) Each annual physical examination must meet the requirements specified...

  3. 46 CFR 176.635 - Preliminary examination requirements.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 7 2010-10-01 2010-10-01 false Preliminary examination requirements. 176.635 Section... (UNDER 100 GROSS TONS) INSPECTION AND CERTIFICATION Hull and Tailshaft Examinations § 176.635 Preliminary examination requirements. (a) If you exclusively use divers to examine the underwater hull plating, you must...

  4. The Ottawa Knee Rule: Examining Use in an Academic Emergency Department

    PubMed Central

    Beutel, Bryan G.; Trehan, Samir K.; Shalvoy, Robert M.; Mello, Michael J.

    2012-01-01

    Introduction: The Ottawa Knee Rule is a validated clinical decision rule for determining whether knee radiographs should be obtained in the setting of acute knee trauma. The objectives of this study were to assess physician knowledge of, barriers to implementation of, and compliance with the Ottawa Knee Rule in academic emergency departments (EDs), and evaluate whether patient characteristics predict guideline noncompliance. Methods: A 10 question online survey was distributed to all attending ED physicians working at three affiliated academic EDs to assess knowledge, attitudes and self-reported practice behaviors related to the Ottawa Knee Rule. We also performed a retrospective ED record review of patients 13 years of age and older who presented with acute knee trauma to the 3 study EDs during the 2009 calendar year, and we analyzed ED records for 19 variables. Results: ED physicians (n = 47) correctly answered 73.2% of questions assessing knowledge of the Ottawa Knee Rule. The most commonly cited barriers to implementation were “patient expectations” and system issues, such as “orthopedics referral requirement.” We retrospectively reviewed 838 records, with 260 eligible for study inclusion. The rate of Ottawa Knee Rule compliance was retrospectively determined to be 63.1%. We observed a statistically significant correlation between Ottawa Knee Rule compliance and patient age, but not gender, insurance status, or provider type, among others. Conclusion: Compliance with the Ottawa Knee Rule among academic ED healthcare providers is poor, which was predicted by patient age and not other physician or patient variables. Improving compliance will require comprehensive educational and systemic interventions. PMID:23251717

  5. Examining Reciprocal Influences Among Family Climate, School Attachment, and Academic Self-Regulation: Implications for School Success

    PubMed Central

    Xia, Mengya; Fosco, Gregory M.; Feinberg, Mark E.

    2015-01-01

    Guided by family systems and ecological theories, this study examined the multi-contextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 6th grade students and their families, followed over five measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family-school interventions are discussed. PMID:26376426

  6. Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

    PubMed Central

    Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

    2016-01-01

    BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305

  7. Connections, Productivity and Funding: An Examination of Factors Influencing Scientists' Perspectives on the Market Orientation of Academic Research

    ERIC Educational Resources Information Center

    Ronning, Emily Anne

    2012-01-01

    This study examines scientists' perceptions of the environment in which they do their work. Specifically, this study examines how academic and professional factors such as research productivity, funding levels for science, connections to industry, type of academic appointment, and funding sources influence scientists' perceptions of the…

  8. Using robots in "Hands-on" academic activities: a case study examining speech-generating device use and required skills.

    PubMed

    Adams, Kim; Cook, Al

    2016-01-01

    A 12-year-old girl, Emily, with complex communication needs and severe physical limitations, controlled a Lego robot from a speech-generating device (SGD) to do various "hands-on" academic activities. Emily's teacher and assistive technology (AT) team thought that controlling a robot would motivate Emily to "use her SGD more". A descriptive case study was used because the integration of communication and manipulation technologies is not yet understood. Target activities and goals were chosen by Emily's teacher and AT team. Emily performed several manipulative math activities and engaged in an "acting" activity aimed at increasing her message length. The competency skills needed to control a robot from the SGD were examined, as well as stakeholder satisfaction with the robot system. Emily generated up to 0.4 communication events and 7 robot commands per minute in the activities. Her length of utterance was usually one-word long, but she generated two- and three-word utterances during some activities. Observations of Emily informed a framework to describe the competency skills needed to use SGDs to control robots. Emily and her teacher expressed satisfaction with robot use. Robot use could motivate students to build SGD operational skills and learn educational concepts. Implications for Rehabilitation Controlling a robot from a speech-generating device (SGD) could increase students' motivation, engagement and understanding in learning educational concepts, because of the hands-on enactive approach. The robot and SGD system was acceptable to the participant and teacher and elicited positive comments from classmates. Thus, it may provide a way for children with disabilities to link with the curriculum and with other students in the classroom. Controlling a robot via SGD presents opportunities to improve augmentative and alternative communication operational, linguistic, social and strategic skills. Careful choice of activities will ensure that the activity requirements

  9. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 4 2013-10-01 2013-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  10. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 4 2012-10-01 2012-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  11. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 4 2011-10-01 2011-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  12. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 4 2014-10-01 2014-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... § 2522.950 What requirements and qualifications apply if my program focuses on supplemental academic...

  13. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

    The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

  14. Credentialism and Academic Standards: The Evolution of High School Graduation Requirements.

    ERIC Educational Resources Information Center

    Serow, Robert C.

    1986-01-01

    The credentialist thesis is applied to high school graduation requirements by tracing their transformation according to societal demand. Because of demands for further education and academic excellence, secondary education presently occupies a modest position in American status aspirations and has encumbered its curricula with unrestricted…

  15. Examining reciprocal influences among family climate, school attachment, and academic self-regulation: Implications for school success.

    PubMed

    Xia, Mengya; Fosco, Gregory M; Feinberg, Mark E

    2016-06-01

    Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  16. A Case Study Examining the Relationship among Athletic Participation and Academic Achievement

    ERIC Educational Resources Information Center

    Bodenburg, Gary C.

    2017-01-01

    This study aims to examine the role athletics plays in academic achievement amongst varsity athletes in a large suburban Long Island school district. The study was motivated by six questions using both a quantitative and qualitative methodology. Those questions aimed to answer the extent (1) the overall grade point average of an athlete compared…

  17. The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

    In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

  18. A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

    ERIC Educational Resources Information Center

    Kirikkanat, Berke; Soyer, Makbule Kali

    2018-01-01

    The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior…

  19. An Examination of the Roles of Rationalization and Narcissism in Facilitating Academic Dishonesty

    ERIC Educational Resources Information Center

    Faulkner, Karen

    2012-01-01

    Academic dishonesty is a significant problem among college students. Numerous factors affect levels of cheating. This study utilized an original survey on cheating and rationalization along with the Narcissistic Personality Inventory and multiple regression analysis to examine the relationships between rationalization, narcissism, and academic…

  20. An Examination of Academic Coping among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2015-01-01

    The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students…

  1. Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

    ERIC Educational Resources Information Center

    Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

    2018-01-01

    The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

  2. 40 CFR 262.204 - How an eligible academic entity indicates it will withdraw from the requirements of this subpart.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 26 2014-07-01 2014-07-01 false How an eligible academic entity... Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.204 How an eligible academic entity indicates it will withdraw from the requirements of this subpart. (a) An eligible academic entity...

  3. 40 CFR 262.204 - How an eligible academic entity indicates it will withdraw from the requirements of this subpart.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 27 2013-07-01 2013-07-01 false How an eligible academic entity... Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.204 How an eligible academic entity indicates it will withdraw from the requirements of this subpart. (a) An eligible academic entity...

  4. 40 CFR 262.204 - How an eligible academic entity indicates it will withdraw from the requirements of this subpart.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 27 2012-07-01 2012-07-01 false How an eligible academic entity... Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.204 How an eligible academic entity indicates it will withdraw from the requirements of this subpart. (a) An eligible academic entity...

  5. 40 CFR 262.204 - How an eligible academic entity indicates it will withdraw from the requirements of this subpart.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 26 2011-07-01 2011-07-01 false How an eligible academic entity... Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.204 How an eligible academic entity indicates it will withdraw from the requirements of this subpart. (a) An eligible academic entity...

  6. 40 CFR 262.204 - How an eligible academic entity indicates it will withdraw from the requirements of this subpart.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 25 2010-07-01 2010-07-01 false How an eligible academic entity... Unwanted Material for Laboratories Owned by Eligible Academic Entities § 262.204 How an eligible academic entity indicates it will withdraw from the requirements of this subpart. (a) An eligible academic entity...

  7. Effect of a mandatory research requirement on categorical resident academic productivity in a university-based general surgery residency.

    PubMed

    Papasavas, Pavlos; Filippa, Dawn; Reilly, Patricia; Chandawarkar, Rajiv; Kirton, Orlando

    2013-01-01

    Our general surgery residency (46 residents, graduating 6 categoricals per year) offers the opportunity for 2 categorical residents at the end of their second year to choose a 2-year research track. Academic productivity for the remaining categorical residents was dependent on personal interest and time investment. To increase academic productivity within the residency, a mandatory research requirement was implemented in July 2010. We sought to examine the effect of this annual individual requirement. The research requirement consisted of several components: a curriculum of monthly research meetings and lectures, assigned faculty to act as research mentors, an online repository of research projects and ideas, statistical support, and a faculty member appointed Director of Research. In July 2010, the requirement was applied to all categorical postgraduate year 1-3 residents and expanded to postgraduate year 1-4 in 2011. The research requirement culminated in an annual research day at the end of the academic year. We compared the number of abstract presentations in local, national, and international meetings between the first 2 years of the research program and the 2 years before it. We also compared the total number of publications between the 2 periods, acknowledging that any differences at this point do not necessarily reflect an effect of the research requirement. From July 2008 to June 2010 (Period A), there were 18 podium and poster presentations in local, national, and international meetings, and 30 publications in peer-reviewed journals, whereas between July 2010 and June 2012 (Period B), there were 58 presentations and 32 publications. In Period A 9 of 60 (15%) categorical residents had a podium or poster presentation in comparison with Period B when 23 of 58 (40%) categorical residents had a podium or poster presentation (p < 0.01). The institution of a mandatory research requirement resulted in a 3-fold increase in scientific presentations in our surgical

  8. Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

    ERIC Educational Resources Information Center

    Hansen, Michele Joann; Trujillo, Daniel J.; Boland, Donna L.; MacKinnon, Joyce L.

    2014-01-01

    The purpose of this qualitative study was to explore the underlying non-cognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants…

  9. 46 CFR 11.709 - Annual physical examination requirements.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 46 Shipping 1 2014-10-01 2014-10-01 false Annual physical examination requirements. 11.709 Section... REQUIREMENTS FOR OFFICER ENDORSEMENTS Professional Requirements for Pilots § 11.709 Annual physical examination...) Every person holding a license or MMC endorsement as first-class pilot must have a thorough physical...

  10. Peer Relationships and Adolescents' Academic and Non-Academic Outcomes: Same-Sex and Opposite-Sex Peer Effects and the Mediating Role of School Engagement

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; Martin, Andrew J.

    2011-01-01

    Background: The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. Aims: The study examined the role of adolescents' perceptions…

  11. An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University

    ERIC Educational Resources Information Center

    Stewart, Sheilynda F.

    2010-01-01

    The purpose of this study was to examine student demographic, family characteristics, pre-college, and college academic factors that predict persistence between freshmen students who were placed or not placed in remediation courses. The participants for this study were comprised of 3,213 first-time, full-time and part-time, degree-seeking freshmen…

  12. Statistics anxiety, state anxiety during an examination, and academic achievement.

    PubMed

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H Harald; Arendasy, Martin

    2013-12-01

    A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical self-concept) and trait anxiety, as a general disposition to anxiety, influence experiences of anxiety as well as achievement in an examination. Participants were 284 undergraduate psychology students, 225 females and 59 males. Two weeks prior to the examination, participants completed a demographic questionnaire and measures of the STARS, the STAI, self-concept in mathematics, and interest in statistics. At the beginning of the statistics examination, students assessed their present state anxiety by the KUSTA scale. After 25 min, all examination participants gave another assessment of their anxiety at that moment. Students' examination scores were recorded. Structural equation modelling techniques were used to test relationships between the variables in a multivariate context. Statistics anxiety was the only variable related to state anxiety in the examination. Via state anxiety experienced before and during the examination, statistics anxiety had a negative influence on achievement. However, statistics anxiety also had a direct positive influence on achievement. This result may be explained by students' motivational goals in the specific educational setting. The results provide insight into the relationship between students' attitudes, dispositions, experiences of anxiety in the examination, and academic achievement, and give recommendations to instructors on how to support students prior to and in the examination. © 2012 The British Psychological Society.

  13. Medical examiner/death investigator training requirements in state medical examiner systems.

    PubMed

    Prahlow, J A; Lantz, P E

    1995-01-01

    Comprehensive and properly performed investigation of suspicious, unusual, unnatural, and various natural deaths is necessary to maintain the health, safety, and well-being of society as a whole. Adequate investigation requires the combined efforts and cooperation of law-enforcement and other public-service agencies, medical professionals, and those within the forensic community. As such, the "death investigator" plays a crucial role in the investigation process. These front-line investigators, whether they be coroners, medical examiners, physicians, other medical professionals, or lay-people, are required to make important decisions which have far-reaching consequences on how death investigation cases proceed. Death investigation practices vary greatly among medico-legal jurisdictions. A recent publication has categorized state death investigation systems by type of system. In an attempt to better delineate death investigation practices with specific regard to investigators' training and continuing education requirements, we surveyed the 20 systems categorized as state medical examiner systems and the five states with combined state medical examiner and county coroner/medical examiner systems. We present our findings and make recommendations which address the attributes and deficiencies of current death investigation practices.

  14. The Nevada Proficiency Examination Program.

    ERIC Educational Resources Information Center

    Nevada State Dept. of Education, Carson City. Planning, Research and Evaluation Branch.

    The Nevada Proficiency Examination Program was established by the Nevada State Legislature in 1977 to identify students who might require additional assistance to maintain normal academic progress through school and to serve as a minimum competency examination, insuring that each student who receives a high school diploma has met certain minimum…

  15. A Structural Examination of Academic Integration, Perceived Stress, Academic Performance, and Goal Commitment from an Elaborated Model of Adult Student Persistence.

    ERIC Educational Resources Information Center

    Sandler, Martin E.

    The effects of selected variables on the academic persistence of adult students were examined in a study of a random sample of 469 adult students aged 24 years or older enrolled in a four-year college. The survey questionnaire, the Adult Student Experiences Survey, collected data regarding 12 endogenous variables and 13 exogenous variables…

  16. Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.

    PubMed

    Alfaro, Edna C; Umaña-Taylor, Adriana J; Gonzales-Backen, Melinda A; Bámaca, Mayra Y; Zeiders, Katharine H

    2009-08-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N=221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.

  17. Student academic achievement in college chemistry

    NASA Astrophysics Data System (ADS)

    Tabibzadeh, Kiana S.

    General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

  18. Air Force Officer Accession Planning: Addressing Key Gaps in Meeting Career Field Academic Degree Requirements for Nonrated Officers

    DTIC Science & Technology

    2016-06-09

    C O R P O R A T I O N Research Report Air Force Officer Accession Planning Addressing Key Gaps in Meeting Career Field Academic Degree Requirements...various Air Force missions in particular career fields. Key to this goal for nonrated officers is establishing and enforcing academic degree...35 Developing Accession Targets by Academic Degree Type

  19. 49 CFR 452.1 - Periodic examination required.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... SECURITY SAFETY APPROVAL OF CARGO CONTAINERS EXAMINATION OF CONTAINERS § 452.1 Periodic examination required. (a) Except as provided for in § 452.7, each owner of an approved container subject to this part shall examine the container or have it examined in accordance with the procedures prescribed in § 452.3...

  20. 49 CFR 452.1 - Periodic examination required.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... SECURITY SAFETY APPROVAL OF CARGO CONTAINERS EXAMINATION OF CONTAINERS § 452.1 Periodic examination required. (a) Except as provided for in § 452.7, each owner of an approved container subject to this part shall examine the container or have it examined in accordance with the procedures prescribed in § 452.3...

  1. 49 CFR 452.1 - Periodic examination required.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... SECURITY SAFETY APPROVAL OF CARGO CONTAINERS EXAMINATION OF CONTAINERS § 452.1 Periodic examination required. (a) Except as provided for in § 452.7, each owner of an approved container subject to this part shall examine the container or have it examined in accordance with the procedures prescribed in § 452.3...

  2. 49 CFR 452.1 - Periodic examination required.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... SECURITY SAFETY APPROVAL OF CARGO CONTAINERS EXAMINATION OF CONTAINERS § 452.1 Periodic examination required. (a) Except as provided for in § 452.7, each owner of an approved container subject to this part shall examine the container or have it examined in accordance with the procedures prescribed in § 452.3...

  3. 49 CFR 452.1 - Periodic examination required.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... SECURITY SAFETY APPROVAL OF CARGO CONTAINERS EXAMINATION OF CONTAINERS § 452.1 Periodic examination required. (a) Except as provided for in § 452.7, each owner of an approved container subject to this part shall examine the container or have it examined in accordance with the procedures prescribed in § 452.3...

  4. Influence of Attitudes Toward Curriculum on Dishonest Academic Behavior

    PubMed Central

    Austin, Zubin; Collins, David; Remillard, Alfred; Kelcher, Sheila; Chui, Stephanie

    2006-01-01

    Objectives The objective of this study was to examine possible associations between students' self-reported behaviors and opinions towards academic dishonesty, and their attitudes towards curriculum, assessment, and teaching within the pharmacy program. Methods A questionnaire was developed and distributed to undergraduate (pre-licensure) students at 4 schools of pharmacy in Canada, including students enrolled in the international pharmacy graduate program. Results More than 80% of respondents indicated they had participated in one or more of the act of academic dishonesty described in the questionnaire. A weak to moderate correlation was found between students' attitudes towards pharmacy education and their self-reported behaviors related to academic dishonesty. Conclusions This study confirmed previous findings suggesting widespread academic dishonesty as well as a hierarchy of values with respect to students' perceptions regarding severity and importance of academic dishonesty. Despite methodological limitations inherent in examining academic dishonesty, there is a definite need to continue to examine this important issue. While this study indicated only a moderate correlation between attitudes towards curriculum and dishonest behaviors, the problem of academic misconduct is multifactorial and will require ongoing study. PMID:17136171

  5. Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance.

    PubMed

    Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T

    2015-08-01

    School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.

  6. Varicella Immunization Requirements for US Colleges: 2014–2015 academic year

    PubMed Central

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2017-01-01

    Objective To obtain information on varicella pre-matriculation requirements in US colleges for undergraduate students during the 2014–2015 academic year. Participants Healthcare professionals and member-schools of the American College Health Association (ACHA). Methods An electronic survey was sent to ACHA members regarding school characteristics and whether schools had policies in place requiring that students show proof of 2-doses of varicella vaccination for school attendance. Results Only 27% (101/370) of schools had a varicella pre-matriculation requirement for undergraduate students. Only 68% of schools always enforced this requirement. Private schools, 4-year schools, Northeastern schools, those with <5,000 students, and schools located in a state with a 2-dose varicella vaccine mandate were significantly more likely to have a varicella pre-matriculation requirement. Conclusions A small proportion of US colleges have a varicella pre-matriculation requirement for varicella immunity. College vaccination requirements are an important tool for controlling varicella in these settings. PMID:26829449

  7. Academic Capitalism and Academic Culture: A Case Study

    ERIC Educational Resources Information Center

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  8. An Examination of the Influence of Institutional Context on Academic Progress Rates at Division I Institutions: A Multilevel Approach

    ERIC Educational Resources Information Center

    McLaughlin, Jacqueline Elaine

    2012-01-01

    The growing attention given to intercollegiate athletics in recent years amid ongoing controversies highlights the importance of closely examining the implementation and impact of sports policy on college campuses. In an attempt to improve the academic performance and retention of student-athletes, the Academic Progress Rate (APR) was implemented…

  9. Do the Ends Strengthen the Means? An Examination of the Link between Purpose in Life and Academic Misconduct among College Students

    ERIC Educational Resources Information Center

    Yu, Hongwei; Glanzer, Perry; Johnson, Byron

    2016-01-01

    Scholarship addressing academic misconduct has started to examine the relationship between academic misconduct and student virtues such as self-control. To date, however, no one has studied the relationship between academic misconduct and life purpose. To address this gap, the authors drew upon a large sample of 2,503 college students and used the…

  10. Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size

    ERIC Educational Resources Information Center

    Laughlin, Anne M.

    2014-01-01

    This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies…

  11. A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics

    ERIC Educational Resources Information Center

    Reddy, Sarasvathie; Searle, Ruth L.; Shawa, Lester B.; Teferra, Damtew

    2016-01-01

    This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on…

  12. How Do My Friends Matter? Examining Latino Adolescents' Friendships, School Belonging, and Academic Achievement.

    PubMed

    Delgado, Melissa Y; Ettekal, Andrea Vest; Simpkins, Sandra D; Schaefer, David R

    2016-06-01

    Are Latino adolescents' friendships an untapped resource for academic achievement or perhaps one of the reasons why these youth struggle academically? Using data from the National Longitudinal Study of Adolescent Health (N = 6782; 7th through 12th graders; 52.9 % female), we examined whether the process of Latino students' school belonging mediated the relationships between the context of friendships (i.e., friendship network indicators) and their academic outcomes (i.e., a context-process-outcomes model), and tested whether the process-context link varied by friends' characteristics (i.e., GPA and problem behavior; social capital). Moreover, we tested whether all relationships varied across the four largest Latino subgroups in the U.S. (i.e., Mexican, Central/South American, Puerto Rican, and Cuban). Our findings indicate that being nominated as a friend by peers and perceiving to have friends exerted both direct effects on school belonging in all but one of the Latino ethnic samples (i.e., Puerto Rican samples) and indirect effects on academic achievement in the full Latino, Mexican, and Central/South American samples. As such, school belonging was more likely to explain the links between academic achievement with nominations by peers as a friend and perceived friends than with having close-knit friendship groups. However, having a close-knit group of average or low-achieving friends predicted more school belonging for Mexican youth, but less school belonging for Cubans. Our findings suggest that friendships may be particularly beneficial for the school belonging process of highly marginalized groups in the U.S. (i.e., Mexican-origin).

  13. Parent Involvement and Academic Outcomes among Urban Adolescents: Examining the Role of School Engagement

    ERIC Educational Resources Information Center

    Dotterer, Aryn M.; Wehrspann, Elizabeth

    2016-01-01

    The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…

  14. [The state's physics examinations for medical students and the construction of a natural science basis for academic medical training between 1865-1880].

    PubMed

    Van Lieburg, M J

    1995-01-01

    Betweem 1865, when the new Dutch Health Acts introduced the legal monopoly of the academic medical profession, and 1879, when a new law for higher education provided the basis for the integration of the non-academic teaching of medicine within the universities, non-academic students could pass state medical examinations in order to become a physician. In this article I studied in detail the first phase of this examination route, when students were questioned about their knowledge of mathematics, physics, chemistry and the life sciences. The state commissions responsible for taking these examinations have certainly played an important role in the process of the introduction of scientific medicine into the universities as well as the introduction of the sciences into secondary schools, preparing scholars for academic medical training. Moreover, because scientists, physicians and secondary school teachers participated together in these commissions, the science examination boards linked the several educational echelons and divisions in science and medicine concerned with this process of transformation of the medical professions and medical science in the 1860s and 1870s.

  15. The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

    ERIC Educational Resources Information Center

    Arimoto, Akira

    The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

  16. Examining Longitudinal Relationship among Effort Reward Imbalance, Coping Strategies and Academic Burnout in Korean Middle School Students

    ERIC Educational Resources Information Center

    Kim, Boyoung; Kim, Eunjoo; Lee, Sang Min

    2017-01-01

    The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school…

  17. An Examination of Factors and Attitudes that Influence Reporting Fraudulent Claims in an Academic Environment

    ERIC Educational Resources Information Center

    Carmichael, Anna M.; Krueger, Lacy E.

    2014-01-01

    The study examined potential factors and attitudes associated with providing fraudulent academic claims. A total of 319 students completed an online survey which involved reading a vignette about an incomplete assignment. Participants reported whether they would contact their instructor to gain an extension, expressed their confidence in the…

  18. In Support of Others: An Examination of Psychological Capital and Job Satisfaction in Academic Staff

    ERIC Educational Resources Information Center

    Mello, James A.

    2013-01-01

    The purpose of this research was to examine the relationship between psychological capital and job satisfaction among academic support staff. An online questionnaire served as the primary data source with follow-up personal interviews used to provide descriptive information that complemented the quantitative data. This study explores the…

  19. What Is Required to Develop Career Pathways for Teaching Academics?

    ERIC Educational Resources Information Center

    Bennett, Dawn; Roberts, Lynne; Ananthram, Subramaniam; Broughton, Michelle

    2018-01-01

    Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff.…

  20. Latino Adolescents' Academic Success: The Role of Discrimination, Academic Motivation, and Gender

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.; Gonzales-Backen, Melinda A.; Bamaca, Mayra Y.; Zeiders, Katharine H.

    2009-01-01

    Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N = 221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation…

  1. Academic reflective writing: a study to examine its usefulness.

    PubMed

    Bowman, Marion; Addyman, Berni

    Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.

  2. Leading from the Middle of the Organization: An Examination of Shared Leadership in Academic Libraries

    ERIC Educational Resources Information Center

    Cawthorne, Jon E.

    2010-01-01

    Shared leadership theory recognizes leader influence throughout the organization, not just from the top down. This study explores how middle managers from 22 academic libraries in the Pacific West perceive their own agreement, participation and recognition of shared leadership. This survey and framework is the first to examine the extent shared…

  3. Stress and Academic Performance in Dental Students: The Role of Coping Strategies and Examination-Related Self-Efficacy.

    PubMed

    Crego, Antonio; Carrillo-Diaz, María; Armfield, Jason M; Romero, Martín

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

  4. Examining the Cross-Cultural Effect between Moral Suasion and Academic Dishonesty

    ERIC Educational Resources Information Center

    Gold, Andrew M.

    2014-01-01

    Academic and workplace dishonesty have become a growing and costly problem within society. While academic misconduct is nothing new, over the past 40 years the problem appears to be getting worse. The literature indicated a steady increase in academic cheating rates over the past four decades from 50% to as much as 75%. Compounding this problem…

  5. Students' Demographic, Academic Characteristics and Performance in Registered General Nursing Licensing Examination in Ghana

    ERIC Educational Resources Information Center

    Doe, Patience Fakornam; Oppong, Elizabeth Agyeiwaa; Sarfo, Jacob Owusu

    2018-01-01

    The decreasing performance of student nurses in the professional licensure examinations (LE) in Ghana is a major concern to stakeholders, especially at a time when the nurse-patient ratio stands at 1: 1500. The study sought to determine the effect of students' demographic and academic characteristics on performance in the Registered General…

  6. The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

    ERIC Educational Resources Information Center

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

    This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To…

  7. 32 CFR 901.5 - Academic examination requirements.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Level 1 (Standard) Mathematics or Level II (Intensive) Mathematics. (Level 1 recommended for candidates without advanced high school mathematics.) (b) ACT. Candidates who elect to use the ACT tests must take the complete battery of tests: English, mathematics, social studies, and natural sciences. ...

  8. 38 CFR 18.444 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Academic adjustments. 18....444 Academic adjustments. (a) Academic requirements. A recipient shall make necessary modifications to its academic requirements to ensure that these requirements do not discriminate or have the effect of...

  9. 38 CFR 18.444 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Academic adjustments. 18....444 Academic adjustments. (a) Academic requirements. A recipient shall make necessary modifications to its academic requirements to ensure that these requirements do not discriminate or have the effect of...

  10. 38 CFR 18.444 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Academic adjustments. 18....444 Academic adjustments. (a) Academic requirements. A recipient shall make necessary modifications to its academic requirements to ensure that these requirements do not discriminate or have the effect of...

  11. 38 CFR 18.444 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Academic adjustments. 18....444 Academic adjustments. (a) Academic requirements. A recipient shall make necessary modifications to its academic requirements to ensure that these requirements do not discriminate or have the effect of...

  12. Academic Self-Handicapping and Achievement Goals: A Further Examination.

    PubMed

    Midgley, Carol; Urdan, Tim

    2001-01-01

    This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

  13. Whose Code of Conduct Matters Most? Examining the Link between Academic Integrity and Student Development

    ERIC Educational Resources Information Center

    Biswas, Ann E.

    2013-01-01

    Although most colleges strive to nurture a culture of integrity, incidents of dishonest behavior are on the rise. This article examines the role student development plays in students' perceptions of academic dishonesty and in their willingness to adhere to a code of conduct that may be in sharp contrast to traditional integrity policies.

  14. Student Rights Associated with Disciplinary and Academic Hearings and Sanctions

    ERIC Educational Resources Information Center

    La Roche, Claire R.

    2005-01-01

    This paper examines whether students have due process rights associated with disciplinary and academic hearings. Constitutional challenges, case law, and the requirements of due process are discussed. Suggestions are made for procedures a school should follow to fulfill the requirements of due process.

  15. The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umaña-Taylor, Adriana J.

    2015-01-01

    This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

  16. 45 CFR 84.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 1 2013-10-01 2013-10-01 false Academic adjustments. 84.44 Section 84.44 Public... Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate...

  17. 45 CFR 84.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 1 2014-10-01 2014-10-01 false Academic adjustments. 84.44 Section 84.44 Public... Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate...

  18. 45 CFR 84.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 1 2012-10-01 2012-10-01 false Academic adjustments. 84.44 Section 84.44 Public... Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate...

  19. An Examination of Diversity within Three Southeastern Academic Libraries: A Mixed-Methods, Multi-Site Study

    ERIC Educational Resources Information Center

    Shaffer, Christopher A.

    2014-01-01

    The purpose of this study was to determine the extent to which three academic libraries in the Southeastern United States could be considered diverse. This was a multi-site, mixed methods study. It examined the climate and culture of the libraries, which was assessed through two methods; the first, through survey responses from full-time faculty…

  20. Academic performance of day scholars versus boarders in pharmacology examinations of a medical school in Pakistan.

    PubMed

    Faisal, Rizwan; Shinwari, Laiyla; Izzat, Saadia

    2016-09-01

    To compare the academic performance of day scholar and boarder students in Pharmacology examinations. This comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from June to September, 2015. It comprised third-year medical students of the sessions 2013-14 and 2014-15.The record of the results of examinations, which had already been conducted, were assessed. All the exams had two components, i.e. multiple-choice questions and short-essay questions. Students were categorised into 4 groups according to their academic performance: those who got <50% marks (Group 1); 51-69% marks (Group 2); 70-80% marks (Group 3); and >80% marks (Group 4). SPSS 20 was used for data analysis. Of the 200 students, 159(79.5%) were day scholars and 41(20.5%) were boarders. In multiple-choice questions, 29(70.7%) boarder students were in Group 2, while none of them was in Group 4. In short-essay questions, 11(26.8%) of them were in Group 1 and 17(41.5%) in Group 2. Results of day scholars' multiple-choice questions exams showed 93(58.5%) were in Group 2 and 2(1.3%) in Group 4. In short-essay questions, 63(39.6%) were in Group 2 (p>o.o5 each). No significant difference was found between the academic performance of boarders and day scholars.

  1. Do Pre-Entry Tests Predict Competencies Required to Excel Academically in Law School?: An Empirical Investigation

    ERIC Educational Resources Information Center

    Wamala, Robert

    2016-01-01

    Purpose: Prospective students of law are required to demonstrate competence in certain disciplines to attain admission to law school. The grounding in the disciplines is expected to demonstrate competencies required to excel academically in law school. The purpose of this study is to investigate the relevance of the law school admission test to…

  2. Of Mice and Academics: Examining the Effect of Openness on Innovation. NBER Working Paper No. 14819

    ERIC Educational Resources Information Center

    Murray, Fiona; Aghion, Philippe; Dewatripont, Mathias; Kolev, Julian; Stern, Scott

    2009-01-01

    Scientific freedom and openness are hallmarks of academia: relative to their counterparts in industry, academics maintain discretion over their research agenda and allow others to build on their discoveries. This paper examines the relationship between openness and freedom, building on recent models emphasizing that, from an economic perspective,…

  3. Racial-ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children's Academic Adjustment.

    PubMed

    Witherspoon, Dawn P; Daniels, Lisa L; Mason, Amber E; Smith, Emilie Phillips

    2016-03-01

    Research consistently shows that neighborhood socio-demographic characteristics and residents' neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% African American, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth's academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children's neighborhood context is important for development. Results are discussed to highlight environmental influences on young children's awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment. © Society for Community Research and Action 2016.

  4. The validity of Iran’s national university entrance examination (Konkoor) for predicting medical students’ academic performance

    PubMed Central

    2012-01-01

    Background In Iran, admission to medical school is based solely on the results of the highly competitive, nationwide Konkoor examination. This paper examines the predictive validity of Konkoor scores, alone and in combination with high school grade point averages (hsGPAs), for the academic performance of public medical school students in Iran. Methods This study followed the cohort of 2003 matriculants at public medical schools in Iran from entrance through internship. The predictor variables were Konkoor total and subsection scores and hsGPAs. The outcome variables were (1) Comprehensive Basic Sciences Exam (CBSE) scores; (2) Comprehensive Pre-Internship Exam (CPIE) scores; and (3) medical school grade point averages (msGPAs) for the courses taken before internship. Pearson correlation and regression analyses were used to assess the relationships between the selection criteria and academic performance. Results There were 2126 matriculants (1374 women and 752 men) in 2003. Among the outcome variables, the CBSE had the strongest association with the Konkoor total score (r = 0.473), followed by msGPA (r = 0.339) and the CPIE (r = 0.326). While adding hsGPAs to the Konkoor total score almost doubled the power to predict msGPAs (R2 = 0.225), it did not have a substantial effect on CBSE or CPIE prediction. Conclusions The Konkoor alone, and even in combination with hsGPA, is a relatively poor predictor of medical students’ academic performance, and its predictive validity declines over the academic years of medical school. Care should be taken to develop comprehensive admissions criteria, covering both cognitive and non-cognitive factors, to identify the best applicants to become "good doctors" in the future. The findings of this study can be helpful for policy makers in the medical education field. PMID:22840211

  5. The Generosity of an Urban Professoriate: Understanding Faculty as Donors and Academic Citizens

    ERIC Educational Resources Information Center

    Shaker, Genevieve G.

    2013-01-01

    Although faculties are often portrayed as institutionally uninvolved, evidence exists that many of them are actually academic citizens who contribute beyond requirements and expectations. Using a phenomenological approach to examine major giving by faculty and their academic citizenship at an urban university, this study of limited sample size…

  6. Blended E-Learning as a Requirement for Teaching EFL in a Thai Academic Context

    ERIC Educational Resources Information Center

    Tananuraksakul, Noparat

    2016-01-01

    This paper results from a pilot study in a Thai academic context testing two hypotheses. First, blended e-learning required by an institution can motivate learners extrinsically to learn EFL. Second, blended e-learning can enhance learners' positive attitudes toward learning EFL. The hypotheses were constructed based on an implication that Thai…

  7. Contradictions of Adolescent Self-Construal: Examining the Interaction of Ethnic Identity, Self-Efficacy and Academic Achievement

    ERIC Educational Resources Information Center

    Booth, Margaret Zoller; Abercrombie, Sara; Frey, Christopher J.

    2017-01-01

    This research examines the relationship between ethnicity, ethnic identity, self-efficacy, and academic achievement within a multi-ethnic mid-sized city in the US Midwest. Utilizing a mixed-methods approach, middle and high school adolescents (Fall, N = 482; Spring, N = 392) were surveyed and interviewed over the course of one year to investigate…

  8. Even Math Requires Learning Academic Language

    ERIC Educational Resources Information Center

    Barrow, Melissa A.

    2014-01-01

    ELLs need to practice using the language in their speech. Teachers can ask students to restate the definition in their own words and provide opportunities for students to use academic vocabulary in discussions. Chunking (instead of teaching inch in isolation, also teach foot, centimeter, and yard) helps students develop their schema and mentally…

  9. Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools

    ERIC Educational Resources Information Center

    Areepattamannil, Shaljan; Freeman, John G.

    2008-01-01

    The study examined the self-reported academic achievement, academic self-concept, and academic motivation of 573 immigrant and nonimmigrant adolescents in the Greater Toronto Area (GTA) secondary schools. Descriptive Discriminant Analyses indicated that the immigrant adolescents had higher performance in mathematics, higher math and school…

  10. A Curriculum Model: Engineering Design Graphics Course Updates Based on Industrial and Academic Institution Requirements

    ERIC Educational Resources Information Center

    Meznarich, R. A.; Shava, R. C.; Lightner, S. L.

    2009-01-01

    Engineering design graphics courses taught in colleges or universities should provide and equip students preparing for employment with the basic occupational graphics skill competences required by engineering and technology disciplines. Academic institutions should introduce and include topics that cover the newer and more efficient graphics…

  11. Academic Buoyancy and Academic Resilience: Exploring "Everyday" and "Classic" Resilience in the Face of Academic Adversity

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2013-01-01

    Academic buoyancy has been defined as a capacity to overcome setbacks, challenges, and difficulties that are part of everyday academic life. Academic resilience has been defined as a capacity to overcome acute and/or chronic adversity that is seen as a major threat to a student's educational development. This study is the first to examine the…

  12. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    PubMed Central

    Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

    Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled. Methods. Graduating students at a private health sciences institution were asked to complete an electronic survey instrument that included demographic data, academic performance, and 2 validated academic entitlement instruments. Results. One hundred forty-one of 243 students completed the survey instrument. Fourteen (10%) students scored greater than the median total points possible on 1 or both of the academic entitlement instruments and were categorized as more academically entitled. Less academically entitled students required fewer reassessments and less remediation than more academically entitled students. The highest scoring academic entitlement items related to student perception of what professors should do for them. Conclusion. Graduating pharmacy students with lower levels of academic entitlement were more academically successful than more academically entitled students. Moving from an expert opinion approach to evidence-based decision-making in the area of academic entitlement will allow pharmacy educators to identify interventions that will decrease academic entitlement and increase academic success in pharmacy students. PMID:25147388

  13. Adaptation of Chinese Graduate Students to the Academic Integrity Requirements of a U.S. University: A Mixed Methods Research

    ERIC Educational Resources Information Center

    Jian, Hu

    2012-01-01

    The purpose of this mixed method study was to investigate how graduates originating from mainland China adapt to the U.S. academic integrity requirements. In the first, quantitative phase of the study, the research questions focused on understanding the state of academic integrity in China. This guiding question was divided into two sub-questions,…

  14. Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale

    PubMed Central

    Bedewy, Dalia

    2015-01-01

    The development of a scale to measure perceived sources of academic stress among university students. Based on empirical evidence and recent literature review, we developed an 18-item scale to measure perceptions of academic stress and its sources. Experts (n = 12) participated in the content validation process of the instrument before it was administered to (n = 100) students. The developed instrument has internal consistency reliability of 0.7 (Cronbach’s alpha), there was evidence for content validity, and factor analysis resulted in four correlated and theoretically meaningful factors. We developed and tested a scale to measure academic stress and its sources. This scale takes 5 minutes to complete. PMID:28070363

  15. Assessing the Financial Viability of Academic Programmes

    ERIC Educational Resources Information Center

    Swift, Lynette

    2012-01-01

    This paper reviews and examines approaches to determining the financial viability of academic programmes as a critical component of assessing a programme's overall sustainability. Key to assessing the financial viability of a programme is understanding the teaching activities required to deliver the programme and the cost of those activities. A…

  16. Motivation and academic achievement in medical students.

    PubMed

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

  17. Academic Hardiness: Mediator between Sense of Belonging to School and Academic Achievement?

    ERIC Educational Resources Information Center

    Abdollahi, Abbas; Noltemeyer, Amity

    2018-01-01

    The purpose of this study was to (a) test the relationships between sense of belonging to school, academic hardiness, and academic achievement and (b) examine the mediating role of academic hardiness (including commitment, control, and challenge) on the association between sense of belonging to school and academic achievement. Five hundred and…

  18. 45 CFR 605.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 3 2012-10-01 2012-10-01 false Academic adjustments. 605.44 Section 605.44 Public... Postsecondary Education § 605.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that...

  19. 45 CFR 605.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false Academic adjustments. 605.44 Section 605.44 Public... Postsecondary Education § 605.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that...

  20. 45 CFR 605.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false Academic adjustments. 605.44 Section 605.44 Public... Postsecondary Education § 605.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its academic requirements as are necessary to ensure that...

  1. Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

    PubMed

    Bembenutty, Héfer

    2009-04-01

    This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

  2. Academic climate, well-being and academic performance in a university degree course.

    PubMed

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  3. Examining Gender and the Academic Achievement of Students with Emotional Disturbance

    ERIC Educational Resources Information Center

    Rice, Elisabeth Hess; Yen, Cherng-Jyh

    2010-01-01

    Students with emotional disturbance (ED) have significant academic deficits (Trout, Nordness, Pierce, & Epstein, 2003; Lane, 2004). Even after identification and school intervention, students with ED continue to demonstrate limited academic achievement and high rates of drop out and school failure, with 80-90% scoring below grade level on tests of…

  4. Racial-ethnic Identity in Context: Examining Mediation of Neighborhood Factors on Children’s Academic Adjustment

    PubMed Central

    Witherspoon, Dawn P.; Daniels, Lisa L.; Mason, Amber E.; Smith, Emilie Phillips

    2016-01-01

    Research consistently shows that neighborhood socio-demographic characteristics and residents’ neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% AA, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth’s academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children’s neighborhood context is important for development. Results are discussed to highlight environmental influences on young children’s awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment. PMID:27217314

  5. Progression through Academic Ranks: A Longitudinal Examination of Internal Promotion Drivers

    ERIC Educational Resources Information Center

    Dobele, Angela R.; Rundle-Theile, Sharyn

    2015-01-01

    The last 20 years have brought major workload changes for academics globally, with the feeling that an academic in today's global higher education industry has three full-time jobs (research, teaching and service). Following recent Government reforms, the Australian higher education sector has been forced to redefine itself in a more commercial…

  6. Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

    ERIC Educational Resources Information Center

    Lea, Mary R.; Stierer, Barry

    2011-01-01

    In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

  7. Examining the Relations between Subjective Social Class, Academics, and Well-Being in First-Generation College Student Veterans

    ERIC Educational Resources Information Center

    Colbow, Alexander James

    2017-01-01

    The aim of this study was to examine the relations between aspects of subjective social class, academic performance, and subjective wellbeing in first-generation and veteran students. In recent years, both student veterans and first-generation students have become topics of interest for universities, counselors, and researchers, as they are…

  8. [The relationship between academic self-efficacy and academic burnout in medical students].

    PubMed

    Lee, Su Hyun; Jeon, Woo Taek

    2015-03-01

    The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.

  9. Personal Goals and Academic Achievement among Theology Students

    ERIC Educational Resources Information Center

    Litmanen, Topi; Hirsto, Laura; Lonka, Kirsti

    2010-01-01

    Studying in higher education requires long-term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work-life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related…

  10. Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program. A CAPSEE Working Paper

    ERIC Educational Resources Information Center

    Schudde, Lauren; Scott-Clayton, Judith

    2014-01-01

    The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal of the award is contingent on their making satisfactory academic progress (SAP)--meeting minimum academic standards similar to those proposed in models of performance-based…

  11. The Enabling and Protective Role of Academic Buoyancy in the Appraisal of Fear Appeals Used Prior to High Stakes Examinations

    ERIC Educational Resources Information Center

    Symes, Wendy; Putwain, David W.; Remedios, Richard

    2015-01-01

    Prior to high stakes examinations, teachers may engage in instructional practices to encourage their students to prepare well for their exams, including the use of "fear appeals". The current study examined whether academic buoyancy played a role in student appraisals of fear appeals as threatening or challenging. High school students…

  12. Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis

    ERIC Educational Resources Information Center

    Surastina; Dedi, Fransisca S. O.

    2018-01-01

    Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that…

  13. Informal Learning in Academic Student Organizations: An Exploratory Examination of Student-Faculty Interactions and the Relationship to Leadership

    ERIC Educational Resources Information Center

    Holzweiss, Peggy C.; Parrott, Kelli Peck; Cole, Bryan R.

    2013-01-01

    This exploratory study examined informal learning opportunities that exist within student organizations. The researchers specifically isolated academic organizations and the interactions between students and faculty that may occur in this context. Findings indicate that 81% of participants experienced interactions with faculty within the context…

  14. Predicting Academic Performance of Master's Students in Engineering Management

    ERIC Educational Resources Information Center

    Calisir, Fethi; Basak, Ecem; Comertoglu, Sevinc

    2016-01-01

    The purpose of this study is to investigate the factors affecting academic achievement of the master's students who are enrolling in the executive engineering management master's programs in Turkey. These factors include admission requirements (entrance examination, undergraduate grade point average, English proficiency) and demographic attributes…

  15. Views of academic dentists about careers in academic dentistry in the United Kingdom.

    PubMed

    Goldacre, M; Lee, P; Stear, S; Sidebottom, E; Richards, R

    2000-02-12

    The aim of this paper is to report the views of academic dentists about careers in academic dentistry assessed by method of a postal questionnaire survey. The subjects of the survey were dentists in academic posts in the United Kingdom. The incentives in pursuing an academic career which respondents rated most highly were the opportunity to teach and the variety of work in an academic career. The greatest disincentives were competing pressures from service work, teaching and research, and the difficulty of getting research grants. Many would like to spend more time on research and less on service work and teaching. The length of time required for training, and the quality of training, was a concern, particularly for junior academics. Most respondents rated the enjoyment of their job highly but scored much lower on satisfaction with the time their job left for domestic and leisure activities. By contrast with academic medicine, in academic dentistry there is typically greater emphasis on teaching and less on research. In conclusion, the balance of activities in academic posts, particularly between service work, teaching and research, needs to be regularly reviewed. The development of a more structured training programme for junior academics, which does not disadvantage academic dentists when compared with their NHS colleagues, may be required.

  16. 46 CFR 11.903 - Licenses requiring examinations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... OFFICER ENDORSEMENTS Subjects of Examinations and Practical Demonstrations of Competence § 11.903 Licenses... STCW regulations and standards of competence and those in part A of the STCW Code (incorporated by... section, who meets the requirements of the appropriate regulations and standards of competence in STCW and...

  17. Summer at Oxford Requires Academic Rigor from U.S. Adults.

    ERIC Educational Resources Information Center

    Palmer, Stacy E.

    1987-01-01

    American universities are sponsoring overseas academic programs designed for their alumni and other adults. The programs last for 2 or 3 weeks, make money and cement cross-cultural academic ties. A program run by the University of California at Berkeley is described. (MLW)

  18. Academic interventions for academic procrastination: A review of the literature.

    PubMed

    Zacks, Shlomo; Hen, Meirav

    2018-01-01

    Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

  19. "La Importancia de la Hermandad Latina": Examining the Psychosociocultural Influences of Latina-Based Sororities on Academic Persistence Decisions

    ERIC Educational Resources Information Center

    Delgada-Guerro, Marla; Gloria, Alberta M.

    2013-01-01

    Using a psychosociocultural (PSC) approach, we examined how self-beliefs, social support, and cultural fit influenced the academic persistence decisions of 115 Latina sorority members. Upper-division Latinas reported higher self-efficacy than lower-division Latinas; however, lower-division students reported higher college stress and more perceived…

  20. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... the humanities and/or the social and behavioral sciences, for these disciplines complement the study... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service medicine... gaining admission to the School, but a strong foundation in the sciences basic to the study of medicine is...

  1. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... the humanities and/or the social and behavioral sciences, for these disciplines complement the study... undertake successfully the study of medicine. (1) Academic requirements. Recognizing that Service medicine... gaining admission to the School, but a strong foundation in the sciences basic to the study of medicine is...

  2. Meeting Multicultural Needs in School Libraries: An Examination of Mexican Migrant Families and Factors that Influence Academic Success

    ERIC Educational Resources Information Center

    Plocharczyk, Leah

    2005-01-01

    The children of Mexican migrants face a number of hardships and difficulties that greatly hamper their ability to succeed in American schools. This paper examines some of the major difficulties and suggests multicultural programs that school librarians can implement in order to help migrant children achieve academic success.

  3. 14 CFR 141.63 - Examining authority qualification requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... of those students passed the required practical or knowledge test, or any combination thereof, for... students in the training course for which examining authority is sought and recommended those students for...

  4. On the Development of Perfectionism: The Longitudinal Role of Academic Achievement and Academic Efficacy.

    PubMed

    Damian, Lavinia E; Stoeber, Joachim; Negru-Subtirica, Oana; Băban, Adriana

    2017-08-01

    Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy by examining academic success as an antecedent of perfectionism. The study examined 487 adolescents (aged 12-19 years, 54% female) using a cross-lagged longitudinal design with three time points spaced 4-5 months apart. Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Implications of the findings for the development of perfectionism are discussed. © 2016 Wiley Periodicals, Inc.

  5. Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Callahan, Carolyn M.

    2010-01-01

    The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…

  6. 46 CFR 11.903 - Officer endorsements requiring examinations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... self-propelled vessels of less than 200 GRT would, however, require an examination in celestial navigation. (4) Second mate of oceans or near-coastal vessels when upgrading from third mate of oceans or...

  7. 46 CFR 272.41 - Requirements for examination and allocation of M&R expenses.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 8 2010-10-01 2010-10-01 false Requirements for examination and allocation of M&R... AFFECTING SUBSIDIZED VESSELS AND OPERATORS REQUIREMENTS AND PROCEDURES FOR CONDUCTING CONDITION SURVEYS AND... Requirements for examination and allocation of M&R expenses. (a) Examination requirement. Pursuant to the...

  8. Disruptive innovation in academic medical centers: balancing accountable and academic care.

    PubMed

    Stein, Daniel; Chen, Christopher; Ackerly, D Clay

    2015-05-01

    Numerous academic medicine leaders have argued that academic referral centers must prepare for the growing importance of accountability-driven payment models by adopting population health initiatives. Although this shift has merit, execution of this strategy will prove significantly more problematic than most observers have appreciated. The authors describe how successful implementation of an accountable care health strategy within a referral academic medical center (AMC) requires navigating a critical tension: The academic referral business model, driven by tertiary-level care, is fundamentally in conflict with population health. Referral AMCs that create successful value-driven population health systems within their organizations will in effect disrupt their own existing tertiary care businesses. The theory of disruptive innovation suggests that balancing the push and pull of academic and accountable care within a single organization is achievable. However, it will require significant shifts in resource allocation and changes in management structure to enable AMCs to make the inherent difficult choices and trade-offs that will ensue. On the basis of the theories of disruptive innovation, the authors present recommendations for how academic health systems can successfully navigate these issues as they transition toward accountability-driven care.

  9. Examining the Academic Counseling Courses as a Support Service in Distance Learning

    ERIC Educational Resources Information Center

    Cekerol, Kamil; Bozkaya, Mujgan

    2010-01-01

    Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

  10. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

    ERIC Educational Resources Information Center

    Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

    2009-01-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that…

  11. Dispositional Flow as a Mediator of the Relationships between Attentional Control and Approaches to Studying during Academic Examination Preparation

    ERIC Educational Resources Information Center

    Cermakova, Lucie; Moneta, Giovanni B.; Spada, Marcantonio M.

    2010-01-01

    This study investigated how attentional control and study-related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information-processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and…

  12. Making Sense of Academic Life: Academics, Universities and Change.

    ERIC Educational Resources Information Center

    Taylor, Peter G.

    Universities and academics today are facing challenges that require more active and self-interested management. The book argues that higher education in the future will not become any more ordered, but will actually become more complex, more fractured and less bounded, and that academics will have to respond with new ways of thinking. The book…

  13. 46 CFR 272.41 - Requirements for examination and allocation of M&R expenses.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 8 2011-10-01 2011-10-01 false Requirements for examination and allocation of M&R... Requirements for examination and allocation of M&R expenses. (a) Examination requirement. Pursuant to the specific limitations on M&R subsidy in section 603 of the Act, the Region Office shall examine the expenses...

  14. 40 CFR 262.203 - How an eligible academic entity indicates it will be subject to the requirements of this subpart.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... indicates it will be subject to the requirements of this subpart. 262.203 Section 262.203 Protection of... entity indicates it will be subject to the requirements of this subpart. (a) An eligible academic entity... Identification Form (EPA Form 8700-12), that it is electing to be subject to the requirements of this subpart for...

  15. 40 CFR 262.203 - How an eligible academic entity indicates it will be subject to the requirements of this subpart.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... indicates it will be subject to the requirements of this subpart. 262.203 Section 262.203 Protection of... entity indicates it will be subject to the requirements of this subpart. (a) An eligible academic entity... Identification Form (EPA Form 8700-12), that it is electing to be subject to the requirements of this subpart for...

  16. 40 CFR 262.203 - How an eligible academic entity indicates it will be subject to the requirements of this subpart.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... indicates it will be subject to the requirements of this subpart. 262.203 Section 262.203 Protection of... entity indicates it will be subject to the requirements of this subpart. (a) An eligible academic entity... Identification Form (EPA Form 8700-12), that it is electing to be subject to the requirements of this subpart for...

  17. 40 CFR 262.203 - How an eligible academic entity indicates it will be subject to the requirements of this subpart.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... indicates it will be subject to the requirements of this subpart. 262.203 Section 262.203 Protection of... entity indicates it will be subject to the requirements of this subpart. (a) An eligible academic entity... Identification Form (EPA Form 8700-12), that it is electing to be subject to the requirements of this subpart for...

  18. 40 CFR 262.203 - How an eligible academic entity indicates it will be subject to the requirements of this subpart.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... indicates it will be subject to the requirements of this subpart. 262.203 Section 262.203 Protection of... entity indicates it will be subject to the requirements of this subpart. (a) An eligible academic entity... Identification Form (EPA Form 8700-12), that it is electing to be subject to the requirements of this subpart for...

  19. The Effect of Distinguished Educators on Academic Gain of Louisiana Academically Unacceptable Schools

    ERIC Educational Resources Information Center

    Scroggins, Ruby C.

    2012-01-01

    The purpose of this study was to examine the degree of academic growth of Academically Unacceptable schools in Louisiana which have been assigned a Distinguished Educator. Distinguished Educators are external change agents who are placed in Academically Unacceptable schools in Louisiana. The data were generated from the Louisiana Department of…

  20. Academic goals in surgery.

    PubMed

    Bleier, Joshua I S; Kann, Brian

    2013-12-01

    The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

  1. Factors Affecting Examination Attrition: Does Academic Support Help? A Survey of ACN203S (Cost Accounting and Control) Students at Unisa

    ERIC Educational Resources Information Center

    Tladi, Lerato Sonia

    2013-01-01

    This study sought to determine the attributing and contributing factors to examination absence as well as whether the academic and social support available to students had a role to play in discouraging or reducing absence from examinations using results from a quantitative survey of ACN203S (Cost Accounting and Control) students who were admitted…

  2. Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent-Adolescent Communication.

    PubMed

    Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K

    2016-06-01

    A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions.

  3. Racial Socialization, Racial Identity, and Academic Attitudes Among African American Adolescents: Examining the Moderating Influence of Parent–Adolescent Communication

    PubMed Central

    McLoyd, Vonnie C.; Hallman, Samantha K.

    2017-01-01

    A significant gap remains in our understanding of the conditions under which parents’ racial socialization has consequences for adolescents’ functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents’ racial socialization practices were significant predictors of multiple aspects of adolescents’ racial identity in families with high levels of communication, but they did not predict any aspects of adolescents’ racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents’ racial socialization and adolescents’ racial identity and academic attitudes and perceptions. PMID:26369349

  4. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  5. The "Sandwich Generation" in Korean Academe: Between Traditional Academic Authority and Meritocratic Culture

    ERIC Educational Resources Information Center

    Shin, Jung Cheol; Kim, Yangson; Lim, Heejin; Shim, Bongsup; Choi, Younggi

    2015-01-01

    This study investigates how academics hired during the period of rapid neoliberal reforms differ from the senior academics hired before the reforms and the junior academics hired after the reforms were institutionalized. The faculty members who were employed in a period of radical reform may be impacted by the additional requirements and tasks…

  6. Socratic Self-Examination and Its Application to Academic Advising

    ERIC Educational Resources Information Center

    Kuhtmann, Marlene S.

    2005-01-01

    Nussbaum (1998) proposed that Socratic activity is a worthwhile pursuit with regard to academic advising relationships. While it offers the promise of certain benefits, such as the development of critical thinking skills, Socratic activity arguably cannot be universally applied to all advising relationships. In presenting and analyzing issues…

  7. Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

    PubMed

    Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

    2009-04-29

    Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in

  8. Examining the accuracy of students' self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study.

    PubMed

    Sticca, Fabio; Goetz, Thomas; Bieg, Madeleine; Hall, Nathan C; Eberle, Franz; Haag, Ludwig

    2017-01-01

    The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.

  9. Academic versus Non-Academic Emerging Adult College Student Technology Use

    ERIC Educational Resources Information Center

    Swanson, Joan Ann; Walker, Erica

    2014-01-01

    Emerging adult college students have developmental and educational needs which are unique to their phase of life. The purpose of this study was to examine academic and non-academic technology use by emerging adult college students. Survey results (N = 235) provided insights into emerging adult college student technology preferences and frequency…

  10. Neurohospitalists: perceived need and training requirements in academic neurology.

    PubMed

    Probasco, John C; George, Benjamin P; Dorsey, E Ray; Venkatesan, Arun

    2014-01-01

    We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care.

  11. Examination of Academic Self-Regulation Variances in Nursing Students

    ERIC Educational Resources Information Center

    Schutt, Michelle A.

    2009-01-01

    Multiple workforce demands in healthcare have placed a tremendous amount of pressure on academic nurse educators to increase the number of professional nursing graduates to provide nursing care both in both acute and non-acute healthcare settings. Increased enrollment in nursing programs throughout the United States is occurring; however, due to…

  12. Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study

    ERIC Educational Resources Information Center

    Tanaka, Masaaki; Watanabea, Yasuyoshi

    2012-01-01

    Objective: Intrinsic academic motivation is one of the most important psychological concepts in education, and it is related to academic outcomes in medical students. This study examined the relationships between academic and family conditions and intrinsic academic motivation. Design: Cross-sectional design. Setting: The study group consisted of…

  13. Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice

    ERIC Educational Resources Information Center

    Dashtestani, Reza

    2018-01-01

    Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students' attitudes towards EAP and academic content learning. Three…

  14. Ensuring Academic Freedom in Politically Controversial Academic Personnel Decisions. Report

    ERIC Educational Resources Information Center

    American Association of University Professors, 2011

    2011-01-01

    This report seeks to confront the contemporary political challenge to the academic community by exploring how free universities contribute to the common good even as they create political tensions between themselves and society that require the protection of academic freedom. At the same time, the report suggests ways that protection may be…

  15. Roles and methods of performance evaluation of hospital academic leadership.

    PubMed

    Zhou, Ying; Yuan, Huikang; Li, Yang; Zhao, Xia; Yi, Lihua

    2016-01-01

    The rapidly advancing implementation of public hospital reform urgently requires the identification and classification of a pool of exceptional medical specialists, corresponding with incentives to attract and retain them, providing a nucleus of distinguished expertise to ensure public hospital preeminence. This paper examines the significance of academic leadership, from a strategic management perspective, including various tools, methods and mechanisms used in the theory and practice of performance evaluation, and employed in the selection, training and appointment of academic leaders. Objective methods of assessing leadership performance are also provided for reference.

  16. The Impact of Automation on Job Requirements and Qualifications for Catalogers and Reference Librarians in Academic Libraries.

    ERIC Educational Resources Information Center

    Xu, Hong

    1996-01-01

    Compares and analyzes job advertisements for catalogers and reference librarians in academic libraries from 1971 to 1990 to trace the impact of automation on job requirements and qualifications. Findings indicate that computer skills are needed, and there are more entry-level jobs being posted for both groups. (Author/JMV)

  17. Examining Attendance, Academic Performance, and Behavior in Obese Adolescents

    ERIC Educational Resources Information Center

    Daniels, Dianne Yow

    2008-01-01

    Although academics and safety continue to rank as high-priority issues in public schools, educators and administrators are beginning to recognize the importance of student health on school success. This move toward a holistic approach suggests that efforts to improve a student's physical, social, and emotional well-being are as important as…

  18. Academe and the Threat of Biological Terrorism

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Atlas, Ronald M.; Weller, Richard E.

    1999-04-03

    A legally binding protocol to monitor compliance with Biological and Toxin Weapons Convention (BWC) could have a substantial impact on academia. This is because of the large number of academic sites, and the complexity of activities and business relationships found in academia. Several hundred academic institutions could be required to file declarations, depending upon the specific''triggers'' adopted by the Ad Hoc Group to the BWC. Activities at academic sites that might''trigger'' a requirement for declaration include: biological defense, working with listed agents or toxins, production capacity, biopesticide research, vaccine production, high (BL3) biological containment, and aerobiology. The management structure ofmore » academic institutions will make it difficult for them to scrupulously comply with declaration requirements. A major educational program will be required to ensure academic compliance with any mandatory measures adopted to strengthen the BWC.« less

  19. "Doing School" Right: How University Students from Diverse Backgrounds Construct Their Academic Literacies and Academic Identities

    ERIC Educational Resources Information Center

    Tudor Sarver, Whitney Ann

    2012-01-01

    This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of…

  20. Academic Career Making and the Double-Edged Role of Academic Housework

    ERIC Educational Resources Information Center

    Heijstra, Thamar Melanie; Steinthorsdóttir, Finnborg Salome; Einarsdóttir, Thorgerdur

    2017-01-01

    Internationalisation, competition and performance orientation are nowadays essential in the managing and financing of universities. This pattern has intensified with the austerity measures and fiscal consolidation that followed the financial crisis in 2008. This article examines the academic labour process and career making of academics from a…

  1. 46 CFR 56.95-10 - Type and extent of examination required.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 2 2011-10-01 2011-10-01 false Type and extent of examination required. 56.95-10 Section 56.95-10 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING PIPING SYSTEMS AND APPURTENANCES Inspection § 56.95-10 Type and extent of examination required. (a) General. The types and extent of nondestructive...

  2. 46 CFR 56.95-10 - Type and extent of examination required.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 46 Shipping 2 2012-10-01 2012-10-01 false Type and extent of examination required. 56.95-10 Section 56.95-10 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING PIPING SYSTEMS AND APPURTENANCES Inspection § 56.95-10 Type and extent of examination required. (a) General. The types and extent of nondestructive...

  3. 46 CFR 56.95-10 - Type and extent of examination required.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 46 Shipping 2 2013-10-01 2013-10-01 false Type and extent of examination required. 56.95-10 Section 56.95-10 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING PIPING SYSTEMS AND APPURTENANCES Inspection § 56.95-10 Type and extent of examination required. (a) General. The types and extent of nondestructive...

  4. 46 CFR 56.95-10 - Type and extent of examination required.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 46 Shipping 2 2014-10-01 2014-10-01 false Type and extent of examination required. 56.95-10 Section 56.95-10 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING PIPING SYSTEMS AND APPURTENANCES Inspection § 56.95-10 Type and extent of examination required. (a) General. The types and extent of nondestructive...

  5. Neurohospitalists: Perceived Need and Training Requirements in Academic Neurology

    PubMed Central

    Probasco, John C.; George, Benjamin P.; Dorsey, E. Ray; Venkatesan, Arun

    2014-01-01

    Background and Purpose: We sought to determine the current practices and plans for departmental hiring of neurohospitalists at academic medical centers and to identify the core features of a neurohospitalist training program. Methods: We surveyed department chairs or residency program directors at 123 Accreditation Council for Graduate Medical Education (ACGME)-accredited US adult neurology training programs. Results: Sixty-three(51% response rate) responded, 76% of whom were program directors. In all, 24 (38%) academic neurology departments reported employing neurohospitalists, and an additional 10 departments have plans to hire neurohospitalists in the next year. In all, 4 academic neurology departments have created a neurohospitalist training program, and 10 have plans to create a training program within the next 2 years. Hospitals were the most frequent source of funding for established and planned programs (93% of those reporting). Most (n = 39; 65%) respondents felt that neurohospitalist neurology should be an ACGME-accredited fellowship. The highest priority neurohospitalist training elements among respondents included stroke, epilepsy, and consult neurology as well as patient safety and cost-effective inpatient care. The most important procedural skills for a neurohospitalist, as identified by respondents, include performance of brain death evaluations, lumbar punctures, and electroencephalogram interpretation. Conclusions: Neurohospitalists have emerged as subspecialists within neurology, growing both in number and in scope of responsibilities in practice. Neurohospitalists are in demand among academic departments, with many departments developing their existing presence or establishing a new presence in the field. A neurohospitalist training program may encompass training in stroke, epilepsy, and consult neurology with additional focus on patient safety and cost-effective care. PMID:24381705

  6. Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports

    ERIC Educational Resources Information Center

    Jung, Karl G.; Brown, Julie C.

    2016-01-01

    To engage in the practices of science, students must have a strong command of science academic language. However, content area teachers often make academic language an incidental part of their lesson planning, which leads to missed opportunities to enhance students' language development. To support pre-service elementary science teachers (PSTs) in…

  7. 45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false What requirements and qualifications apply if my program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... support activities other than tutoring? (a) If your program does not involve tutoring as defined in § 2522...

  8. Predicting Academic Entitlement in Undergraduates

    ERIC Educational Resources Information Center

    Sohr-Preston, Sara; Boswell, Stefanie S.

    2015-01-01

    Academic entitlement (AE) is a common source of frustration for college personnel. This investigation examined predictors (self-concept, academic dishonesty, locus of control, and family functioning) of AE in male and female college students. Academic dishonesty and the interaction between locus of control and family functioning significantly…

  9. The Scholarship of Academic Development.

    ERIC Educational Resources Information Center

    Eggins, Heather, Ed.; Macdonald, Ranald, Ed.

    The selections in this book address the concept and nature of academic development and examine research into and within the field. Following an introduction, "Developing a Scholarship of Academic Development: Setting the Context," by Ranald Macdonald, the chapters of part 1, "Conceptualizing Academic Development," are: (2)…

  10. Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

    PubMed

    Broedel-Zaugg, Kimberly; Buring, Shauna M; Shankar, Nathan; Soltis, Robert; Stamatakis, Mary K; Zaiken, Kathy; Bradberry, J Chris

    2008-06-15

    To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

  11. Diet Quality and Academic Performance

    ERIC Educational Resources Information Center

    Florence, Michelle D.; Asbridge, Mark; Veugelers, Paul J.

    2008-01-01

    Background: Although the effects of nutrition on health and school performance are often cited, few research studies have examined the effect of diet quality on the academic performance of children. This study examines the association between overall diet quality and academic performance. Methods: In 2003, 5200 grade 5 students in Nova Scotia,…

  12. Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

    ERIC Educational Resources Information Center

    Ates, Hüseyin; Saylan, Asli

    2015-01-01

    The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

  13. Examining Early Adolescents' Peer Climate Using Descriptive and Status Norms on Academic Engagement and Aggressive Behavior in the Classroom

    ERIC Educational Resources Information Center

    Shin, Huiyoung

    2017-01-01

    This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded…

  14. Academic Unit Relocation: Students' Pre- and Post-Move Responses

    ERIC Educational Resources Information Center

    Snir, Raphael

    2017-01-01

    Relocation of an academic unit affects not only the staff, but also the students. A pre- and post-move study examined the responses of undergraduate students to the relocation to a new and spacious campus carried out during the break between two semesters. The distance between the old and the new site did not require home relocation. However, it…

  15. The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Mello, Zena R.; Worrell, Frank C.

    2006-01-01

    Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

  16. Academic Advisors and Their Diverse Advisees: Towards More Ethical Global Universities

    ERIC Educational Resources Information Center

    Lee, Yuko Ikegami; Metcalfe, Amy Scott

    2017-01-01

    In this comparative content analysis, job postings for academic advising personnel from U.S. and Canadian higher education institutions were examined to ascertain expectations for job candidates in terms of skills and duties, educational requirements, and compensation. Fifty-three job descriptions from 18 research-intensive, public universities…

  17. Academic medicine amenities unit: developing a model to integrate academic medical care with luxury hotel services.

    PubMed

    Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R

    2009-02-01

    The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center.

  18. Academic Satisfaction at University: The Relationship between Emotional Intelligence and Academic Engagement

    ERIC Educational Resources Information Center

    Urquijo, Itziar; Extremera, Natalio

    2017-01-01

    Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140…

  19. An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Pellock, Cynthia

    2010-01-01

    Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

  20. Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

    PubMed Central

    Goetz, Thomas

    2017-01-01

    The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students’ self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research. PMID:29112979

  1. A Cross-Cultural Examination of University Students' Motivation toward Band and Academics in Singapore and the United States

    ERIC Educational Resources Information Center

    Tan, Leonard; Miksza, Peter

    2018-01-01

    The purpose of the study was to investigate how university band students' (non--music majors) motivational goal orientations toward band and academics differ across participants from Singapore (n = 200) and the United States (n = 227) and examine how they relate to a suite of adaptive dispositions (i.e., flow, grit, and commitment) relevant for…

  2. The Relationship between Highly Qualified Teachers and Student Academic Achievement

    ERIC Educational Resources Information Center

    Macken, Sherry Lou

    2013-01-01

    This study examined the relationship between the percentage of highly qualified teachers and standardized measures of student proficiency in the core academic subjects of mathematics, reading, science, social studies, and writing. Signed into law in January of 2002 by President George W. Bush, the No Child Left Behind (NCLB) Act requires teachers…

  3. Economic Status of Academic Librarians

    ERIC Educational Resources Information Center

    Perret, Robert; Young, Nancy J.

    2011-01-01

    This article examines some of the factors affecting the current economic status of academic librarians, as well as the history of changes in that economic picture. Issues discussed include the ranking of beginning academic librarian salaries in comparison to others in the profession, historical differences between academic librarian salaries and…

  4. Factors Predicting Academic Success in Second and Third Language among Russian-Speaking Immigrant Students Studying in Israeli Schools

    ERIC Educational Resources Information Center

    Haim, Orly

    2014-01-01

    The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…

  5. Received ethnic-racial socialization messages and youths' academic and behavioral outcomes: examining the mediating role of ethnic identity and self-esteem.

    PubMed

    Hughes, Diane; Witherspoon, Dawn; Rivas-Drake, Deborah; West-Bey, Nia

    2009-04-01

    The authors examined relationships between cultural socialization and preparation for bias and youth outcomes. Using data from 805 African American and White early adolescents attending school in an integrated middle-class suburban school district in the northeastern United States, the authors hypothesized that ethnic affirmation and self-esteem would mediate relations between ethnic-racial socialization and more distal academic and behavioral outcomes. Cultural socialization was positively associated with academic and behavioral outcomes, and these associations were partially mediated by ethnic affirmation and self-esteem. Preparation for bias was associated with more negative academic outcomes, and these relationships were fully mediated by ethnic affirmation and self-esteem. Relationships of preparation for bias to youth outcomes were generally stronger for White compared with African American youths. The risks and benefits of different socialization messages for youths in various ecological contexts are discussed.

  6. Antecedent and Consequence of School Academic Optimism and Teachers' Academic Optimism Model

    ERIC Educational Resources Information Center

    Hong, Fu-Yuan

    2017-01-01

    The main purpose of this research was to examine the relationships among school principals' transformational leadership, school academic optimism, teachers' academic optimism and teachers' professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals'…

  7. Factors affecting academic leadership in dermatology.

    PubMed

    Martires, Kathryn J; Aquino, Lisa L; Wu, Jashin J

    2015-02-01

    Although prior studies have examined methods by which to recruit and retain academic dermatologists, few have examined factors that are important for developing academic leaders in dermatology. This study sought to examine characteristics of dermatology residency programs that affect the odds of producing department or division chairs/chiefs and program directors (PDs). Data regarding program size, faculty, grants, alumni residency program attended, lectures, and publications for all accredited US dermatology residency programs were collected. Of the 103 programs examined, 46% had graduated at least 1 chair/chief, and 53% had graduated at least 1 PD. Results emphasize that faculty guidance and research may represent modifiable factors by which a dermatology residency program can increase its graduation of academic leaders.

  8. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status.

    PubMed

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students' academic performance in the comprehensive basic sciences examination. According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination.

  9. Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

    ERIC Educational Resources Information Center

    Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

    2016-01-01

    Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

  10. Academic achievement in children with epilepsy: a review.

    PubMed

    Reilly, Colin; Neville, Brian G R

    2011-11-01

    To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

  11. 21 CFR 1000.60 - Recommendation on administratively required dental x-ray examinations.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Recommendation on administratively required dental... Recommendations § 1000.60 Recommendation on administratively required dental x-ray examinations. (a) The Food and Drug Administration recommends that dental x-ray examinations be performed only after careful...

  12. 21 CFR 1000.60 - Recommendation on administratively required dental x-ray examinations.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 21 Food and Drugs 8 2012-04-01 2012-04-01 false Recommendation on administratively required dental... Recommendations § 1000.60 Recommendation on administratively required dental x-ray examinations. (a) The Food and Drug Administration recommends that dental x-ray examinations be performed only after careful...

  13. 21 CFR 1000.60 - Recommendation on administratively required dental x-ray examinations.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Recommendation on administratively required dental... Recommendations § 1000.60 Recommendation on administratively required dental x-ray examinations. (a) The Food and Drug Administration recommends that dental x-ray examinations be performed only after careful...

  14. 21 CFR 1000.60 - Recommendation on administratively required dental x-ray examinations.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 21 Food and Drugs 8 2013-04-01 2013-04-01 false Recommendation on administratively required dental... Recommendations § 1000.60 Recommendation on administratively required dental x-ray examinations. (a) The Food and Drug Administration recommends that dental x-ray examinations be performed only after careful...

  15. 21 CFR 1000.60 - Recommendation on administratively required dental x-ray examinations.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Recommendation on administratively required dental... Recommendations § 1000.60 Recommendation on administratively required dental x-ray examinations. (a) The Food and Drug Administration recommends that dental x-ray examinations be performed only after careful...

  16. Academic Achievement Performance of University Students with Disability: Exploring the Influence of Non-Academic Factors

    ERIC Educational Resources Information Center

    Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary

    2016-01-01

    This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…

  17. The college journey and academic engagement: how metaphor use enhances identity-based motivation.

    PubMed

    Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

    2014-05-01

    People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

  18. Interaction between examination type, anxiety state, and academic achievement in college science; an action-oriented research

    NASA Astrophysics Data System (ADS)

    Zoller, Uri; Ben-Chaim, David

    The trait anxiety profile of future science teachers, as well as their preferences concerning types of examinations in science and mathematics, have been surveyed prior to the administration - within the various science courses - of several traditional and nontraditional types of examinations and the assessment of students' state anxieties as well as their respective performance, i.e., their academic achievements. Our major findings are that(a)Our students prefer by far examinations in which the emphasis is on understanding and analyzing rather than on knowing and remembering, that the use of any relevant material during the examinations be permitted, and that the time duration be practically unlimited (e.g., take-home-type examinations).(b)Students' state anxiety correlates with the type of the examination, with a tendency towards somewhat higher anxiety for females. The preferred types of examinations reduce test anxiety significantly, and result in higher grades accordingly.(c)The reduction of anxiety and the improvement in achievements as a function of the examination type are far more significant for low achievers compared with medium and high achievers.(d)Although teachers are aware of the student preferences, they persist in giving their students their own pet-type examinations.These results are discussed in terms of the implications for upgrading both science education and college student testing and assessment mechanisms.

  19. Career Development and Promotion in an Academic Health Center.

    PubMed

    Christophersen, Edward R

    2017-03-01

    This paper examines the successive stages of the career path for psychologists who commit to spending their professional lives working in academic health centers. Key factors for success at each stage are described, as are the steps required for progressing to subsequent stages of professional development. The paper breaks new ground by including consideration of a post-retirement stage, "Professor Emeritus status."

  20. Academic career in medicine – requirements and conditions for successful advancement in Switzerland

    PubMed Central

    Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

    2009-01-01

    Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. Conclusion The

  1. Effects of High School Teacher Perception on Latino Student Academic Motivation

    ERIC Educational Resources Information Center

    Jackson, Justin

    2013-01-01

    As the Latino population increases nationally, educators must develop the work ethic among their Latino students to meet the requirements for student achievement. This case study examined if teachers' perceptions of the Latino population affected the academic motivation of their Latino students at a low-income, primarily Latino high school in…

  2. An Examination of How a Cross-Section of Academics Use Computer Technology when Writing Academic Papers.

    ERIC Educational Resources Information Center

    Wood, Eileen; Willoughby, Teena; Specht, Jacqueline; Porter, Lisa

    2002-01-01

    Describes a study conducted at two Canadian universities that surveyed a cross-section of 361 faculty, graduate, and undergraduate students to assess computer availability, experience, attitudes toward computers, and use of computers while engaged in academic writing. Compares advantages and disadvantages of writing on a computer versus written,…

  3. Superordinate Precision: An Examination of Academic Writing among Bilingual Deaf and Hard of Hearing Students

    ERIC Educational Resources Information Center

    Scott, Jessica A.; Hoffmeister, Robert J.

    2018-01-01

    Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an…

  4. The declining interest in an academic career

    PubMed Central

    Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students’ career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students’ changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students’ perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy. PMID:28922403

  5. The declining interest in an academic career.

    PubMed

    Roach, Michael; Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students' career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students' changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students' perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy.

  6. Information Professional or IT Professional?: The Knowledge and Skills Required by Academic Librarians in the Digital Library Environment

    ERIC Educational Resources Information Center

    Raju, Jaya

    2017-01-01

    As library and information science (LIS) becomes an increasingly technology-driven profession, particularly in the academic library environment, questions arise as to the extent of information technology (IT) knowledge and skills that LIS professionals require. The purpose of this paper is to ascertain what IT knowledge and skills are needed by…

  7. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 22 Foreign Relations 1 2014-04-01 2014-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  8. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  9. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 22 Foreign Relations 1 2013-04-01 2013-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  10. 22 CFR 217.44 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 22 Foreign Relations 1 2012-04-01 2012-04-01 false Academic adjustments. 217.44 Section 217.44... PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 217.44 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such...

  11. Noncognitive Predictors of Student Athletes' Academic Performance.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Van Rheenen, Derek

    2000-01-01

    Examines the role of four noncognitive variables in predicting academic performance in 200 Division I athletes. Studies the noncognitive variables of athletic-academic commitment, feelings of being exploited, academic self-worth, self-handicapping excuses as well as several background and academic preparation variables. Finds all four noncognitive…

  12. A Longitudinal Examination of Career Expectations and Outcomes of Academically Talented Students 10 and 20 Years Post-High School Graduation

    ERIC Educational Resources Information Center

    Perrone, Kristin M.; Tschopp, Molly K.; Snyder, Erin R.; Boo, Jenelle N.; Hyatt, Claudine

    2010-01-01

    The purpose of this study was to examine career expectations and outcomes for individuals who were identified as academically talented high school students. Data for this study were collected at two different time periods: 10 years and 20 years after participants' high school graduation. A decade after graduation from high school, participants…

  13. Satisfaction with College: Re-Examining Its Structure and Its Relationships with the Intent to Remain in College and Academic Performance

    ERIC Educational Resources Information Center

    Strahan, Sarah; Credé, Marcus

    2015-01-01

    Satisfaction with college is an important component of various theories of college student retention and academic performance but empirical support for the relationship of satisfaction with college with these two criteria has been mixed. Using data from two large datasets (N = 34,047 and N = 35,503) from 300 institutions we examine whether…

  14. Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

    PubMed

    Liem, Gregory Arief D; Martin, Andrew J

    2011-06-01

    The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. ©2011 The British Psychological Society.

  15. A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

    PubMed Central

    Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

    2015-01-01

    Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

  16. Concrete Roses: Examining the Resilience of Academically Successful Latino Students

    ERIC Educational Resources Information Center

    Alfaro, Daisy Denise

    2013-01-01

    This study focuses on the academic resilience exhibited by urban, low-income, first college generation Latino students, as they navigated numerous risk factors and persisted from early education to law school. In order to uncover the protective factors that allowed resilient Latino students to overcome adversity within the K-20 educational…

  17. Optimizing Academic and ESL Acquisition Environments in China's Post-Secondary Education System

    ERIC Educational Resources Information Center

    Guadagni, Donald

    2016-01-01

    The purpose of this article is an examination of methods and result used in modifying classroom management and curriculum delivery in the mainland China post-secondary education system to enhance language acquisition skills. Using hybridized methods to optimize these academic and environmental variables requires merging both national and…

  18. Examination Management and Examination Malpractice: The Nexus

    ERIC Educational Resources Information Center

    Ogunji, James A.

    2011-01-01

    Examination malpractice or cheating has become a global phenomenon. In different countries of the world today, developed and developing, academic dishonesty especially cheating in examinations has heightened and taken frightening dimension. In many countries of the world this phenomenon has become a serious matter of concern that has left many…

  19. International Project Participation by Women Academics

    ERIC Educational Resources Information Center

    Arthur, Nancy; Patton, Wendy; Giancarlo, Christine

    2007-01-01

    The internationalization of higher education has led to changing roles for academics, including opportunities to participate in international projects. The extent to which academics feel prepared to enter this arena has received little attention. This study examines women academics' perceptions of barriers to, facilitators of, and career benefits…

  20. The Mediational Effect of Academic Self-Discipline (ASD) between Academic Self-Efficacy (ASE) and College GPA

    ERIC Educational Resources Information Center

    Jung, Kyoung Rae

    2013-01-01

    Drawing upon self-efficacy theory (Bandura, 1997), the purpose of this study was to examine academic self-discipline (ASD) as a mediator of the relationship between academic self-efficacy (ASE) and college GPA, as well as the feedback effect of previous academic performance on subsequent ASE and ASD. To test this research question, I used…

  1. Placing a Value on Academic Work: The Development and Implementation of a Time-Based Academic Workload Model

    ERIC Educational Resources Information Center

    Kenny, John; Fluck, Andrew; Jetson, Tim

    2012-01-01

    This paper presents a detailed case study of the development and implementation of a quantifiable academic workload model in the education faculty of an Australian university. Flowing from the enterprise bargaining process, the Academic Staff Agreement required the implementation of a workload allocation model for academics that was quantifiable…

  2. Early adolescent friendships and academic adjustment: examining selection and influence processes with longitudinal social network analysis.

    PubMed

    Shin, Huiyoung; Ryan, Allison M

    2014-11-01

    This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed from fall to spring within 1 academic year. A stochastic actor-based model of social network analysis was used to overcome methodological limitations of prior research on friends, peer groups, and academic adjustment. Evidence that early adolescents sought out friends who were similar to themselves (selection) was found in regard to academic self-efficacy, and a similar trend was found for achievement. Evidence that friends became more similar to their friends over time (influence) was found for all aspects of academic adjustment except academic self-efficacy. Collectively, results indicate that selection effects were not as pervasive as influence effects in explaining similarity among friends in academic adjustment. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  3. Integrating Academic and Vocational Education: Guidelines for Assessing a Fuzzy Reform.

    ERIC Educational Resources Information Center

    Stasz, Cathy; Grubb, W. Norton

    The 1990 amendments to the Carl D. Perkins Vocational Education Act of 1984 require the National Assessment of Vocational Education (NAVE) to evaluate integration of academic and vocational education. NAVE's study has three integration goals: (1) to examine the themes and research issues; (2) to identify data and data gaps; and (3) to address…

  4. Investigating the Effect of Academic Procrastination on the Frequency and Variety of Academic Misconduct: A Panel Study

    ERIC Educational Resources Information Center

    Patrzek, Justine; Sattler, Sebastian; van Veen, Floris; Grunschel, Carola; Fries, Stefan

    2015-01-01

    In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different…

  5. Academic Relevance: College Students' Perspective

    ERIC Educational Resources Information Center

    Pisarik, Christopher; Whelchel, Taylor

    2018-01-01

    This study examined academic relevance from the perspective of college students. A qualitative focus group method was used to explore how students perceived the applicability and usefulness of their academic courses and coursework. Two focus groups of college students (N = 22) with varied class rank and academic majors were conducted. Data…

  6. ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?

    PubMed

    Daley, D; Birchwood, J

    2010-07-01

    This paper reviews the relationship between attention deficit hyperactivity disorder (ADHD) and academic performance. First, the relationship at different developmental stages is examined, focusing on pre-schoolers, children, adolescents and adults. Second, the review examines the factors underpinning the relationship between ADHD and academic underperformance: the literature suggests that it is the symptoms of ADHD and underlying cognitive deficits not co-morbid conduct problems that are at the root of academic impairment. The review concludes with an overview of the literature examining strategies that are directed towards remediating the academic impairment of individuals with ADHD.

  7. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  8. Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

    PubMed

    Miles, Jane M; Larson, Kim L; Swanson, Melvin

    2017-07-01

    Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

  9. Sources of Global Academic Self-Efficacy in Academically High-Achieving Females before the Onset of Disordered Eating

    ERIC Educational Resources Information Center

    Krafchek, Jennifer; Kronborg, Leonie

    2015-01-01

    There is limited research applying the four sources of self-efficacy (Bandura, 1997) to global academic self-efficacy. This qualitative study examined the sources of global academic self-efficacy in a sample of academically high-achieving females who developed disordered eating. Semistructured interviews were conducted with 14 participants to gain…

  10. 28 CFR 90.14 - Forensic medical examination payment requirement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Forensic medical examination payment requirement. 90.14 Section 90.14 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) VIOLENCE AGAINST WOMEN The STOP (Services ⢠Training ⢠Officers ⢠Prosecutors) Violence Against Women Formula Grant...

  11. Developing a competency framework for academic physicians.

    PubMed

    Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

    2017-03-01

    There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

  12. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  13. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    PubMed

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  14. Latino Immigrant Parents' Financial Stress, Depression, and Academic Involvement Predicting Child Academic Success

    ERIC Educational Resources Information Center

    Gilbert, Lauren R.; Spears Brown, Christia; Mistry, Rashmita S.

    2017-01-01

    The current study examines Mexican-heritage immigrant parents' financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model…

  15. Student Perceptions of Academic Service Learning: Using Mixed Content Analysis to Examine the Effectiveness of the International Baccalaureate Creativity, Action, Service Programme

    ERIC Educational Resources Information Center

    Hatziconstantis, Christos; Kolympari, Tania

    2016-01-01

    The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of…

  16. 46 CFR 153.808 - Examination required for a Certificate of Compliance.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... DANGEROUS CARGOES SHIPS CARRYING BULK LIQUID, LIQUEFIED GAS, OR COMPRESSED GAS HAZARDOUS MATERIALS Design and Equipment Testing and Inspection § 153.808 Examination required for a Certificate of Compliance... Officer in Charge, Marine Inspection, determines whether or not the vessel meets the requirements of this...

  17. [Tracking study to improve basic academic ability in chemistry for freshmen].

    PubMed

    Sato, Atsuko; Morone, Mieko; Azuma, Yutaka

    2010-08-01

    The aims of this study were to assess the basic academic ability of freshmen with regard to chemistry and implement suitable educational guidance measures. At Tohoku Pharmaceutical University, basic academic ability examinations are conducted in chemistry for freshmen immediately after entrance into the college. From 2003 to 2009, the examination was conducted using the same questions, and the secular changes in the mean percentage of correct response were statistically analyzed. An experience survey was also conducted on 2007 and 2009 freshmen regarding chemical experiments at senior high school. Analysis of the basic academic ability examinations revealed a significant decrease in the mean percentage of correct responses after 2007. With regard to the answers for each question, there was a significant decrease in the percentage of correct answers for approximately 80% of questions. In particular, a marked decrease was observed for calculation questions involving percentages. A significant decrease was also observed in the number of students who had experiences with chemical experiments in high school. However, notable results have been achieved through the implementation of practice incorporating calculation problems in order to improve calculation ability. Learning of chemistry and a lack of experimental experience in high school may be contributory factors in the decrease in chemistry academic ability. In consideration of the professional ability demanded of pharmacists, the decrease in calculation ability should be regarded as a serious issue and suitable measures for improving calculation ability are urgently required.

  18. 28 CFR 90.14 - Forensic medical examination payment requirement.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... requirement. 90.14 Section 90.14 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) VIOLENCE AGAINST WOMEN The STOP (Services ⢠Training ⢠Officers ⢠Prosecutors) Violence Against Women Formula Grant... entity incurs the full out-of-pocket costs of forensic medical examinations for victims of sexual assault...

  19. 28 CFR 90.14 - Forensic medical examination payment requirement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... requirement. 90.14 Section 90.14 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) VIOLENCE AGAINST WOMEN The STOP (Services ⢠Training ⢠Officers ⢠Prosecutors) Violence Against Women Formula Grant... entity incurs the full out-of-pocket costs of forensic medical examinations for victims of sexual assault...

  20. 28 CFR 90.14 - Forensic medical examination payment requirement.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... requirement. 90.14 Section 90.14 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) VIOLENCE AGAINST WOMEN The STOP (Services ⢠Training ⢠Officers ⢠Prosecutors) Violence Against Women Formula Grant... entity incurs the full out-of-pocket costs of forensic medical examinations for victims of sexual assault...

  1. 28 CFR 90.14 - Forensic medical examination payment requirement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... requirement. 90.14 Section 90.14 Judicial Administration DEPARTMENT OF JUSTICE (CONTINUED) VIOLENCE AGAINST WOMEN The STOP (Services ⢠Training ⢠Officers ⢠Prosecutors) Violence Against Women Formula Grant... entity incurs the full out-of-pocket costs of forensic medical examinations for victims of sexual assault...

  2. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    ERIC Educational Resources Information Center

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  3. Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

    PubMed

    Chetta, Matthew D; Sugg, Kristoffer B; Diaz-Garcia, Rafael J; Kasten, Steven J

    2018-02-01

    Plastic surgery residency program directors have an interest in recruiting applicants who show an interest in an academic practice. Medical school achievements (ie, United States Medical Licensing Examination® scores, publications, and Alpha Omega Alpha status) are metrics assessed to grade applicants but may not correlate with ultimately choosing an academic career. This study was designed to investigate factors influencing residents' choices for or against academic careers. A 25-item online questionnaire was designed to measure baseline interest in academic plastic surgery and factors that influence decisions to continue on or abandon that career path. This questionnaire was disseminated to the integrated/combined plastic surgery residents during the 2013 to 2014 academic year. One hundred twenty-five respondents indicated that they were currently interested in pursuing academic practice (n = 78) or had lost interest in academic practice (n = 47). Among all respondents, 92.8% (n = 116) stated they were interested in academic careers at the time of residency application, but one-third (n = 41) subsequently lost interest. Those residents who retained interest in academic careers indicated resident/medical student educational opportunities (57%) and complexity of patients (52%) as reasons. Those who lost interest cited a lack of autonomy (43%), publishing requirements (32%), and income discrepancy (26%) as reasons. Many residents report losing interest in academics during residency. Traditional metrics valued in the recruitment process may not serve as positive predictors of an academic career path. Reasons why residents lose interest are not easily correctable, but mentorship, adequate career counseling, and research opportunities during training remain factors that can be addressed across all residency programs.

  4. Academic Community: Discourse or Discord? Higher Education Policy Series 20.

    ERIC Educational Resources Information Center

    Barnett, Ronald, Ed.

    This collection of 12 author-contributed papers examines the notion of "academic community" within and among institutions of higher education. Papers are grouped into four sections which examine the idea of academic community, community through academic inquiry, community through curriculum, and community through organization,…

  5. Adolescents' Use of Academic Language in Historical Writing

    ERIC Educational Resources Information Center

    Shen, Ting

    2011-01-01

    Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…

  6. Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor

    ERIC Educational Resources Information Center

    Leach, Rebecca B.; Wang, Tiffany R.

    2015-01-01

    This study examined advisee communication motives for engaging in out-of-class communication (OCC) with the faculty academic advisor. Undergraduate students (n = 21) were interviewed about their motives for engaging in OCC with their faculty academic advisors. In a thematic analysis, six motives emerged for engaging in OCC with faculty academic…

  7. The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement.

    PubMed

    Datu, Jesus Alfonso D; King, Ronnel B; Valdez, Jana Patricia M

    2017-04-01

    Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  8. No Pass-No Play: Academic Requirements for Extracurricular Activities.

    ERIC Educational Resources Information Center

    Cromartie, Martha

    1986-01-01

    Discusses "no pass-no play" rules adopted by many state legislatures and local school districts that raise the academic standards students must meet before participating in extracurricular activities. Reviews two recent court challenges to the rules' constitutionality, focusing on due process, authority, and participation as a right or…

  9. Transforming Administration in Academic Libraries.

    ERIC Educational Resources Information Center

    Honea, Sion M.

    1997-01-01

    Examines the traditional hierarchical administrative structure in academic libraries. Also analyzes some of its features, and questions specific principles of management in order to propose a more balanced organizational type based on organizational behavior and leadership that will best enable academic libraries to meet challenges. (PEN)

  10. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    ERIC Educational Resources Information Center

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

    2013-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

  11. Stability of College Students' Fit with Their Academic Major and the Relationship between Academic Fit and Occupational Fit

    ERIC Educational Resources Information Center

    Ghandour, Louma

    2013-01-01

    This study examines the fit between students' interests and their academic choices at different stages of their college careers. Using image theory (Beach, 1990) as an integrated theory of person-vocation fit, this investigation focuses on the stability of academic fit during college and the relationship between fit with academic choice and fit…

  12. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

    PubMed

    Khalaila, Rabia

    2015-03-01

    The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

  13. 7 CFR 15b.32 - Academic adjustments.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 1 2012-01-01 2012-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

  14. 7 CFR 15b.32 - Academic adjustments.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 1 2011-01-01 2011-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

  15. 7 CFR 15b.32 - Academic adjustments.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 1 2014-01-01 2014-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

  16. 7 CFR 15b.32 - Academic adjustments.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 1 2013-01-01 2013-01-01 false Academic adjustments. 15b.32 Section 15b.32... ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Postsecondary Education § 15b.32 Academic adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such modifications to its...

  17. The Academic Gap: An International Comparison of the Time Allocation of Academically Talented Students

    ERIC Educational Resources Information Center

    Makel, Matthew C.; Wai, Jonathan; Putallaz, Martha; Malone, Patrick S.

    2015-01-01

    Despite growing concern about the need to develop talent across the globe, relatively little empirical research has examined how students develop their academic talents. Toward this end, the current study explored how academically talented students from the United States and India spend their time both in and out of school. Indian students…

  18. Academically Resilient, Low-Income Students' Perspectives of How School Counselors Can Meet Their Academic Needs

    ERIC Educational Resources Information Center

    Williams, Joseph; Steen, Sam; Albert, Tracy; Dely, Betty; Jacobs, Brian; Nagel, Chelsea; Irick, Anese

    2016-01-01

    This phenomenological, qualitative study examined a national sample of academically resilient, low-income middle school students' (N = 24) perspectives of what school counselors can do to promote their academic achievement. Three main themes and nine subthemes were identified: build meaningful relationships, build on the cultural wealth of…

  19. Academic Deficiency: Student Experiences of Institutional Labeling

    ERIC Educational Resources Information Center

    Barouch-Gilbert, Abraham

    2015-01-01

    Limited existing research examines how undergraduate students in the United States experience the process of being identified as deficient due to their academic performance. The purpose of this phenomenological study was to explore the lived experiences of college students on academic probation who were labeled academically deficient. Students…

  20. Stability of Religious Orientation and Academic Dishonesty.

    ERIC Educational Resources Information Center

    Fisher, Judith; Kim, Hansoo; Lee, Sonja Choi; Sacks, Sharon

    1998-01-01

    Examined the influence of individual religiosity on academic cheating and academic honesty among 6th- through 12th-grade Seventh Day Adventist youth. Surveys of Seventh Day Adventist students, parents, teachers, administrators, and pastors indicated that although some relationship exists between religious behavior and academic honesty, there is no…

  1. Women's Participation in Academic Conferences in Israel

    ERIC Educational Resources Information Center

    Eden, Devorah

    2016-01-01

    This article examines the participation of women in academic conferences in Israel, a country in which women are under-represented in academia vertically and horizontally. Data were retrieved from announcements of academic conferences in Israel, for one academic year, covering 56 conferences that attracted 997 participants. Participation was…

  2. Transnational Academic Mobility and Gender

    ERIC Educational Resources Information Center

    Jons, Heike

    2011-01-01

    This paper examines to what extent the participation of researchers in transnational academic mobility, their experiences and perceived outcomes vary by gender. Based on longitudinal statistics, original survey data and semi-structured interviews with former visiting researchers in Germany, the paper shows that the academic world of female…

  3. Internet Services and Academic Work: An Australian Perspective.

    ERIC Educational Resources Information Center

    Bruce, Harry

    1994-01-01

    Describes a pilot study examining how Australian academics are using the Australian Academic and Research Network. Ten tables provide details on network services used in relation to academic role, importance of services used and relationship to academic work, and specific applications for e-mail, remote login, news groups and FTP (file transfer…

  4. Examining gray matter structure associated with academic performance in a large sample of Chinese high school students.

    PubMed

    Wang, Song; Zhou, Ming; Chen, Taolin; Yang, Xun; Chen, Guangxiang; Wang, Meiyun; Gong, Qiyong

    2017-04-18

    Achievement in school is crucial for students to be able to pursue successful careers and lead happy lives in the future. Although many psychological attributes have been found to be associated with academic performance, the neural substrates of academic performance remain largely unknown. Here, we investigated the relationship between brain structure and academic performance in a large sample of high school students via structural magnetic resonance imaging (S-MRI) using voxel-based morphometry (VBM) approach. The whole-brain regression analyses showed that higher academic performance was related to greater regional gray matter density (rGMD) of the left dorsolateral prefrontal cortex (DLPFC), which is considered a neural center at the intersection of cognitive and non-cognitive functions. Furthermore, mediation analyses suggested that general intelligence partially mediated the impact of the left DLPFC density on academic performance. These results persisted even after adjusting for the effect of family socioeconomic status (SES). In short, our findings reveal a potential neuroanatomical marker for academic performance and highlight the role of general intelligence in explaining the relationship between brain structure and academic performance.

  5. A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents

    ERIC Educational Resources Information Center

    Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan

    2012-01-01

    The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…

  6. Academic freedom and the obligation to ensure morally responsible scholarship in nursing.

    PubMed

    Johnstone, Megan-Jane

    2012-06-01

    Academic freedom is generally regarded as being of critical importance to the development, improved understanding, and dissemination of new knowledge in a field. Although of obvious importance to the discipline of nursing, the nature, extent and value of academic freedom and the controversies surrounding it have rarely been considered in the nursing literature. It is a key aim of this paper to redress this oversight by providing a brief examination of: (i) the principle of academic freedom; (ii) the distinction between academic freedom, freedom of speech, and the academic freedom to publish; (iii) the problem of ideological judgments being dressed up as scientific or discipline judgments to supports 'bad' conclusions; and (iv) the standards that might otherwise be appealed to for determining whether maverick manuscripts supporting morally abhorrent conclusions should be accepted for publication. It is suggested that the tenets of academic freedom require robust international debate, with due attention being given to such issues as the development of an international declaration on academic freedom to publish in nursing, how to ensure a robust rebuttal system in nursing journals to counter specious scholarship, and how to better promote the letters pages of nursing journals as a venue for facilitating debate on controversial issues. © 2011 Blackwell Publishing Ltd.

  7. Stress Correlates and Academic Achievement.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson; And Others

    An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

  8. Academic disintegrity among medical students: a randomised response technique study.

    PubMed

    Mortaz Hejri, Sameh; Zendehdel, Kazem; Asghari, Fariba; Fotouhi, Akbar; Rashidian, Arash

    2013-02-01

    Medical students, as tomorrow's doctors, are responsible for their patients' health; cheating may affect their academic knowledge and clinical skills. The main purpose of this study was to investigate the frequency of and attitudes towards academic disintegrity among medical students at Tehran University of Medical Sciences (TUMS). Anonymous questionnaires including questions about various types of academic disintegrity were distributed among medical students during the clerkship and internship phases of the curriculum. Randomised response technique (RRT) was used to maintain the responders' privacy. Because the study design guaranteed the confidentiality of respondents, the TUMS Institutional Review Board declared that formal ethical approval was not required. A total of 124 students were enrolled in this study, of whom 63 were in the clerkship phase and 61 were in the internship phase. Of these respondents, 29% (n = 36) were male. The most frequently reported type of academic disintegrity was found to be 'impersonating an absent student in a class' (93%) and the least frequent to be 'legitimising absences by using bribes' (5%). Only a small number of interns considered 'buying hospital shifts', 'selling hospital shifts', 'impersonating an absent student' and 'helping others to cheat in examinations' as representing academic disintegrity. Approximately one third of participants stated that the RRT increased their confidence in anonymity and 90% of students found the use of RRT not difficult. Academic integrity is widely disrespected in different ways among medical students. Effective policies and interventions are required to control these misbehaviours in future doctors in order to optimise medical practice. Almost all respondents found it not difficult to use the RRT; the technique proved to be an effective and easily applied method of eliciting truthful responses to sensitive questions and represents an alternative to conventional anonymising techniques.

  9. Is past academic productivity predictive of radiology resident academic productivity?

    PubMed

    Patterson, Stephanie K; Fitzgerald, James T; Boyse, Tedric D; Cohan, Richard H

    2002-02-01

    The authors performed this study to determine whether academic productivity in college and medical school is predictive of the number of publications produced during radiology residency. The authors reviewed the records of 73 radiology residents who completed their residency from 1990 to 2000. Academic productivity during college, medical school, and radiology residency, other postgraduate degrees, and past careers other than radiology were tabulated. The personal essay attached to the residency application was reviewed for any stated academic interest. Residents were classified as being either previously productive or previously unproductive. Publication rates during residency and immediately after residency were compared for the two groups. For the productive residents, a correlation analysis was used to examine the relationship between past frequency of publication and type of previous activity. Least-squares regression analysis was used to investigate the relationship between preresidency academic productivity, advanced degrees, stated interest in academics, and other careers and radiology residency publications. There was no statistically significant difference in the number of articles published by those residents who were active and those who were not active before residency (P = .21). Only authorship of papers as an undergraduate was weakly predictive of residency publication. These selected measures of academic productivity as an undergraduate and during medical school are not helpful for predicting publication during residency. There was no difference in publication potential between those residents who were academically productive in the past and those who were not.

  10. Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership

    ERIC Educational Resources Information Center

    Miller, Michael T.; Mamiseishvili, Ketevan; Lee, Donghun

    2016-01-01

    Academic administrators at all levels have some impact on the performance of faculty members, yet each level of administration may interact differently with faculty. Literature has strongly supported the notion that department chairs, deans, and provosts can positively influence the performance and livelihood of faculty members. This study was…

  11. Latino Adolescents' Academic Motivation: The Role of Siblings

    ERIC Educational Resources Information Center

    Alfaro, Edna C.; Umana-Taylor, Adriana J.

    2010-01-01

    Guided by an ecological perspective, two competing models were tested to examine how sibling relationship quality directly predicted or interacted with academic support from siblings to predict Latino adolescents' academic motivation (N = 258). Gender differences were examined utilizing multiple group analysis in structural equation modeling.…

  12. The Many Sides of Academic Dishonesty Sanctions

    ERIC Educational Resources Information Center

    Beasley, Eric Matthew

    2012-01-01

    In the fall of 2009, Michigan State University (MSU) implemented a new policy regarding reports of undergraduate academic dishonesty. Under the new system, instructors are required to submit an academic dishonesty report for any student that they penalize for violations of academic integrity, and these students are placed into a remediation class…

  13. Academic Dissatisfaction, Managerial Change and Neo-Liberalism

    ERIC Educational Resources Information Center

    Fredman, Nick; Doughney, James

    2012-01-01

    This paper examines perceptions by academics of their work in the Australian state of Victoria, and places such perceptions within the context of international and Australian debates on the academic profession. A 2010 survey conducted by the National Tertiary Education Union in Victoria was analysed in light of the literature on academic work…

  14. The Relationship between Academic Self-Efficacy and Academic-Related Boredom: "MAOA" Gene as a Moderator

    ERIC Educational Resources Information Center

    Liu, Yangyang; Lu, Zuhong

    2017-01-01

    The present study sought to examine the relationship between Chinese high school students' academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ("MAOA") gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we…

  15. Intentional Implementation: A Self-Study Examining and Evaluating Instructional Implementation of Digital Tools to Foster Academic Writing in the English Secondary Classroom

    ERIC Educational Resources Information Center

    Alcoser, Michelle Elaine

    2017-01-01

    This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century.…

  16. Study Drugs and Academic Integrity: The Role of Beliefs about an Academic Honor Code in the Prediction of Nonmedical Prescription Drug Use for Academic Enhancement

    ERIC Educational Resources Information Center

    Reisinger, Kelsy B.; Rutledge, Patricia C.; Conklin, Sarah M.

    2016-01-01

    The role of beliefs about academic integrity in college students' decisions to use nonmedical prescription drugs (NMPDs) in academic settings was examined. In Spring 2012 the authors obtained survey data from 645 participants at a small, undergraduate, private liberal arts institution in the Northeastern United States. A broadcast e-mail message…

  17. Examination of Academic Achievement in Early Adolescence: A Comparison for Adolesence with Visual Impairments Doing Sport or Not Doing Sport

    ERIC Educational Resources Information Center

    Taskin, Cengiz

    2016-01-01

    The aim of this study was examination of academic achievement of early adolescents with visual impairments. Eighty eight children from Turkey, (age = 12.30 ± 1.22 years; height = 144.10 ± 5.51 cm; weight = 41.45 ± 4.68 kg) for twenty female athletes, (age = 12.30 ± 1.79; height = 151.04 ± 7.49 cm; weight = 48.18 ± 7.63 kg) for twenty seven male…

  18. Examining Neighborhood Social Cohesion in the Context of Community-based Participatory Research: Descriptive Findings from an Academic-Community Partnership.

    PubMed

    Bateman, Lori Brand; Fouad, Mona N; Hawk, Bianca; Osborne, Tiffany; Bae, Sejong; Eady, Sequoya; Thompson, Joanice; Brantley, Wendy; Crawford, Lovie; Heider, Laura; Schoenberger, Yu-Mei M

    2017-01-01

    The purpose of this article is to describe the process of conducting an assessment of neighborhood perceptions and cohesion by a community coalition-academic team created in the context of community-based participatory research (CBPR), to guide the design of locally relevant health initiatives. Guided by CBPR principles, a collaborative partnership was established between an academic center and a local, urban, underserved neighborhood in Birmingham, Alabama to identify and address community concerns and priorities. A cross-sectional survey was conducted in September 2016 among community residents (N=90) to examine perceptions of neighborhood characteristics, including social cohesion and neighborhood problems. The major concerns voiced by the coalition were violence and lack of neighborhood cohesion and safety. The community survey verified the concerns of the coalition, with the majority of participants mentioning increasing safety and stopping the violence as the things to change about the community and the greatest hope for the community. Furthermore, results indicated residents had a moderate level of perceived social cohesion (mean = 2.87 [.67]). The Mid-South TCC Academic and Community Engagement (ACE) Core successfully partnered with community members and stakeholders to establish a coalition whose concerns and vision for the community matched the concerns of residents of the community. Collecting data from different groups strengthened the interpretation of the findings and allowed for a rich understanding of neighborhood concerns.

  19. Objective Academic Achievement and Subjective Personal Well-Being

    ERIC Educational Resources Information Center

    McDonald, Betty

    2012-01-01

    This paper examines the relationship between objective academic achievement (OAA) and subjective well-being (SWB). Using a sample of 515 adolescents from ten different high schools across a small country, semi-structured interviews, academic records and observations provided relevant data for the study. OAA was measured from examination results…

  20. Characterizing the Undergraduate Neuroscience Major in the U.S.: An Examination of Course Requirements and Institution-Program Associations

    PubMed Central

    Pinard-Welyczko, Kira M.; Garrison, Anna C. S.; Ramos, Raddy L.; Carter, Bradley S.

    2017-01-01

    Neuroscience is a rapidly expanding field, and many colleges and universities throughout the country are implementing new neuroscience degree programs. Despite the field’s growth and popularity, little data exists on the structural character of current undergraduate neuroscience programs. We collected and examined comprehensive data on existing undergraduate neuroscience programs, including academic major requirements and institution characteristics such as size, financial resources, and research opportunities. Thirty-one variables covering information about course requirements, department characteristics, financial resources, and institution characteristics were collected from 118 colleges and universities in the United States that offer a major titled “neuroscience” or “neural sciences.” Data was collected from publicly available sources (online databases, institutions’ neuroscience program websites) and then analyzed to define the average curriculum and identify associations between institution and program characteristics. Our results suggest that the average undergraduate neuroscience major requires 3 chemistry, 3 biology, 3 laboratory, 2–3 neuroscience, 1 physics, 1 math, and 2 psychology courses, suggesting that most neuroscience programs emphasize the natural sciences over the social sciences. Additionally, while 98% of institutions in our database offer research opportunities, only 31% required majors to perform research. Of note, 70% of institutions offering a neuroscience major do not have a neuroscience department, suggesting that most institutions offer neuroscience as an interdisciplinary major spanning several departments. Finally, smaller liberal arts colleges account for the majority of institutions offering a neuroscience major. Overall, these findings may be useful for informing groups interested in undergraduate neuroscience training, including institutions looking to improve or establish programs, students wanting to major in

  1. The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty.

    PubMed

    Korn, Liat; Davidovitch, Nitza

    2016-08-29

    Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat    ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.

  2. The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty

    PubMed Central

    Korn, Liat; Davidovitch, Nitza

    2016-01-01

    Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of “academic offenders”. Which types are more prone to commit academic offenses? To what degree are they “normative” and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces. PMID:27569198

  3. The Life Satisfaction of Academic and Non-Academic Staff in a Malaysian Higher Education Institution

    ERIC Educational Resources Information Center

    Jusoff, Kamaruzaman; Hussein, Zaliha Hj.; SoonYew, Ju; Din, Mohd Salleh Hj.

    2009-01-01

    This study was conducted in Universiti Teknologi MARA (UiTM) Penang, Malaysia in April 2005. The objectives of the study were to examine the life satisfaction of the academic and non-academic staff. Findings revealed that some demographic variables had significant difference in life satisfaction. This study could provide meaningful information to…

  4. Academic requirements for Certificate of Completion of Training in surgical training: Consensus recommendations from the Association of Surgeons in Training/National Research Collaborative Consensus Group.

    PubMed

    Lee, Mathew J; Bhangu, A; Blencowe, Natalie S; Nepogodiev, D; Gokani, Vimal J; Harries, Rhiannon L; Akinfala, M; Ali, O; Allum, W; Bosanquet, D C; Boyce, K; Bradburn, M; Chapman, S J; Christopher, E; Coulter, I; Dean, B J F; Dickfos, M; El Boghdady, M; Elmasry, M; Fleming, S; Glasbey, J; Healy, C; Kasivisvanathan, V; Khan, K S; Kolias, A G; Lee, S M; Morton, D; O'Beirne, J; Sinclair, P; Sutton, P A

    2016-11-01

    Surgical trainees are expected to demonstrate academic achievement in order to obtain their certificate of completion of training (CCT). These standards are set by the Joint Committee on Surgical Training (JCST) and specialty advisory committees (SAC). The standards are not equivalent across all surgical specialties and recognise different achievements as evidence. They do not recognise changes in models of research and focus on outcomes rather than process. The Association of Surgeons in Training (ASiT) and National Research Collaborative (NRC) set out to develop progressive, consistent and flexible evidence set for academic requirements at CCT. A modified-Delphi approach was used. An expert group consisting of representatives from the ASiT and the NRC undertook iterative review of a document proposing changes to requirements. This was circulated amongst wider stakeholders. After ten iterations, an open meeting was held to discuss these proposals. Voting on statements was performed using a 5-point Likert Scale. Each statement was voted on twice, with ≥80% of votes in agreement meaning the statement was approved. The results of this vote were used to propose core and optional academic requirements for CCT. Online discussion concluded after ten rounds. At the consensus meeting, statements were voted on by 25 delegates from across surgical specialties and training-grades. The group strongly favoured acquisition of 'Good Clinical Practice' training and research methodology training as CCT requirements. The group agreed that higher degrees, publications in any author position (including collaborative authorship), recruiting patients to a study or multicentre audit and presentation at a national or international meeting could be used as evidence for the purpose of CCT. The group agreed on two essential 'core' requirements (GCP and methodology training) and two of a menu of four 'additional' requirements (publication with any authorship position, presentation

  5. An Examination of Elementary Math Anxiety, Self-Efficacy, and Academic Achievement

    ERIC Educational Resources Information Center

    McMillian, Kimberley Suzanne

    2017-01-01

    The study aims to explore the level of suburban 5th grade students' mathematics self-efficacy, math anxiety, and academic achievement, to discover the possible interconnections between these parameters. The measures used to evaluate each included the Math Anxiety Rating Scale, the Self-Efficacy Questionnaire, and the North Carolina End of Grade…

  6. Predicting Academics via Behavior within an Elementary Sample: An Evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

    ERIC Educational Resources Information Center

    Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N.

    2017-01-01

    This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…

  7. Visual Image Transmission. An Examination of Electronic Delivery of Visual Images and Text from the Library to the Academic Community. Final Report.

    ERIC Educational Resources Information Center

    Smith, Merrill W.; And Others

    Designed to examine the potential for delivering images stored on videodisc and other optical media from the library to the classroom, the pilot project described in this report has focused on ways to transmit still color or black and white images from the library's collection to a constituent academic unit. This report discusses analog and…

  8. The Unique Trio: Academic Achievement, Sport, and Gender

    ERIC Educational Resources Information Center

    Shachaf, Miri; Katz, Yaacov J.; Shoval, Ella

    2013-01-01

    This study examined gender, participation in sport and academic achievement of Israeli high school students. The study examined the academic achievement of those who participated in competitive or non-competitive sport and those who did not participate in sport. Results indicate that female athletes who participated in competitive sport attained…

  9. Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

    ERIC Educational Resources Information Center

    Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

    2015-01-01

    Background: School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus,…

  10. Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model

    ERIC Educational Resources Information Center

    Chen, Ssu-Kuang; Hwang, Fang-Ming; Yeh, Yu-Chen; Lin, Sunny S. J.

    2012-01-01

    Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously…

  11. Family Context of Adolescent Academic Competence.

    ERIC Educational Resources Information Center

    Melby, Janet N.

    This study examined the relationship between parental childrearing behaviors and adolescent academic competence in 393 seventh-graders from rural two-parent families with similar educational and economic backgrounds. Data was collected from school academic records, adolescent and parent questionnaires, and observer ratings. Results indicate that…

  12. Students' Self-Determined Motivation, Emotional Intelligence and Academic Persistence: An Examination of Second Year Students at a Public and a Private Historically Black University

    ERIC Educational Resources Information Center

    Watts-Martinez, Evanda Shentelle

    2015-01-01

    Self-determined Motivation, Emotional Intelligence, Persistence Attitudes, and Persistence Behaviors are non-cognitive factors that influence students' academic progression. This study examined the associations between Self-determined Motivation, EI, Persistence Attitudes, and Persistence Behaviors and the degree to which EI, as a mediating…

  13. The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students

    ERIC Educational Resources Information Center

    Awad, Germine H.

    2007-01-01

    The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic…

  14. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

    PubMed Central

    Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

    2010-01-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

  15. Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth.

    PubMed

    Okeke, Ndidi A; Howard, Lionel C; Kurtz-Costes, Beth; Rowley, Stephanie J

    2009-08-01

    The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs.

  16. An academic practice partnership: Building capacity to meet sexual health education policy requirements of a public school system.

    PubMed

    Cygan, Heide R; McNaughton, Diane; Reising, Virginia; Reid, Bianca

    2018-06-19

    The purpose of this clinical concepts paper is to describe the development, implementation, and evaluation of a formal academic-practice partnership between a large, urban, public school system and a college of nursing, based on the American Association of Colleges of Nursing's Guiding Principles to Academic-Practice Partnerships. The overarching goal of the partnership was to increase the school district's capacity to meet sexual health education policy requirements while providing graduate nursing students with an opportunity to work with a diverse population of youth during a public health nursing practicum course. As a result of the partnership, over 2,000 public school students (grades 5-12) have received comprehensive sexual health education and increased their knowledge by an average of 19.7-32.7%. In addition, 79 prelicensure, graduate nursing students have been placed at the public school system for public health nursing practicum and 100% have met all clinical objectives. As with any partnership, successes and lessons learned were identified. Discussion of both is included in this paper and may benefit other organizations considering entering into similar partnerships. Ultimately, academic-practice partnerships are an important mechanism to simultaneously meet the growing needs of community practice partners and nursing education programs, while strengthening public health nursing practice. © 2018 Wiley Periodicals, Inc.

  17. Stress among UK Academics: Identifying Who Copes Best

    ERIC Educational Resources Information Center

    Darabi, Mitra; Macaskill, Ann; Reidy, Lisa

    2017-01-01

    This article examined levels of stress and associated coping strategies among UK academics. Adopting a positive psychology approach, the influence of the character strengths of hope, optimism, gratitude and self-efficacy on stress, subjective well-being (SWB), and mental health was examined in 216 academics in a UK university. The study explored…

  18. A Contentious Triangle: Grading and Academic Freedom in the Academy

    ERIC Educational Resources Information Center

    Hill, Duncan

    2011-01-01

    This article examines the tensions created by academic freedom and grading in universities between academic staff and academic administration. Additionally, the impact of grading and academic standards on students' academic freedom is addressed, as well as the impact of corporatisation in the academy. By reviewing the existing literature and case…

  19. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

  20. Project management - challenges in dealing with academic and non-academic partners

    NASA Astrophysics Data System (ADS)

    Henkel, Daniela; Eisenhauer, Anton; Drossou-Berendes, Alexandra

    2016-04-01

    Modern research projects on national, European and international level are challenged by an increasing requirement of inter and trans-disciplinarily, societal relevance and educational outreach as well as market oriented applications. In particular, to be successful in European research in the frame of HORIZON 2020, the EU Framework Programme for Research and Innovation, it is crucial that relatively large international research consortia involve academic and non-academic partners, NGOs, private and non-private institutions as well as industrial companies. For the management and organisation of such consortia coordinators have to deal with significant differences between multi-national and multi-sectorial administrations and research environments, in order to secure a successful implementation of the project. This often costs research and non-academic partners tremendous efforts, not to say excessive demands. Based on the experiences made in the frame of an Innovative Training Network (ITN) project within the HORIZON 2020 Marie Skłodowska-Curie Actions, this presentation identifies organisational pitfalls and major challenges of the project management for European funded research involving multi-national academic and non-academic research partners. Possible strategies are discussed to circumvent and avoid conflicts already at the beginning of the project.

  1. Chinese International Students' Academic Stressors in the United States

    ERIC Educational Resources Information Center

    Yan, Kun; Berliner, David C.

    2009-01-01

    No empirical research has focused on understanding the academic stress of Chinese international students in the United States. This qualitative inquiry examines the most stressful aspects of their academic lives in the U.S., how they characterize their academic stress, and what conditions they believe tend to account for their academic stress.…

  2. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

    PubMed

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

  3. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    PubMed Central

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

  4. The Influence of Peer Groups on Academic Success

    ERIC Educational Resources Information Center

    Sallee, Margaret W.; Tierney, William G.

    2007-01-01

    The authors examine how peer relationships influence students' academic success. After defining peer groups, the article considers the ways in which students' peer networks facilitate or inhibit access to academic resources. The authors argue that the composition and purpose of a peer group influences academic achievement and students' likelihood…

  5. Maternity and Paternity Policies Available to Academic Librarians

    ERIC Educational Resources Information Center

    Connell, Ruth Sara

    2013-01-01

    This study examines how frequently parental leave and other related childcare policies are available to academic librarians across the United States. It also looks at the relationships between policies offered and types of academic libraries that offer those policies. The author surveyed administrators at academic libraries serving baccalaureate,…

  6. The Work-Related Attitudes of Australian Accounting Academics

    ERIC Educational Resources Information Center

    Pop-Vasileva, Aleksandra; Baird, Kevin; Blair, Bill

    2014-01-01

    This study examines the work-related attitudes of Australian accounting academics. A survey of 350 academics provides an insight into the specific organisational and institutional factors associated with the dissatisfaction, stress levels, and propensity to remain of academics. Of particular concern is the lower level of satisfaction and…

  7. Public University Responses to Academic Dishonesty: Disciplinary or Academic.

    ERIC Educational Resources Information Center

    Roberts, Robert N.

    1986-01-01

    Reviews court decisions in cases involving suspension or dismissal of public university students for academic dishonesty. The courts have required universities defending such suits to meet the procedural and due process standards for nonacademic disciplinary proceedings. Discusses the constitutional due process problems raised by the suspension or…

  8. Self-concept of academic ability as a function of sex, age, and academic achievement among African adolescents.

    PubMed

    Mboya, M M

    1998-08-01

    This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

  9. Examining the validity of the Academic Motivation Scale by comparing scale construction to self-determination theory.

    PubMed

    Cokley, K O

    2000-04-01

    This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation (r = -.31) than with any of the Intrinsic Motivation subscales (rs = -.27, -.19, and -.11).

  10. Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

    PubMed

    Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

  11. Academic Resilience among Undocumented Latino Students

    ERIC Educational Resources Information Center

    Perez, William; Espinoza, Roberta; Ramos, Karina; Coronado, Heidi M.; Cortes, Richard

    2009-01-01

    This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of…

  12. The Academic Progress Rate: Good PR, Bad Policy

    ERIC Educational Resources Information Center

    Cusack, Michael J.

    2007-01-01

    This fall the Academic Progress Rate, a formula that the National Collegiate Athletic Association developed to measure the academic performance of its member teams, will go into full effect. Known as the APR, the formula consists of two variables: academic performance (which requires satisfactory grades and timely progress to a degree) and student…

  13. Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

    PubMed

    Datu, Jesus Alfonso D

    2017-04-09

    Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

  14. Academic Freedom: In Justification of a Universal Ideal

    ERIC Educational Resources Information Center

    Karran, Terence

    2009-01-01

    This article examines the justification for, and benefits of, academic freedom to academics, students, universities and the world at large. It surveys the development of the concept of academic freedom within Europe, more especially the impact of the reforms at the University of Berlin instigated by Wilhelm von Humboldt. Following from this, the…

  15. Intended Persistence: Comparing Academic and Creative Challenges in High School

    ERIC Educational Resources Information Center

    Hoffmann, Jessica D.; Ivcevic, Zorana; Zamora, Gabriele; Bazhydai, Marina; Brackett, Marc

    2016-01-01

    How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students' intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in…

  16. The Relationship between Sex Role Stereotypical Beliefs, Self Efficacy, Academic Engagement and Academic Achievement: In the Case of Tana Hiq Secondary School Students, Ethiopia

    ERIC Educational Resources Information Center

    Dagnew, Asrat

    2017-01-01

    The main objective of the study was to assess the relationship between sex role stereotypical beliefs, self-efficacy, academic engagement and academic achievement in Tana Hiq Secondary School. This research was also examining the predictive effects of sex role stereotypical beliefs, self-efficacy and academic engagement on academic achievement of…

  17. Variation in Patients' Travel Times among Imaging Examination Types at a Large Academic Health System.

    PubMed

    Rosenkrantz, Andrew B; Liang, Yu; Duszak, Richard; Recht, Michael P

    2017-08-01

    Patients' willingness to travel farther distances for certain imaging services may reflect their perceptions of the degree of differentiation of such services. We compare patients' travel times for a range of imaging examinations performed across a large academic health system. We searched the NYU Langone Medical Center Enterprise Data Warehouse to identify 442,990 adult outpatient imaging examinations performed over a recent 3.5-year period. Geocoding software was used to estimate typical driving times from patients' residences to imaging facilities. Variation in travel times was assessed among examination types. The mean expected travel time was 29.2 ± 20.6 minutes, but this varied significantly (p < 0.001) among examination types. By modality, travel times were shortest for ultrasound (26.8 ± 18.9) and longest for positron emission tomography-computed tomography (31.9 ± 21.5). For magnetic resonance imaging, travel times were shortest for musculoskeletal extremity (26.4 ± 19.2) and spine (28.6 ± 21.0) examinations and longest for prostate (35.9 ± 25.6) and breast (32.4 ± 22.3) examinations. For computed tomography, travel times were shortest for a range of screening examinations [colonography (25.5 ± 20.8), coronary artery calcium scoring (26.1 ± 19.2), and lung cancer screening (26.4 ± 14.9)] and longest for angiography (32.0 ± 22.6). For ultrasound, travel times were shortest for aortic aneurysm screening (22.3 ± 18.4) and longest for breast (30.1 ± 19.2) examinations. Overall, men (29.9 ± 21.6) had longer (p < 0.001) travel times than women (27.8 ± 20.3); this difference persisted for each modality individually (p ≤ 0.006). Patients' willingness to travel longer times for certain imaging examination types (particularly breast and prostate imaging) supports the role of specialized services in combating potential commoditization of imaging services. Disparities in travel

  18. Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act

    ERIC Educational Resources Information Center

    Suckow, Marjorie A.

    2016-01-01

    This report presents the "Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015" as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in…

  19. Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students.

    PubMed

    Lee, Wincy Wing Sze

    2017-10-01

    The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  20. An Analysis of Student Success Rates for Academic and Workforce Programs at a Large Texas Community College: Examining Fall 2009 to Spring 2011

    ERIC Educational Resources Information Center

    High, Clennis F.

    2012-01-01

    Student success rates for academic track and workforce track students were examined for thousands of students at a large urban Texas Community College. The study covered fall 2009 through spring 2011, a two year period. Data were collected from the institution's data base regarding students who successfully completed the courses in which they were…

  1. Marginal Worth: Teaching and the Academic Labor Market.

    ERIC Educational Resources Information Center

    Lewis, Lionel S.

    The contemporary academic labor market is examined using concepts from labor market economics and sociology to elucidate why teaching, universally acknowledged to be at the center of American academic life, is not at the center of the academic labor market and is only modestly rewarded. First, tenets of the neoclassical labor market model are…

  2. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  3. Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

    PubMed

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-12-01

    Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

  4. Academic Language in Early Childhood Classrooms

    ERIC Educational Resources Information Center

    Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.

    2016-01-01

    This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…

  5. Examining the Relationship between Comparative and Self-Focused Academic Data Visualizations in At-Risk College Students' Academic Motivation

    ERIC Educational Resources Information Center

    Aguilar, Stephen J.

    2018-01-01

    This qualitative study focuses on capturing students' understanding two visualizations often utilized by learning analytics-based educational technologies: bar graphs, and line graphs. It is framed by Achievement Goal Theory--a prominent theory of students' academic motivation--and utilizes interviews (n = 60) to investigate how students at risk…

  6. An Examination of the Flipped Classroom Approach on College Student Academic Involvement

    ERIC Educational Resources Information Center

    McCallum, Shelly; Schultz, Janel; Sellke, Kristen; Spartz, Jason

    2015-01-01

    Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered…

  7. 32 CFR 242.8 - Academic, intellectual, and personal requirements for admission to the first-year class.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... FOR THE SCHOOL OF MEDICINE, UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES § 242.8 Academic... Medicine of the Uniformed Services University of the Health Sciences is on a competitive basis, with...) Organic chemistry. 1 academic year including laboratory. (c) Mathematics. 1 academic year. (d) Physics. 1...

  8. How and What Do Academics Learn through Their Personal Networks

    ERIC Educational Resources Information Center

    Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel; Littlejohn, Allison

    2015-01-01

    This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics' professional development; and, third,…

  9. More than Just IQ: A Longitudinal Examination of Self-Perceived Abilities as Predictors of Academic Performance in a Large Sample of UK Twins

    ERIC Educational Resources Information Center

    Chamorro-Premuzic, Tomas; Harlaar, Nicole; Greven, Corina U.; Plomin, Robert

    2010-01-01

    This paper examines the longitudinal causal relationship between self-perceived abilities (SPA) and academic achievement (Ach) while controlling for cognitive ability (CA). In all, 5957 UK school children were assessed on SPA, Ach and CA at ages 9 and 12. Results indicated that SPA and Ach at age 9 independently affected both SPA and Ach at age…

  10. Academic Requirements for Eligibility. Research Brief

    ERIC Educational Resources Information Center

    Muir, Mike

    2005-01-01

    There is a lot written about eligibility requirements, but almost all of it is about NCAA first year eligibility requirements and their impact on high schools. Much less is written about high school eligibility requirements and their impact on student performance. Coaches, parents, and educators offer many reasons for there to be lax or no…

  11. Academic Integrity Matters. NASPA Monograph Series.

    ERIC Educational Resources Information Center

    Burnett, Dana D., Ed.; Rudolph, Lynn, Ed.; Clifford, Karen O., Ed.

    The problem of academic dishonesty is festering on campuses across the nation. On most campuses a student-managed honor system is the sole mechanism for enforcing the integrity of the academic process. This monograph examines the many perspectives the problem presents and is designed to be used by a broad cross-section of the institutional…

  12. The Impact of Adolescent Concerns on Their Academic Stress

    ERIC Educational Resources Information Center

    Huan, Vivien S.; See, Yeo Lay; Ang, Rebecca P.; Har, Chong Wan

    2008-01-01

    The objective of this study was to examine the contributing role of the different aspects of adolescent concerns on the academic stress of youths in Singapore. Data was obtained using two self-report measures: the Adolescent Concerns Measure and the Academic Expectations Stress Inventory. The study examined four different aspects of adolescent…

  13. Academic Blogging: Academic Practice and Academic Identity

    ERIC Educational Resources Information Center

    Kirkup, Gill

    2010-01-01

    This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…

  14. Interlimb coordination and academic performance in elementary school children.

    PubMed

    da Silva Pacheco, Sheila Cristina; Gabbard, Carl; Ries, Lilian Gerdi Kittel; Bobbio, Tatiana Godoy

    2016-10-01

    The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems. © 2016 Japan Pediatric Society.

  15. Understanding Chinese TEFL Academics' Capacity for Research

    ERIC Educational Resources Information Center

    Bai, Li; Hudson, Peter

    2011-01-01

    This study aims to benchmark Chinese TEFL academics' research productivities to identify and address research productivity issues. Using a literature-based survey, this study examined 182 Chinese TEFL academics' research output, perceptions about research, personal dispositions for conducting research and workplace context for conducting research…

  16. The Professionalization of Academic Advising: Where Are We in 2010?

    ERIC Educational Resources Information Center

    Shaffer, Leigh S.; Zalewski, Jacqueline M.; Leveille, John

    2010-01-01

    In the last year, three respected leaders in academic advising, Wes Habley, Terry Kuhn, and Gary Padak, published articles suggesting that academic advising has not met the standards of scholarship to be considered a field of inquiry, an academic discipline, or a profession. In this article, we examine academic advising history from the…

  17. Analysis of Application of 1:3 Ratio in Employments of Academic and Non-Academic Staff in Nigerian Universities

    ERIC Educational Resources Information Center

    Aghaji Ifedili, Chika Josephine

    2006-01-01

    The study examined the application of 1:3 in employments of academic and non-academic staff in Nigerian Universities, as recommended by the National Universities Commission (N.U.C.), following the general feeling that Nigerian Universities were highly bureaucratised; non-teaching staff was over employed while some universities lacked…

  18. Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

    ERIC Educational Resources Information Center

    Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

  19. Medical student psychological distress and academic performance.

    PubMed

    Dendle, Claire; Baulch, Julie; Pellicano, Rebecca; Hay, Margaret; Lichtwark, Irene; Ayoub, Sally; Clarke, David M; Morand, Eric F; Kumar, Arunaz; Leech, Michelle; Horne, Kylie

    2018-01-21

    The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academic performance.

  20. The Academic and Psychological Benefits of Exercise in Healthy Children and Adolescents

    ERIC Educational Resources Information Center

    Rasmussen, Martin; Laumann, Karin

    2013-01-01

    This review examines the psychological benefits exercise is connected to in healthy children and adolescents. Studies on the effect of exercise on academic performance, self-esteem, emotions, and mood were examined. Academic performance is found to be maintained when normal academic classes are reduced and replaced by an increase in exercise,…

  1. Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

    ERIC Educational Resources Information Center

    Rakedzon, Tzipora; Baram-Tsabari, Ayelet

    2017-01-01

    This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

  2. Satisfaction of Students and Academic Performance in Benadir University

    ERIC Educational Resources Information Center

    Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

    2016-01-01

    This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…

  3. Examination of the Nexus between Academic Libraries and Accreditation: Lessons from Nigeria

    ERIC Educational Resources Information Center

    Nkiko, Christopher; Ilo, Promise; Idiegbeyan-Ose, Jerome; Segun-Adeniran, Chidi

    2015-01-01

    The article investigated the nexus between academic libraries and accreditation in the higher institutions with special focus on the Nigerian experience. It showed that all accreditation agencies place a high premium on library provisions as a major component of requisite benchmarks in determining the status of the program or institutions being…

  4. Trust but Verify: Examining the Association between Students' Sourcing Behaviors and Ratings of Text Trustworthiness

    ERIC Educational Resources Information Center

    List, Alexandra; Alexander, Patricia A.; Stephens, Lori A.

    2017-01-01

    Three indicators of undergraduate students' (n = 197) source evaluation were investigated as students completed an academic task requiring the use of multiple texts. The source evaluation metrics examined were students' (1) accessing of document information, (2) trustworthiness ratings, and (3) citation in written responses. All three indicators…

  5. Risk factors associated with academic difficulty in an Australian regionally located medical school.

    PubMed

    Malau-Aduli, Bunmi S; O'Connor, Teresa; Ray, Robin A; van der Kruk, Yolanda; Bellingan, Michelle; Teague, Peta-Ann

    2017-12-28

    Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

  6. Bemerkungen ueber die "Einheitlichen Pruefungsanforderungen in der Abiturpruefung: Englisch" (Remarks on the "Uniform Examination Requirements" for the Graduation Examination in English)

    ERIC Educational Resources Information Center

    Ahrens, Ruediger; Huellen, Werner

    1977-01-01

    The "Uniform Graduation Examination Requirements" for English are examined and, in general, approved. But the written portion needs better description; the "Translation" and "Summary and Text Discussion" portions should be changed. Distinctions between basic and honors courses are unclear. Description and rating of…

  7. "Inextricably Linked": Shared Governance and Academic Freedom.

    ERIC Educational Resources Information Center

    Gerber, Larry G.

    2001-01-01

    Asserts that academic freedom requires a governance system in which faculty expertise--often residing in an individual, but also expressed at times in a collective fashion--is the determining factor in institutional decisions affecting academic matters. Discusses why faculty governance is especially important in protecting liberal education…

  8. A Sustainability Education Academic Development Framework (SEAD)

    ERIC Educational Resources Information Center

    Holdsworth, Sarah; Thomas, Ian

    2016-01-01

    Academic development is one means of reorientating education within higher education (HE) to include sustainability principles. This paper identifies the requirements of academic development programmes that will provide educators with the skills to engage students in the ideas of sustainability and sustainable development. In order to determine…

  9. Effects of Academic Mindsets on College Students' Achievement and Retention

    ERIC Educational Resources Information Center

    Han, Cheon-woo; Farruggia, Susan P.; Moss, Thomas P.

    2017-01-01

    Noncognitive factors, such as academic self-efficacy, motivation, and sense of belonging, predict college students' academic performance and retention. It is unclear if varying profiles of academic mindset are differentially associated with student success. We examined first-year college students' academic mindsets (perceived academic…

  10. Academic Perspectives on Internationalisation in Three Countries

    ERIC Educational Resources Information Center

    Mertova, Patricie

    2014-01-01

    This article examines the perspectives of senior academics on internationalisation of higher education across three countries: England, Czech Republic and Australia. In particular, it investigates the perspectives and experiences of academics in a range of leadership positions in university faculties and schools. The research utilises a critical…

  11. Integrating Academic Information into Developmental Writing Courses.

    ERIC Educational Resources Information Center

    Troiano, Edna M.; Draus, Julia

    In 1983, Charles County Community College (CCCC) initiated a project to infuse academic information from the sciences, humanities, and social sciences into developmental courses. The reorganization assignments related to 27 topics that promoted academic examination and cultural literacy while at the same time drawing from students' own…

  12. Developing physician leaders in academic medical centers.

    PubMed

    Bachrach, D J

    1997-01-01

    While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management; intramurally conducted courses in leadership skill development, management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. While part one of this series, which appeared in Volume 43, No. 6 of Medical Group Management Journal addressed, "The changing role of physician leaders at academic medical centers," part 2 will examine as a case study the faculty leadership development program at the University of Texas M.D. Anderson Cancer Center. These two articles were prepared by the author from his research into, and the presentation of a thesis entitled. "The importance of leadership training and development for physicians in academic medical centers in an increasingly complex health care environment," prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in this College.*

  13. Manpower in Canadian academic rheumatology units: current status and future trends. Canadian Council of Academic Rheumatologists.

    PubMed

    Hanly, J G

    2001-09-01

    To examine manpower and activity profiles of attending staff, and enrollment in training programs over 3 years in academic rheumatology units in Canada. In 1998, the Canadian Council of Academic Rheumatologists (CCAR) established a database to annually monitor trends in manpower, activity profiles, and recruitment in 15 academic rheumatology units in Canada. Information was also collected on residents pursuing subspecialty training in rheumatology. Between 1998 and 2000, the total number of rheumatologists increased from 157 (137 adult; 20 pediatric) to 162 (139 adult; 23 pediatric). Male to female ratio was about 2:1 and mean age increased from 48 to 49 years. About 60% of rheumatologists held fulltime positions within their academic units. In the year 2000, 57% of individuals had a substantial commitment (> or = 50% time) to clinical care activities compared to 17% for research and 3% for teaching. There were 21 unfilled positions, mainly full-time in adult rheumatology, across 12 centers. A substantial commitment (> or = 50% time) for research was identified in 11 of the unfilled positions, for clinical care activities in 6, and for teaching in one. Significant barriers to recruitment as identified by 11 centers were lack of suitable applicants (9), financial resources (5), and physical resources (3). From 1998 to 2000 the number of trainees in pediatric and adult rheumatology fell from 38 to 29 and the number of active training programs from 12 to 11. The mean age of trainees was 30-32 years, with equal representation for males and females. Over the 3 years studied, funding of trainees was provided by government (range 41-51% of trainees), The Arthritis Society (21-26%), and alternative sources (23-38%). Based on current recruitment, anticipated changes in population growth, and increased prevalence of rheumatic diseases, there will be a 64% shortfall in rheumatologists required in Canada by 2026. Rheumatology manpower in Canadian academic units needed to

  14. Learning Academic Work Practices in Discipline, Department and University

    ERIC Educational Resources Information Center

    Zukas, Miriam; Malcolm, Janice

    2017-01-01

    Purpose: This paper aims to examine the everyday practices of academic work in social science to understand better academics' learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach: The study sought to trace academic…

  15. RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.

    PubMed

    Matsushima, Rumi; Ozaki, Hitomi

    2015-08-01

    This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.

  16. Getting started in academic cardiothoracic surgery.

    PubMed

    Verrier, E D

    2000-04-01

    Preparing to begin a career in academic cardiothoracic surgery requires forethought and desire. Success mandates honesty, discipline, opportunity, and support. This article will attempt to review some fundamental concepts important in starting such an academic career. The thoughts are somewhat personal and not meant to be inclusive. The article will briefly discuss the following issues: choosing the first job, transitions, effective time management, developing clinical confidence, the continued need for mentorship, developing educational value, developing a philosophy of academic growth, intellectual and emotional honesty, myths, mental and physical health, and keys to success.

  17. Improving identification and management of partner violence: examining the process of academic detailing: a qualitative study

    PubMed Central

    2011-01-01

    Background Many physicians do not routinely inquire about intimate partner violence. Purpose This qualitative study explores the process of academic detailing as an intervention to change physician behavior with regard to intimate partner violence (IPV) identification and documentation. Method A non-physician academic detailer provided a seven-session modular curriculum over a two-and-a-half month period. The detailer noted written details of each training session. Audiotapes of training sessions and semi-structured exit interviews with each physician were recorded and transcribed. Transcriptions were qualitatively and thematically coded and analyzed using Atlas ti®. Results All three study physicians reported increased clarity with regard to the scope of their responsibility to their patients experiencing IPV. They also reported increased levels of comfort in the effective identification and appropriate documentation of IPV and the provision of ongoing support to the patient, including referrals to specialized community services. Conclusion Academic detailing, if presented by a supportive and knowledgeable academic detailer, shows promise to improve physician attitudes and practices with regards to patients in violent relationships. PMID:21679450

  18. Assessing the relationship between perceived emotional intelligence and academic performance of medical students

    NASA Astrophysics Data System (ADS)

    Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

    2014-12-01

    This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

  19. The Coming of Age of the Academic Career: Differentiation and Professionalization of German Academic Positions from the 19th Century to the Present

    ERIC Educational Resources Information Center

    Waaijer, Cathelijn J. F.

    2015-01-01

    In modern academic career systems there are a large number of entry positions, much smaller numbers of intermediate positions, and still fewer full professorships. We examine how this system has developed in Germany, the country where the modern academic system was introduced, tracing the historical development of academic positions since the…

  20. Examining Changes in Certification/Licensure Requirements and the International Medical Graduate Examinee Pool

    ERIC Educational Resources Information Center

    McKinley, Danette W.; Hess, Brian J.; Boulet, John R.; Lipner, Rebecca S.

    2014-01-01

    Changes in certification requirements and examinee characteristics are likely to influence the validity of the evidence associated with interpretations made based on test data. We examined whether changes in Educational Commission for Foreign Medical Graduates (ECFMG) certification requirements over time were associated with changes in internal…

  1. Academic Programs in Alternative Education: An Overview

    ERIC Educational Resources Information Center

    Ruzzi, Betsy Brown; Kraemer, Jacqueline

    2006-01-01

    This paper, second in a series of papers on alternative education, examines the academic programming in alternative education programs by reviewing the literature specifically focused on the academic programs in alternative education and summarizing a survey of fifteen alternative education programs. It suggests options for further research on…

  2. Academics and the Negotiation of Local Knowledge.

    ERIC Educational Resources Information Center

    Ervin, Elizabeth

    1999-01-01

    Examines the debate over creation and evolution in Wilmington, North Carolina's principal newspapers in order to consider the ways in which this debate exemplifies patterns of public discussion among academics and non academics, including conflicting attitudes about education, authority, and persuasion. Proposes ways to read and intervene in such…

  3. Academic Freedom in Europe: Reviewing UNESCO's "Recommendation"

    ERIC Educational Resources Information Center

    Karran, Terence

    2009-01-01

    This paper examines the compliance of universities in the European Union with the UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel, which deals primarily with protection for academic freedom. The paper briefly surveys the European genesis of the modern research university and academic freedom, before evaluating…

  4. Understanding the Relationship between the Librarian and the Academic

    ERIC Educational Resources Information Center

    Smith, Anne-Marie

    2014-01-01

    This article presents the findings of a small study that examined the relationship between academic librarians and their academic colleagues in a number of institutions in the Republic of Ireland and Northern Ireland. There is an abundance of literature outlining how librarians should collaborate with their academic colleagues but less emphasis on…

  5. When Worlds Collide--Examining the Challenges Faced by Teacher Education Programmes Combining Professional Vocational Competence with Academic Study, Lessons from Further Education to Higher Education

    ERIC Educational Resources Information Center

    Shaw, Angela

    2016-01-01

    This paper examines the challenges faced by higher education institutions in designing, teaching and quality assuring programmes of study which, of necessity, must combine the gaining of professional vocational competence with academic study. The paper gives recognition to the policy framework in which these programmes fit--with particular…

  6. Examining unusual digit span performance in a population of postsecondary students assessed for academic difficulties.

    PubMed

    Harrison, Allyson G; Rosenblum, Yoni; Currie, Shannon

    2010-09-01

    Methods of identifying poor test-related motivation using the Wechsler Adult Intelligence Scale Digit Span subtest are based on identification of performance patterns that are implausible if the test taker is investing full effort. No studies to date, however, have examined the specificity of such measures, particularly when evaluating persons with either known or suspected learning or attention disorders. This study investigated performance of academically challenged students on three measures embedded in the Wechsler Adult Intelligence Scale-III, namely, low Digit Span, high Vocabulary-Digit span (Voc-DS), and low Reliable Digit Span scores. Evaluating subjects believed to be investing full effort in testing, it was found that both Digit Span and Reliable Digit Span had high specificity, although both showed relatively lower sensitivity. In contrast, VOC-DS was especially weak in both sensitivity and specificity, with an apparent false positive rate of 28%. Use of VOC-DS is therefore not appropriate for those with a history of learning or attention problems.

  7. 20 CFR 703.311 - Required reports; examination of self-insurer accounts.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... section of the regulations in this part. The self-insurer must permit the Office or its duly authorized... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Required reports; examination of self-insurer... LABOR LONGSHOREMEN'S AND HARBOR WORKERS' COMPENSATION ACT AND RELATED STATUTES INSURANCE REGULATIONS...

  8. 10 CFR 709.21 - Requirements for notification of a polygraph examination.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Privacy and Employee Rights § 709.21 Requirements for notification of a polygraph examination. When a... right to obtain and consult with legal counsel or to secure another representative prior to the... when good cause is shown or when the covered person waives the advance notice provision. ...

  9. Academic Persistence of International Student-Athletes at NCAA Division I Institutions

    ERIC Educational Resources Information Center

    Kitsos, Jayne M.

    2012-01-01

    This study examined academic support programs and personnel that contributed to international student-athlete academic persistence at the National Collegiate Athletics Association (NCAA) Division I level. The purpose of the study was to identify athletic academic personnel's explanations for the academic persistence of NCAA Division I…

  10. Definitions Matter: Investigating and Comparing Different Operalionalizations of Academic Undermatching

    ERIC Educational Resources Information Center

    Gansemer-Topf, Ann M.; Downey, Jillian; Genschel, Ulrike

    2017-01-01

    Effective assessment practice requires clearly defining and operationalizing terminology. We illustrate the importance of this practice by focusing on academic "undermatching"--when students enroll in colleges that are less academically selective than those for which they are academically prepared. Undermatching has been viewed as a…

  11. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    PubMed

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  12. Trait complexes and academic achievement: old and new ways of examining personality in educational contexts.

    PubMed

    Ackerman, Phillip L; Chamorro-Premuzic, Tomas; Furnham, Adrian

    2011-03-01

    BACKGROUND. Although recent research has provided evidence for the predictive validity of personality traits in academic settings, the path to an improved understanding of the nature of personality influences on academic achievement involves a reconceptualization of both criterion and predictor construct spaces. AIMS. For the criterion space, one needs to consider student behaviours beyond grades and level of educational attainment, and include what the student does among other things outside of the classroom. For the predictor space, it is possible to bring some order to the myriad personality constructs that have been developed over the last century, by focusing on common variance among personality and other non-ability traits. METHODS. We review these conceptual issues and several empirical studies. CONCLUSIONS. We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces. 2010 The British Psychological Society.

  13. The Relationship between Depression and College Academic Performance

    ERIC Educational Resources Information Center

    DeRoma, Virginia M.; Leach, John B.; Leverett, J. Patrick

    2009-01-01

    The current study examined the association between self-reported depressive symptomology and college academic performance. A significant, negative relationship was found between depression and academic performance. Furthermore, students presenting with moderate levels of depressive symptoms demonstrated lower performance within academic…

  14. Motivation of Academics: An Empirical Assessment of Herzberg's Theory

    ERIC Educational Resources Information Center

    Saglam, Aycan Cicek

    2007-01-01

    This study examined academics' viewpoints according to sex, academic title, and professional seniority to establish how much the university presented to its staff hygiene and motivation factors and to find out the effect of these factors in motivating the staff. The findings show that there is not a statistical difference among the academics'…

  15. Using the Sociological Imagination to Teach about Academic Integrity

    ERIC Educational Resources Information Center

    Nell Trautner, Mary; Borland, Elizabeth

    2013-01-01

    The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination. ?We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of…

  16. Gender disparities in scholarly productivity within academic otolaryngology departments.

    PubMed

    Eloy, Jean Anderson; Svider, Peter; Chandrasekhar, Sujana S; Husain, Qasim; Mauro, Kevin M; Setzen, Michael; Baredes, Soly

    2013-02-01

    To examine whether there are gender disparities in scholarly productivity within academic otolaryngology departments, as measured by academic rank and the h-index, a published, objective measure of research contributions that quantifies the number and significance of papers published by a given author. Analysis of bibliometric data of academic otolaryngologists. Faculty listings from academic otolaryngology departments were used to determine academic rank and gender. The Scopus database was used to determine h-index and publication range (in years) of these faculty members. In addition, 20 randomly chosen institutions were used to compare academic otolaryngologists to faculty members in other surgical specialties. Mean h-indices increased through the rank of professor. Among academic otolaryngologists, men had significantly higher h-indices than women, a finding also noted on examination of faculty members from other specialties. Men had higher research productivity rates at earlier points in their career than women did. The productivity rates of women increased and equaled or surpassed those of men later in their careers. Men had higher absolute h-index values at junior academic ranks. Women academic otolaryngologists of senior rank had higher absolute h-indices than their male counterparts. The h-index measures research significance in an objective manner and indicates that although men have higher overall research productivity in academic otolaryngology, women demonstrate a different productivity curve. Women produce less research output earlier in their careers than men do, but at senior levels, they equal or exceed the research productivity of men.

  17. Academic Freedom 2--A Human Rights Report.

    ERIC Educational Resources Information Center

    Daniel, John, Ed.; And Others

    The ten essays in this book examine issues related to academic freedom and university autonomy. Chapter 1 serves as an introduction, providing an overview of the situation in universities worldwide, including national and international initiatives to promote academic freedom. It also discusses the role of the World University Service in this…

  18. School Discipline, School Uniforms and Academic Performance

    ERIC Educational Resources Information Center

    Baumann, Chris; Krskova, Hana

    2016-01-01

    Purpose: The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive "vis-à-vis" authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed…

  19. How Does Ethics Institutionalization Reduce Academic Cheating?

    ERIC Educational Resources Information Center

    Popoola, Ifeoluwa; Garner, Bart; Ammeter, Anthony; Krey, Nina; Beu Ammeter, Danielle; Schafer, Stuart

    2017-01-01

    Extant research on academic cheating primarily focuses on the impact of honor codes on academic cheating. However, the influence of ethics institutionalization is curiously missing in past research. The authors developed and validated a structural equations model in the R programming language to examine the impact of formal (explicit) and informal…

  20. Predictors of Academic Performance among Indian Students

    ERIC Educational Resources Information Center

    Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

    2017-01-01

    There are two dominant strains in the literature on academic performance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academic performance of engineering undergraduate students in India. Time management and perceived stress were included in the model to…

  1. Perceptions of Academic Advising and Student Retention

    ERIC Educational Resources Information Center

    Soden, Stacy Renaee

    2017-01-01

    The purpose of this research study was to examine student and academic advisors' perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution…

  2. Essays on Academic Achievement and Student Behavior in Public Schools

    ERIC Educational Resources Information Center

    Moussa, Wael Soheil

    2013-01-01

    This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

  3. A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample.

    ERIC Educational Resources Information Center

    Cokley, Kevin O.; Bernard, Naijean; Cunningham, Dana; Motoike, Janice

    2001-01-01

    Examines the factor structure of the Academic Motivation Scale with a United States student population. There was some support for a 7-factor structure. Evidence of construct validity examining the relationship with academic self concept and academic achievement is mixed. Discusses ethnic and gender differences in motivation. (Contains 37…

  4. Gender, Academic Careers and the Sabbatical: A New Zealand Case Study

    ERIC Educational Resources Information Center

    Smith, D.; Spronken-Smith, R.; Stringer, R.; Wilson, C. A.

    2016-01-01

    This article examines academics' access to and perceptions of sabbaticals at a research-intensive university in New Zealand. Statistical and inductive analysis of survey data from 915 academics (47% of all academics employed) revealed inequalities in access to and experience of sabbaticals, and highlighted academic, personal and gender issues. Men…

  5. How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

    ERIC Educational Resources Information Center

    Dickenson, Don

    2006-01-01

    This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

  6. Mental health problems in college freshmen: Prevalence and academic functioning.

    PubMed

    Bruffaerts, Ronny; Mortier, Philippe; Kiekens, Glenn; Auerbach, Randy P; Cuijpers, Pim; Demyttenaere, Koen; Green, Jennifer G; Nock, Matthew K; Kessler, Ronald C

    2018-01-01

    Mental health problems in college and their associations with academic performance are not well understood. The main aim of this study was to investigate to what extent mental health problems are associated with academic functioning. As part of the World Mental Health Surveys International College Student project, 12-month mental health problems among freshmen (N = 4921) was assessed in an e-survey of students at KU Leuven University in Leuven, Belgium. The associations of mental health problems with academic functioning (expressed in terms of academic year percentage [or AYP] and grade point average [GPA]) were examined across academic departments. Approximately one in three freshman reports mental health problems in the past year, with internalizing and externalizing problems both associated with reduced academic functioning (2.9-4.7% AYP reduction, corresponding to 0.2-0.3 GPA reduction). The association of externalizing problems with individual-level academic functioning was significantly higher in academic departments with comparatively low average academic functioning. Limited sample size precluded further investigation of interactions between department-level and student-level variables. No information was available on freshman secondary school academic performance. Mental health problems are common in college freshman, and clearly associated with lower academic functioning. Additional research is needed to examine the potentially causal nature of this association, and, if so, whether interventions aimed at treating mental health problems might improve academic performance. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Students' and Faculty's Perception of Academic Integrity in Hong Kong

    ERIC Educational Resources Information Center

    Kwong, Theresa; Ng, Hing-Man; Kai-Pan, Mark; Wong, Eva

    2010-01-01

    Purpose: The purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context.…

  8. Biculturalism and Academic Achievement of African American High School Students

    ERIC Educational Resources Information Center

    Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

    2011-01-01

    Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

  9. The Oregon Applied Academics Project: Final Report

    ERIC Educational Resources Information Center

    Pearson, Donna; Richardson, George B.; Sawyer, Jennifer M.

    2013-01-01

    This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been…

  10. Up in the Air: An Examination of the Work-Life Balance of Fly-in-Fly-out Academics

    ERIC Educational Resources Information Center

    Jais, Juraifa; Smyrnios, Kosmas X.; Hoare, Lynnel A.

    2015-01-01

    There is a dearth of research on the work-life balance experiences of academics who undertake short-term international teaching assignments. Academics who teach offshore are also accountable for onshore activities including lecturing, research, supervision of higher degree students, mentoring, publishing and administrative obligations "inter…

  11. Publication Productivity of Academics in Jigjiga University, Ethiopia

    ERIC Educational Resources Information Center

    Feyera, Teka; Atelaw, Habtamu; Hassen, Najib Abdi; Fufa, Gemechu

    2017-01-01

    This descriptive cross-sectional survey examined faculty publication productivity at Jigjiga University, Ethiopia. It, specifically, aimed at exploring the factors and barriers that may influence publication productivity among academic staffs while also comparing variations across academic disciplines. The survey employed self-administered…

  12. Academic and non-academic predictors of student psychological distress: the role of social identity and loneliness.

    PubMed

    McIntyre, Jason C; Worsley, Joanne; Corcoran, Rhiannon; Harrison Woods, Paula; Bentall, Richard P

    2018-06-01

    University students experience high rates of stress and mental illness; however, few studies have comprehensively examined the impact of academic and non-academic stressors on student mental health. Similarly, there has been little focus on the role of social groups in protecting against mental distress in this young adult group. To identify the key social determinants of mental health symptoms in a student population. Using an online survey, we administered measures of social connectedness and mental health symptoms alongside academic and non-academic stressors to a large sample of UK university students. Loneliness was the strongest overall predictor of mental distress, while assessment stress was the most important academic predictor. Strong identification with university friendship groups was most protective against distress relative to other social identities, and the beneficial impact of identification on symptoms was mediated by reduced loneliness. The study highlights the benefits of establishing strong social connections at university and the importance of minimising stress associated with assessment tasks.

  13. Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

    ERIC Educational Resources Information Center

    Ocak, Gürbüz; Boyraz, Serkan

    2016-01-01

    Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and…

  14. Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations.

    PubMed

    Deane, Richard P; Murphy, Deirdre J

    2013-12-04

    Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P < .001). Both clinical attendance (r = 0.50 [95% CI, 0.32-0.64]; P < .001) and tutorial

  15. Exploring the Core: An Examination of Required Courses in ALA-Accredited

    ERIC Educational Resources Information Center

    Hall, Russell A.

    2009-01-01

    This paper examines the required courses of ALA-accredited Library and Information Science programs as published on their websites. The study expands on previous research in this area. Findings show that the typical core curriculum has grown to include both research and information technology in addition to the more traditional subjects. The…

  16. 46 CFR 115.625 - Eligibility requirements for the Alternative Hull Examination (AHE) Program for certain passenger...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 4 2010-10-01 2010-10-01 false Eligibility requirements for the Alternative Hull... OVERNIGHT ACCOMMODATIONS FOR MORE THAN 49 PASSENGERS INSPECTION AND CERTIFICATION Hull and Tailshaft Examinations § 115.625 Eligibility requirements for the Alternative Hull Examination (AHE) Program for certain...

  17. Does Enjoying Friendship Help or Impede Academic Achievement? Academic and Social Intrinsic Value Profiles Predict Academic Achievement

    ERIC Educational Resources Information Center

    Seo, Eunjin; Lee, You-kyung

    2018-01-01

    We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four…

  18. The Relevance of Academic Research in OSCM Practice

    ERIC Educational Resources Information Center

    Raffield, Wiliam D.; Vang, David O.; Lundsten, Lorman L.

    2016-01-01

    The authors examine the relevance of academic research for operations and supply chain management (OSCM) professionals. Members of a major metropolitan APICS chapter were surveyed. Consistent with prior research, findings indicate that OSCM practitioners prefer trade journal articles to academic research. Nonetheless, respondents indicate interest…

  19. Graphic Novel Collections in Academic ARL Libraries

    ERIC Educational Resources Information Center

    Wagner, Cassie

    2010-01-01

    This study examines the extent to which ARL academic libraries collect graphic novels. Using a core list of 176 titles developed from winners of major comics industry awards and a library-focused "best of" list, the holdings of 111 ARL academic libraries were searched using the libraries' online catalogs. Results suggest that most of the…

  20. Creativity and Academic Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Gajda, Aleksandra; Karwowski, Maciej; Beghetto, Ronald A.

    2017-01-01

    This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = 0.22, 95% CI [0.19, 0.24]. An analysis of moderators revealed that this…

  1. How Does School Climate Impact Academic Achievement? An Examination of Social Identity Processes

    ERIC Educational Resources Information Center

    Reynolds, Katherine J.; Lee, Eunro; Turner, Isobel; Bromhead, David; Subasic, Emina

    2017-01-01

    In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is…

  2. Gender Attributions of Science and Academic Attributes: AN Examination of Undergraduate Science, Mathematics, and Technology Majors

    NASA Astrophysics Data System (ADS)

    Hughes, W. Jay

    Questionnaire data (n = 297) examined the relationship between gender attributions of science and academic attributes for undergraduate science, mathematics, and technology majors from the perspective of gender schema theory. Female and male respondents perceived that (a) the role of scientist was sex typed as masculine, (b) their majors were more valuable for members of their gender than for those of the opposite gender, (c) their majors were more valuable for themselves than for members of their gender in general. Androgynous attributions of scientists and the value of one's major for women predicted value for oneself, major confidence, and career confidence, and masculine attributions of scientists predicted class participation for female respondents. Feminine attributions of scientists predicted graduate school intent; value for women predicted major confidence and subjective achievement, and value for men predicted value for oneself, course confidence, and career confidence for male respondents.

  3. Promoting Equity and Student Learning: Rigor in Undergraduate Academic Experiences

    ERIC Educational Resources Information Center

    Bowman, Nicholas A.; Culver, K. C.

    2018-01-01

    This chapter discusses rigor through an examination of academic experiences that promote college outcomes for all students, particularly for those from marginalized backgrounds or with lower academic preparation.

  4. External Examining: Fit for Purpose?

    ERIC Educational Resources Information Center

    Bloxham, Sue; Price, Margaret

    2015-01-01

    In a context of international concern about academic standards, the practice of external examining is widely admired for its role in defending standards. Yet a contradiction exists between this faith in examining and continuing concerns about standards. This article argues that external examining rests on assumptions about standards which are…

  5. 40 CFR 262.205 - Summary of the requirements of this subpart.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Eligible Academic Entities § 262.205 Summary of the requirements of this subpart. An eligible academic... laboratories comply with the provisions of this subpart and the eligible academic entity has a Laboratory... academic entity will comply with the requirements of this subpart. ...

  6. 40 CFR 262.205 - Summary of the requirements of this subpart.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Eligible Academic Entities § 262.205 Summary of the requirements of this subpart. An eligible academic... laboratories comply with the provisions of this subpart and the eligible academic entity has a Laboratory... academic entity will comply with the requirements of this subpart. ...

  7. 40 CFR 262.205 - Summary of the requirements of this subpart.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... Eligible Academic Entities § 262.205 Summary of the requirements of this subpart. An eligible academic... laboratories comply with the provisions of this subpart and the eligible academic entity has a Laboratory... academic entity will comply with the requirements of this subpart. ...

  8. The Messiness of Meaning Making: Examining the Affordances of the Digital Space as a Mentoring and Tutoring Space for the Acquisition of Academic Literacy

    ERIC Educational Resources Information Center

    Arend, Moeain; Hunma, Aditi; Hutchings, Catherine; Nomdo, Gideon

    2017-01-01

    Having incorporated a digital aspect to our academic literacy course, and having monitored this over the last three years, we have come to believe that online mentoring can serve as an essential form of tutoring and mentoring. Our study is located in the field of New Literacy Studies and examines the affordances of a digital space in a first year…

  9. Effects of Academic Coaching on Elementary and Secondary School Students.

    ERIC Educational Resources Information Center

    Kenny, Dianna T.; Faunce, Gavin

    2004-01-01

    The authors assessed the effects of out-of-school hours academic coaching on students' (at academic performance on end-of-year examinations in English, mathematics, and science; (b) attainment of academic scholarships; and (c) acceptance to Gifted and Talented (GT) classes and selective high schools. Participants were 1,724 elementary and…

  10. An Investigation of Relations among Academic Enablers and Reading Outcomes

    ERIC Educational Resources Information Center

    Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

    2015-01-01

    The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

  11. Examining Cognitive Predictors of Academic Cheating among Urban Middle School Students: The Role of Home-School Dissonance

    ERIC Educational Resources Information Center

    Tyler, Kenneth M.

    2015-01-01

    Academic cheating within the middle grades has become a prevalent schooling dilemma for teachers and administrators. Among the various contextual and cognitive factors that promote academic cheating is home-school dissonance, which has been shown to predict the phenomenon among high school students. The current study extends this line of research…

  12. Assessing the Impact of Academic Placement on Academic Achievement among 5th Graders with Disabilities: A Causal-Comparative Inquiry

    ERIC Educational Resources Information Center

    Rivera, Roana Kasandra

    2017-01-01

    Since the mid '70s, school districts have been trying to place students with disabilities in the least restricted environment. As governments strive to create a more inclusive society, an inclusive academic setting for students with disabilities has become a priority. The purpose of the study was to examine the impact of academic setting on…

  13. Supporting the students most in need: academic self-efficacy and perceived teacher support in relation to within-year academic growth.

    PubMed

    Mercer, Sterett H; Nellis, Leah M; Martínez, Rebecca S; Kirk, Megan

    2011-06-01

    Academic self-efficacy and perceived teacher support in relation to academic skill growth across one academic year were examined in the study. Participants included 193 5th-grade students. Teachers collected curriculum-based measures (CBM) of reading and math on three occasions as part of routine academic benchmarks, and researchers collected student-reported measures of academic self-efficacy and perceived teacher support in the spring of the same academic year. Results indicated that academic self-efficacy was positively related to fall reading and math CBM scores and that perceived teacher support was unrelated to fall scores or growth across the academic year. Academic self-efficacy and perceived teacher support interacted in relation to math CBM growth such that low levels of perceived teacher support were related to greater growth, particularly for students with high academic self-efficacy. Follow-up analyses indicated that students with the lowest fall CBM scores and smallest growth rates reported higher levels of perceived teacher support, suggesting that teachers support the students most in need. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  14. Examining First-Year Non-Dominant Students' Experiences as Academic Writers: An Identity Perspective

    ERIC Educational Resources Information Center

    Panayotova, Dora Marinova

    2013-01-01

    This dissertation reports on a study investigating the identity of first-year university students as writers. The longitudinal project explored how students from educationally disadvantaged backgrounds construct their identities as undergraduates and as academic writers in their first year. The research was qualitative and interpretative, and used…

  15. Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M.

    2014-01-01

    The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct…

  16. Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

    ERIC Educational Resources Information Center

    Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M.

    2014-01-01

    Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and…

  17. Effects of Academic Service Learning in Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes Toward Harm Reduction

    PubMed Central

    Kabli, Noufissa; Liu, Ben; Seifert, Tricia

    2013-01-01

    Objective. To examine academic service-learning pedagogy on student learning and perceptions of drug misuse and addiction. Design. Third- and fourth-year pharmacology students were exposed to an academic service-learning pedagogy that integrated a community service experience with lectures, in-class discussions and debates, group projects, a final paper, and an examination. Reflective writing assignments throughout the course required students to assimilate and apply what they had learned in the classroom to what they learned in their community placement. Assessment. Changes in students’ responses on pre- and post-course survey instruments reflected shifts toward higher-order thinking. Also, subjective student-learning modalities shifted toward learning by writing. Students’ perspectives and attitudes allowed improved context of issues associated with drug misuse and harm reduction models. Conclusion. Academic service-learning pedagogy contributes to developing adaptable, well-rounded, engaged learners who become more compassionate and pragmatic in addressing scientific and social questions relating to drug addiction. PMID:23610481

  18. Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation.

    PubMed

    Gustavson, Daniel E; Miyake, Akira

    2017-02-01

    This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students ( N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination.

  19. Writing in Disguise: Academic Life in Subordination.

    ERIC Educational Resources Information Center

    Caesar, Terry

    This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…

  20. The Academic Library: A Post-Modern Lazarus?

    ERIC Educational Resources Information Center

    Pierre, Peter

    2005-01-01

    The author argues that there is a need to reassess the direction of the academic library and the working practices of the staff within it to reclaim our libraries for their users and to examine the epistemology of library and information services. He argues that in order for academic libraries to find their place in the tertiary education culture…

  1. Revocation of Academic Degrees by Colleges and Universities.

    ERIC Educational Resources Information Center

    Reams, Bernard D., Jr.

    1987-01-01

    Legal issues in an institution's revocation of a previously-awarded academic degree because of plagiarism or academic dishonesty are examined in light of the public-private sector dichotomy, and the legal processes to which an institution must be alert when seeking degree revocation are discussed. (MSE)

  2. A Social Network Analysis of 140 Community‐Academic Partnerships for Health: Examining the Healthier Wisconsin Partnership Program

    PubMed Central

    Ahmed, Syed M.; Maurana, Cheryl A.; DeFino, Mia C.; Brewer, Devon D.

    2015-01-01

    Abstract Introduction: Social Network Analysis (SNA) provides an important, underutilized approach to evaluating Community Academic Partnerships for Health (CAPHs). This study examines administrative data from 140 CAPHs funded by the Healthier Wisconsin Partnership Program (HWPP). Methods: Funder data was normalized to maximize number of interconnections between funded projects and 318 non‐redundant community partner organizations in a dual mode analysis, examining the period from 2003–2013.Two strategic planning periods, 2003–2008 vs. 2009–2014, allowed temporal comparison. Results: Connectivity of the network was largely unchanged over time, with most projects and partner organizations connected to a single large component in both time periods. Inter‐partner ties formed in HWPP projects were transient. Most community partners were only involved in projects during one strategic time period. Community organizations participating in both time periods were involved in significantly more projects during the first time period than partners participating in the first time period only (Cohen's d = 0.93). Discussion: This approach represents a significant step toward using objective (non‐survey) data for large clusters of health partnerships and has implications for translational science in community settings. Considerations for government, funders, and communities are offered. Examining partnerships within health priority areas, orphaned projects, and faculty ties to these networks are areas for future research. PMID:25974413

  3. Internet-Related Work Activities and Academic Government Documents Librarians' Professional Relationships.

    ERIC Educational Resources Information Center

    Roselle, Ann

    1999-01-01

    Examines specific Internet-related work activities of academic government documents librarians in the United States and how these activities are affecting academic government documents librarians' professional relationships. Results are reported from a national survey of 226 academic government documents librarians that indicate closer…

  4. Academic Entitlement: Relations to Perceptions of Parental Warmth and Psychological Control

    ERIC Educational Resources Information Center

    Turner, Lisa A.; McCormick, Wesley H.

    2018-01-01

    Academic entitlement characterises students who expect positive academic outcomes without personal effort. The current study examined the relations of perceived parental warmth and parental psychological control with two dimensions of academic entitlement (i.e., entitled expectations and externalised responsibility) among college students.…

  5. Is there a relationship between National Institutes of Health funding and research impact on academic urology?

    PubMed

    Colaco, Marc; Svider, Peter F; Mauro, Kevin M; Eloy, Jean Anderson; Jackson-Rosario, Imani

    2013-09-01

    Scholarly productivity in the form of research contributions is important for appointment and promotion in academic urology. Some believe that this production may require significant funding. We evaluated the relationship between National Institutes of Health (NIH) funding, academic rank and research productivity, as measured by the h-index, an objective indicator of research impact on a field. A total of 361 faculty members from the top 20 NIH funded academic urology departments were examined for research productivity, as measured by the h-index and calculated from the Scopus database (http://www.info.sciverse.com/scopus). Research productivity was compared to individual funding totals, the terminal degree and academic rank. NIH funded faculty members had statistically higher research productivity than nonfunded colleagues. Research productivity increased with increasing NIH funding. Departmental NIH funding correlated poorly with the mean department h-index. Successive academic rank was associated with increasing research productivity. Full professors had higher NIH funding awards than their junior NIH funded colleagues. There is an association among the h-index, NIH funding and academic rank. The h-index is a reliable method of assessing the impact of scholarly contributions toward the discourse in academic urology. It may be used as an adjunct for evaluating the scholarly productivity of academic urologists. Copyright © 2013 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  6. Temperament, School Adjustment, and Academic Achievement: Existing Research and Future Directions

    ERIC Educational Resources Information Center

    Al-Hendawi, Maha

    2013-01-01

    Since the 1980s, research has been examining the role of temperament in education. In particular, academic achievement and school adjustment were among the first variables to be examined. Subsequently, several studies have documented associations between temperament and either academic achievement or school adjustment. However, no review of this…

  7. Gender Differences in the Academic Performance and Retention of Undergraduate Engineering Majors

    ERIC Educational Resources Information Center

    Haemmerlie, Frances Montgomery; Montgomery, Robert L.

    2012-01-01

    This study examined the role of academic performance factors, and personality traits as measured by the "Hogan Personality Inventory" (Hogan & Hogan, 2007), in the academic success and retention of undergraduate engineering majors. With regard to academic performance, the academic measures of ACT score and high school GPA were…

  8. Science, Technology, Engineering and Math (STEM) Academic Librarian Positions during 2013: What Carnegie Classifications Reveal about Desired STEM Skills

    ERIC Educational Resources Information Center

    Trei, Kelli

    2015-01-01

    This study analyzes the requirements and preferences of 171 science, technology, engineering, and math (STEM) academic librarian positions in the United States as advertised in 2013. This analysis compares the STEM background experience preferences with the Carnegie rankings of the employing institution. The research examines the extent to which…

  9. Twelve tips for creating an academic teaching portfolio.

    PubMed

    Little-Wienert, Kim; Mazziotti, Mark

    2018-01-01

    An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

  10. College Choice and Recruitment of Wisconsin's All State Academic Scholars.

    ERIC Educational Resources Information Center

    Wanat, Carolyn L.; Bowles, B. Dean

    Information on a study examining the college choice process for academically talented students is presented, focusing on the University of Wisconsin (UW) System's recruitment of All State Academic Scholars. Recognition for academic excellence is the goal of their All State Scholars Program. UW is concerned about a brain drain from the state…

  11. Academic plastic surgery: faculty recruitment and retention.

    PubMed

    Chen, Jenny T; Girotto, John A; Kitzmiller, W John; Lawrence, W Thomas; Verheyden, Charles N; Vedder, Nicholas B; Coleman, John J; Bentz, Michael L

    2014-03-01

    A critical element of a thriving academic plastic surgery program is the quality of faculty. A decline in recruitment and retention of faculty has been attributed to the many challenges of academic medicine. Given the substantial resources required to develop faculty, academic plastic surgery has a vested interest in improving the process of faculty recruitment and retention. The American Council of Academic Plastic Surgeons Issues Committee and the American Society of Plastic Surgeons/Plastic Surgery Foundation Academic Affairs Council surveyed the 83 existing programs in academic plastic surgery in February of 2012. The survey addressed the faculty-related issues in academic plastic surgery programs over the past decade. Recruitment and retention strategies were evaluated. This study was designed to elucidate trends, and define best strategies, on a national level. Academic plastic surgery programs have added substantially more full-time faculty over the past decade. Recruitment efforts are multifaceted and can include guaranteed salary support, moving expenses, nurse practitioner/physician's assistant hires, protected time for research, seed funds to start research programs, and more. Retention efforts can include increased compensation, designation of a leadership appointment, protected academic time, and call dilution. Significant change and growth of academic plastic surgery has occurred in the past decade. Effective faculty recruitment and retention are critical to a successful academic center. Funding sources in addition to physician professional fees (institutional program support, grants, contracts, endowment, and so on) are crucial to sustain the academic missions.

  12. Academic Achievement Despite Child Maltreatment: A Longitudinal Study

    ERIC Educational Resources Information Center

    Coohey, Carol; Renner, Lynette M.; Hua, Lei; Zhang, Ying J.; Whitney, Stephen D.

    2011-01-01

    Purpose: Although researchers have concluded that child maltreatment has a negative effect on children's learning and academic achievement, not all children are negatively affected by maltreatment, and some children seem to succeed academically despite being maltreated. Drawing on risk and resilience theory, we examined a broad range of potential…

  13. Convergence and Professional Identity in the Academic Library

    ERIC Educational Resources Information Center

    Wilson, Kerry M.; Halpin, Eddie

    2006-01-01

    This paper discusses the effects of operational convergence, and the subsequent growth of the hybrid library model, upon the professional self-identity of academic library staff. The role of professionalism as a concept and motivational driver within contemporary academic librarianship is examined. Main themes of investigation include the extent…

  14. Projecting Project Management's Future within the Academic Landscape

    ERIC Educational Resources Information Center

    Halfond, Jay A.

    2011-01-01

    U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

  15. Connecting and Reflecting: Transformative Learning in Academic Libraries

    ERIC Educational Resources Information Center

    Hooper, Michaela D. Willi; Scharf, Emily

    2017-01-01

    This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

  16. A Study of Motivational Influences on Academic Achievement

    ERIC Educational Resources Information Center

    Dishon-Berkovits, Miriam

    2014-01-01

    This study examined the influence of motivation on academic achievement. The theoretical rationale for the study is grounded in bridging two influential yet isolated literatures of motivation: goal setting theory and achievement goal theory. Although it is clear that academic performance should be influenced by assigned learning goals,…

  17. The Effects of Concealing Academic Achievement Information on Adolescents' Self-Concept

    ERIC Educational Resources Information Center

    Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; Bi, Yan-Ling

    2011-01-01

    Using an experimental design, the effect of concealing academic achievement information on adolescents' self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein…

  18. User Preferences in Reference Services: Virtual Reference and Academic Libraries

    ERIC Educational Resources Information Center

    Cummings, Joel; Cummings, Lara; Frederiksen, Linda

    2007-01-01

    This study examines the use of chat in an academic library's user population and where virtual reference services might fit within the spectrum of public services offered by academic libraries. Using questionnaires, this research demonstrates that many within the academic community are open to the idea of chat-based reference or using chat for…

  19. Youth Residing in Out-of-Home Placements: Examination of Behavior and Academic Achievement

    ERIC Educational Resources Information Center

    Lewis, Calli G.; Bullock, Lyndal M.

    2016-01-01

    A data set from the National Survey of Child and Adolescent Well-Being II was analyzed to determine if significant relationships existed between participants' internalizing and externalizing scores on the Child Behavior Checklist (CBCL) and their (a) scores on assessments of academic achievement and (b) behavior problems leading to suspension or…

  20. Do Perceived Academic Competence and School Satisfaction Mediate the Relationships between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?

    ERIC Educational Resources Information Center

    Danielsen, Anne G.; Breivik, Kyrre; Wold, Bente

    2011-01-01

    The aim of the study was twofold: (1) to examine how psychosocial support provided by teachers and classmates related to students' self-regulated learning as expressed through self-reported academic initiative, and (2) whether academic competence and school satisfaction mediated these relationships. The data were from a nationally representative…