Sample records for academic success results

  1. Factors for Success: Academic Library Development Survey Results.

    ERIC Educational Resources Information Center

    Hoffman, Irene M.; Smith, Amy; DiBona, Leslie

    2000-01-01

    Discusses the results of a nationwide survey (57 survey questions) of academic libraries that investigated fund-raising programs, including personnel involved; goals and costs of fund-raising; library donors, friends, and advisory groups; priorities; and factors of success, including involvement of the director and time on task. A copy of the…

  2. Linking academic social environments, ego-identity formation, ego virtues, and academic success.

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

    This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

  3. Academic Success Support Groups.

    ERIC Educational Resources Information Center

    Halstead, Richard

    1998-01-01

    Describes a five-week group counseling program designed to help students adopt behaviors that can lead to greater academic success. Phases of the program are (1) institution and professor bashing; (2) member confrontation and accepting responsibility; (3) implementation of success strategies; (4) future pacing. Discusses results and implications.…

  4. Academic success or failure in nursing students: results of a retrospective observational study.

    PubMed

    Lancia, Loreto; Petrucci, Cristina; Giorgi, Fabio; Dante, Angelo; Cifone, Maria Grazia

    2013-12-01

    Nursing student academic failure is a phenomenon of growing international interest, not only because of its economic impact but also because it negatively affects the availability of future nurses in different healthcare systems. To recruit the students with the highest probability of academic success, an open challenge for universities is to recruit students who have previously demonstrated superior scholastic aptitudes that appear to be associated with a greater likelihood of academic success. Documenting the relationship between the selection methods used when selecting nursing students and academic failure will contribute to the international debate concerning the optimisation of the selection strategies. The principal aim of this study was to investigate the role in predicting nursing student academic success of (1) the upper-secondary diploma grades and (2) the score obtained by students in the nursing degree program admission test. A retrospective observational study was conducted. Five cohorts of nursing students, matriculated in consecutive academic years from 2004 to 2008, in an Italian bachelor's degree program were observed retrospectively. Overall, 61.2% of the 1006 considered students concluded their degree within the legal duration allowed for the nursing degree. Students who failed were those who had lowest grades associated with their upper-secondary diploma coursework (p=0.000) and were male (p=0.000). The grades associated with the upper-secondary diploma coursework, unlike the admission test score, correlates positively with the final degree grade and the average value of degree program examination scores. No correlation was found between the upper-secondary diploma coursework grades and the scores obtained in the test for the nursing degree program admission test (r=-0.037). These results suggest that upper-secondary diploma coursework grades are a parameter that should receive great consideration, especially in cases where there are planned

  5. 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.

  6. Personal factors that influence deaf college students' academic success.

    PubMed

    Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

    2012-01-01

    Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

  7. The Role of Emotion Regulation in Children's Early Academic Success

    ERIC Educational Resources Information Center

    Graziano, Paulo A.; Reavis, Rachael D.; Keane, Susan P.; Calkins, Susan D.

    2007-01-01

    This study investigated the role of emotion regulation in children's early academic success using a sample of 325 kindergarteners. A mediational analysis addressed the potential mechanisms through which emotion regulation relates to children's early academic success. Results indicated that emotion regulation was positively associated with teacher…

  8. Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

    PubMed

    Forst, Kimberly A

    Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

  9. Measuring faculty retention and success in academic medicine.

    PubMed

    Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

    2012-08-01

    To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

  10. 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…

  11. An innovative approach to supporting hospitalist physicians towards academic success.

    PubMed

    Howell, Eric; Kravet, Steven; Kisuule, Flora; Wright, Scott M

    2008-07-01

    Academic hospitalist physicians face significant challenges that may threaten their chances for successful and timely promotions, such as heavy clinical workloads, limited training in research, and relatively few experienced mentors in their field. The appreciable growth of hospital medicine groups in recent years, as has occurred at our institution, compounds the predicament by diluting the limited resources that are available to support these physicians. A needs assessment was followed by the development of specific objectives for the division and for individual members of the division related to academic success. The resulting 3-pronged strategy to support the academic success of our group was based on securing strong mentorship, investing requisite resources, and committing to recruit fellowship-trained new faculty. To date, the initiative has resulted in an increased number of peer-reviewed publication and grants, as well as national leadership roles for division members. Copyright 2008 Society of Hospital Medicine.

  12. Impact of Collegiate Recreation on Academic Success

    ERIC Educational Resources Information Center

    Sanderson, Heather; DeRousie, Jason; Guistwite, Nicole

    2018-01-01

    This study examined the impact of collegiate recreation participation on academic success as measured by grade point average, course credit completion, and persistence or graduation. Logistic and multiple regressions were run to explore the relationship between total recreation contact hours and outcome variables. Results indicated a positive and…

  13. Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats.

    PubMed

    Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

    2017-02-25

    Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.

  14. The Link between Reading and Academic Success

    ERIC Educational Resources Information Center

    Horbec, Deb

    2012-01-01

    This article is based on a qualitative study that explored the impact reading had on the lives of two female students who attained exemplary results in their final year of high school. The reading practices of these two high achieving students provided data rich information. Both students were academically successful in completing their Victorian…

  15. 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…

  16. Conversations with Professors: An Exploration of Academic Career Success

    ERIC Educational Resources Information Center

    Gladwin, Maree; McDonald, Gael; McKay, Jade

    2014-01-01

    What factors contribute most to career success in academia? Using qualitative methods, the study sought information from eighteen full and chaired professors in Australia, New Zealand, USA and Canada. Reflecting on factors that contributed to academic success, participants identified: an "inherent" attraction to academic work; ability to…

  17. Assessing Factors Influencing Student Academic Success in Law School

    ERIC Educational Resources Information Center

    Detwiler, Robert R.

    2011-01-01

    The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation…

  18. 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

  19. 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.

  20. The Investigation of the Relation between Physical Activity and Academic Success

    ERIC Educational Resources Information Center

    Iri, Ruchan; Ibis, Serkan; Aktug, Zait Burak

    2017-01-01

    The purpose of the study is to investigate the interaction among Physical Activity Levels (PAL), academic successes, perceived academic competency and Motor Skills (MS) of male and female students at the age of 14-17 in terms of gender variable. The PALs, perceived academic competency and academic successes were determined through International…

  1. The Social Support for International Graduate Students to Obtain Academic Success

    ERIC Educational Resources Information Center

    He, Ping

    2013-01-01

    Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

  2. Factors for Academic Success among African-American Men: A Phenomenological Study

    ERIC Educational Resources Information Center

    Williams, Samuel Rontez

    2017-01-01

    Academic success among African men has increased but many African-American men continue to fall behind the academic achievements of their Caucasian male counterparts. African-American men who achieve academic success have been marginalized in research that primarily focuses on reporting deficit or negative factors that hinder and not promote…

  3. Pedagogy and Academic Success in Prelicensure Nursing Education.

    PubMed

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  4. Academic Advising: Does It Really Impact Student Success?

    ERIC Educational Resources Information Center

    Young-Jones, Adena D.; Burt, Tracie D.; Dixon, Stephanie; Hawthorne, Melissa J.

    2013-01-01

    Purpose: This study was designed to evaluate academic advising in terms of student needs, expectations, and success rather than through the traditional lens of student satisfaction with the process. Design/methodology/approach: Student participants (n = 611) completed a survey exploring their expectations of and experience with academic advising.…

  5. 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…

  6. "Your Thrust Is to Understand"--How Academically Successful Students Learn

    ERIC Educational Resources Information Center

    McMillan, Wendy Jayne

    2010-01-01

    The article sets out to understand how academically successful students learn. Self-regulated learning theory is used as a lens to explicate the learning strategies adopted by a cohort of academically successful dentistry students. Data were collected from self-report interviews, observations of individual student's learning in a quasi-realistic…

  7. "Plays Nice with Others": Social-Emotional Learning and Academic Success

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Brown, Chavaughn

    2010-01-01

    Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success.…

  8. Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

  9. Legitimizing Black Academic Failure: Deconstructing Staff Discourses on Academic Success, Appearance and Behaviour

    ERIC Educational Resources Information Center

    Rollock, Nicola

    2007-01-01

    The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and…

  10. Investigating Academic Success Factors for Undergraduate Business Students

    ERIC Educational Resources Information Center

    Kaighobadi, Mehdi; Allen, Marcus T.

    2008-01-01

    Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to…

  11. Factors related to academic success among nursing students: a descriptive correlational research study.

    PubMed

    Beauvais, Audrey M; Stewart, Julie G; DeNisco, Susan; Beauvais, John E

    2014-06-01

    The current rise in employment is improving forecasts for the future supply of registered nurses; however sizeable shortages are still projected. With the intention of improving academic success in nursing students, related factors need to be better understood. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students. A descriptive correlational design was utilized. The study was set in a private Catholic university. There were 124 participants. There were 59% undergraduate and 41% graduate students. Background data, in addition to the Spreitzer Psychological Empowerment Scale, the Wagnild and Young Resilience Scale, and the Spiritual Well-Being Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, was collected from students who met study criteria. In a combined sample, academic success was correlated with overall spiritual well-being, empowerment and resilience. Although academic success was not correlated with overall emotional intelligence, it was correlated with the emotional intelligence branch four (managing emotions) score. When undergraduate and graduate students were considered separately, only one correlation was found to be significantly related to academic success in the undergraduate sample, namely, emotional intelligence branch one (perceiving emotions). When examining the data from just graduate level nurses, significant relationships were found between total emotional intelligence with academic success, resilience with academic success, and psychological empowerment with academic success. The significant relationship between psychological empowerment, resilience, spiritual well-being and academic success in this study supports the statements in the literature that these concepts may play an important role in persistence through the challenges of nursing education

  12. Academic and non-academic predictors of success on the Nottingham undergraduate medical course 1970-1995.

    PubMed

    James, D; Chilvers, C

    2001-11-01

    To identify academic and non-academic predictors of success of entrants to the Nottingham medical course over the first 25 completed years of the course's existence. SETTING, DESIGN AND MAIN OUTCOME MEASURES: Retrospective study of academic and non-academic characteristics of 2270 entrants between 1970 and 1990, and their subsequent success. Analyses were undertaken of two cohorts (entrants between 1970 and 1985 and entrants between 1986 and 1990). Overall, 148 of 2270 (6.5%) entrants left the course, with the highest proportion being from the first 6 years (10.7%). Of the 148 leavers, 58 (39.2%) did so after obtaining their BMedSci degree. Concerning non-academic factors, in the 1970-85 cohort, applicants from the later years and those not taking a year out were more successful. However, these two factors had no influence on outcome in 1986-90. In contrast, ethnicity and gender were highly significant predictors of success in obtaining honours at BMBS in 1986-90 but at no other exam nor in the earlier years. Older, mature or graduate entrants were more successful at obtaining a first-class degree at BMedSci for the whole 21 years. However, they were less likely to be successful at passing the BMBS. With regard to academic factors, overall, A grades at Ordinary level/General Certificate of Secondary Education (O-Level/GCSE) were inconsistent independent predictors of success. However, for 1986-90, high grades at O-Level/GCSE chemistry and biology were strong independent predictors of success at BMedSci and BMBS. Very few Advanced level (A-Level) criteria were independent predictors of success for 1970-85. In contrast, for 1986-90 entrants, achieving a high grade at A-Level chemistry predicted success at obtaining a first-class degree at BMedSci, and a high grade at A-Level biology predicted success at BMBS. Over the 21 years, the majority of entrants achieved significantly lower grades at A-Level than predicted. General Studies A-Level was a poor predictor of

  13. Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty

    ERIC Educational Resources Information Center

    Roksa, Josipa; Whitley, Sarah E.

    2017-01-01

    Although academic motivation is an important predictor of academic success, we show that being academically motivated is not equally beneficial for everyone. More specifically, the results indicate that African American students benefit less from being academically motivated than do their White peers, particularly when they report interacting with…

  14. Social support, stress, health, and academic success in Ghanaian adolescents: a path analysis.

    PubMed

    Glozah, Franklin N; Pevalin, David J

    2014-06-01

    The aim of this study is to gain a better understanding of the role psychosocial factors play in promoting the health and academic success of adolescents. A total of 770 adolescent boys and girls in Senior High Schools were randomly selected to complete a self-report questionnaire. School reported latest terminal examination grades were used as the measure of academic success. Structural equation modelling indicated a relatively good fit to the posteriori model with four of the hypothesised paths fully supported and two partially supported. Perceived social support was negatively related to stress and predictive of health and wellbeing but not academic success. Stress was predictive of health but not academic success. Finally, health and wellbeing was able to predict academic success. These findings have policy implications regarding efforts aimed at promoting the health and wellbeing as well as the academic success of adolescents in Ghana. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  15. The Hathaway Scholarship and Academic Preparation: A Study of Perceptions of Academic Preparation and Academic Success

    ERIC Educational Resources Information Center

    Aagard, Tammy Lindsay

    2010-01-01

    With the implementation of the Hathaway scholarship in the state of Wyoming, questions arose regarding the effectiveness of a prescribed set of high school courses (the Success Curriculum) in preparing students for success in college. This research sought to determine the perceptions of academic preparation of students who earned the Hathaway…

  16. Predicting academic success among deaf college students.

    PubMed

    Convertino, Carol M; Marschark, Marc; Sapere, Patricia; Sarchet, Thomastine; Zupan, Megan

    2009-01-01

    For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.

  17. 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…

  18. Academically Successful Latino Undocumented Students in College: Resilience and Civic Engagement

    ERIC Educational Resources Information Center

    Borjian, Ali

    2018-01-01

    This qualitative study focused on academically successful undocumented immigrant college students who also advocate for access to educational opportunities for others. Using purposeful sampling, eight students attending a large university were recruited and interviewed. Findings indicate that academically successful students are eager to obtain…

  19. Relationship of academic success of medical students with motivation and pre-admission grades.

    PubMed

    Luqman, Muhammad

    2013-01-01

    To determine predictive validity of pre-admission scores of medical students, evaluate correlation between level of motivation and later on academic success in a medical college. Analytical study. Foundation University Medical College, Islamabad, from June to August 2011. A non-probability convenience sampling of students of 1st to final year MBBS classes was done after obtaining informed consent. These students filled out 'Strength of Motivation for Medical School' (SMMS) questionnaire. The data of pre-admission grades of these students along with academic success in college according to examination results in different years were collected. The correlation between the pre-admission grades and score of SMMS questionnaire with their academic success in medical college was found by applying Pearson co-efficient of correlation in order to determine the predictive validity. Only 46% students revealed strong motivation. A significant, moderate correlation was found between preadmission scores and academic success in 1st year modular examination (0.52) which became weaker in various professional examinations in higher classes. However, no significant correlation was observed between motivation and academic success of medical students in college. Selecting medical students by pre-admission scores or motivation level alone may not be desirable. A combination of measures of cognitive ability criteria (FSc/pre-admission test scores) and non-cognitive skills (personality traits) is recommended to be employed with the use of right tools for selection of students in medical schools.

  20. PREDICTING ACADEMIC SUCCESS BEYOND HIGH SCHOOL.

    ERIC Educational Resources Information Center

    JEX, FRANK B.

    THESE TABLES ARE INTENDED TO PREDICT WHICH UTAH COLLEGE CURRICULUM GIVES A STUDENT THE MOST LIKELIHOOD OF SUCCESS. THEY USE HIGH SCHOOL AVERAGE (HSA) AND ACADEMIC ACHIEVEMENT OR APTITUDE TESTS. THE STUDY IS DESIGNED ON CONCLUSIONS FROM EARLIER WORK--(1) THE MAIN HURDLE FOR THE FRESHMAN IS THE REQUIRED GENERAL EDUCATION CORE, (2) GPA'S ARE…

  1. Social Factors That Predict Fear of Academic Success

    ERIC Educational Resources Information Center

    Gore, Jonathan S.; Thomas, Jessica; Jones, Stevy; Mahoney, Lauren; Dukes, Kristina; Treadway, Jodi

    2016-01-01

    Fear of academic success is ultimately a fear of social exclusion. Therefore, various forms of social inclusion may alleviate this fear. Three studies tested the hypothesis that social inclusion variables negatively predict fear of success. In Study 1, middle and high school students (n = 129) completed surveys of parental involvement, parental…

  2. Integrating an Academic Electronic Health Record: Challenges and Success Strategies.

    PubMed

    Herbert, Valerie M; Connors, Helen

    2016-08-01

    Technology is increasing the complexity in the role of today's nurse. Healthcare organizations are integrating more health information technologies and relying on the electronic health record for data collection, communication, and decision making. Nursing faculty need to prepare graduates for this environment and incorporate an academic electronic health record into a nursing curriculum to meet student-program outcomes. Although the need exists for student preparation, some nursing programs are struggling with implementation, whereas others have been successful. To better understand these complexities, this project was intended to identify current challenges and success strategies of effective academic electronic health record integration into nursing curricula. Using Rogers' 1962 Diffusion of Innovation theory as a framework for technology adoption, a descriptive survey design was used to gain insights from deans and program directors of nursing schools involved with the national Health Informatics & Technology Scholars faculty development program or Cerner's Academic Education Solution Consortium, working to integrate an academic electronic health record in their respective nursing schools. The participants' experiences highlighted approaches used by these schools to integrate these technologies. Data from this project provide nursing education with effective strategies and potential challenges that should be addressed for successful academic electronic health record integration.

  3. What African American College Students Perceive as Contributive Factors in Their Academic Success?

    ERIC Educational Resources Information Center

    Ransom, Brandi S.

    2016-01-01

    This study explored what African American college students perceives as contributing to their Academic success. This study moved to determine what factors significantly influence or impact how African American college students advance in their academic journey, which was hypothesized as an important component related to academic success and degree…

  4. Personal Factors that Influence Deaf College Students' Academic Success

    ERIC Educational Resources Information Center

    Albertini, John A.; Kelly, Ronald R.; Matchett, Mary Karol

    2012-01-01

    Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the "Noel-Levitz College…

  5. Sources of support and psychological distress among academically successful inner-city youth.

    PubMed

    Kenny, Maureen E; Gallagher, Laura A; Alvarez-Salvat, Rose; Silsby, John

    2002-01-01

    Study 1 examined the relationships between parental attachment, academic achievement, and psychological distress among a multiethnic sample of academically successful inner-city high school students (19 White, 54 Black, 9 Asian, 18 Hispanic). These students participated in an enrichment program designed to prepare high school students for college success. The results suggest that the affective quality of maternal attachment is positively associated with grade point average, and the affective quality of paternal attachment is negatively associated with depressive symptoms. In Study 2, case examples provide an examination of sources of support, life stress, and patterns of resilience. Implications for prevention and intervention are also discussed.

  6. Undisciplined beginnings, academic success, and discursive psychology.

    PubMed

    Billig, Michael

    2012-09-01

    This paper reflects on the conditions under which Discourse and social psychology, Common knowledge, and the author's Arguing and thinking were written. These books, which were independently conceived, were not specifically written as contributions to 'discursive psychology', for discursive psychology did not exist at that time. Their authors were rejecting conventional approaches to doing psychological research. The paper discusses what it takes for a new academic movement, such as discursive psychology, to be successfully established in the current climate of 'academic capitalism'. Two requirements are particularly mentioned: the necessity for a label and the necessity for adherents to be recruited. Of the three books, only Discourse and social psychology was outwardly recruiting its readers to a new way of doing social psychology. Arguing and thinking, with its celebration of ancient rhetoric, was much more ambiguous in its aims. It was turning away from present usefulness towards the past. By claiming to be 'an antiquarian psychologist' the author was rejecting disciplinary thinking. The paper also considers the intellectual costs of establishing a new specialism or sub-discipline. The 'first generation' may have freedom, but success can bring about a narrowing of perspectives and the development of orthodoxies for subsequent academic generations. This applies as much to the development of experimental social psychology as to discursive psychology. These processes are particular enhanced in the present socio-economic situation of contemporary universities, which make it more difficult for young academics to become, in the words of William James, 'undisciplinables'. ©2012 The British Psychological Society.

  7. Academic Success Factors: An IT Student Perspective

    ERIC Educational Resources Information Center

    Zhang, Aimao; Aasheim, Cheryl L.

    2011-01-01

    Numerous studies have identified causal factors for academic success. Factors vary from personal factors, such as cognitive style (McKenzie & Schweitzer, 2001), to social factors, such as culture differences (Aysan, Tanriogen, & Tanriogen, 1996). However, in these studies it is re-searchers who theorized the causal dimensions and…

  8. Challenges of Dental Assisting Students in Their Pursuit of Academic Success.

    PubMed

    Leong, Nancy; Laughter, Lory; Rowe, Dorothy J

    2017-04-01

    The aim of this study was to identify the challenges encountered by dental assisting students, especially those from underrepresented racial and ethnic groups (UREG), that affected their achieving academic success. In 2016, directors of the nine northern California dental assisting programs were contacted via email to explain the study and request an opportunity to administer the 26-item survey to their currently enrolled students. Student responses were entered into a survey research program, which tabulated the data and calculated the frequency of responses to each item. All nine programs participated, and the overall student response rate was 98%. Most (71%) of the 215 respondents agreed that they had experienced challenges in achieving academic success. Respondents reported the following challenges that made it difficult to perform well at school: financial responsibilities (41%), family responsibilities (33%), and language challenges (21%). These challenges, as well as difficulty understanding the language and vocabulary of instructional materials and cost of tuition and supplies, were statistically related to respondents' perceptions of their challenges to academic success. Most (83%) of the respondents perceived that faculty members supported their academic success. One-third of the respondents were from UREG: Hispanic, African American, and Native American. Higher percentages of UREG than non-UREG participants worked more hours/week (p=0.03) and tended to perceive financial (52%/32%) and family (42%/28%) responsibilities as challenges. Since both UREG and non-UREG respondents experienced these challenges, all students should be informed of institutional and programmatic resources that can assist them in achieving academic success.

  9. The Experiences of Single Fathers Who Have Reared Academically Successful Children: A Collective Case Study

    ERIC Educational Resources Information Center

    Long, Cheri Gentry

    2014-01-01

    This qualitative collective case study explored single fathers' experiences in rearing academically successful children. Academic success was defined as the completion of high school or college, entering college, or attending college. A purposeful maximal sampling of five bounded systems of single fathers and their academically successful children…

  10. Predictors of Academic Success for Optometry Students

    ERIC Educational Resources Information Center

    Buckingham, Robert S.

    2012-01-01

    Optometry school admissions are very competitive. With more applicants than available slots, admission committees must choose those students whom they feel will be successful graduates. Previous studies in the health profession schools have demonstrated that the predictors of academic achievement are preadmission science grade point average (GPA),…

  11. The Social Costs of Academic Success across Ethnic Groups

    PubMed Central

    Fuller-Rowell, Thomas E.; Doan, Stacey N.

    2010-01-01

    This study explores the longitudinal association between academic achievement and social acceptance across ethnic groups in a nationally representative sample of adolescents (N = 13,570; Mage = 15.5 years). The effects of school context are also considered. Results show that African American and Native American adolescents experience greater social costs with academic success than Whites. Pertaining to school context, findings suggest that the differential social consequences of achievement experienced by African Americans are greatest in more highly achieving schools, but only when these schools have a smaller percentage of Black students. Students from Mexican decent also showed differential social costs with achievement in particular contexts. The implications of these findings to theory, policy, and future research are discussed. PMID:21077858

  12. A prospective study of Mexican American adolescents' academic success: considering family and individual factors.

    PubMed

    Roosa, Mark W; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A; Zeiders, Katherine H; Tein, Jenn-Yun; Knight, George P; Umaña-Taylor, Adriana

    2012-03-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

  13. A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

    PubMed Central

    Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

    2011-01-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. PMID:21863379

  14. Academic Advising Structures That Support First-Year Student Success and Retention

    ERIC Educational Resources Information Center

    McFarlane, Brett Leland

    2013-01-01

    Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students…

  15. Factors Associated with the Academic Success of First Year Health Science Students

    ERIC Educational Resources Information Center

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-01-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the…

  16. A Career Success Model for Academics at Malaysian Research Universities

    ERIC Educational Resources Information Center

    Abu Said, Al-Mansor; Mohd Rasdi, Roziah; Abu Samah, Bahaman; Silong, Abu Daud; Sulaiman, Suzaimah

    2015-01-01

    Purpose: The purpose of this paper is to develop a career success model for academics at the Malaysian research universities. Design/methodology/approach: Self-administered and online surveys were used for data collection among 325 academics from Malaysian research universities. Findings: Based on the analysis of structural equation modeling, the…

  17. Personal Academic Strategies for Success (PASS) Tool Administrator’s User Manual

    DTIC Science & Technology

    2013-12-01

    Personal Academic Strategies for Success (PASS) Tool Administrator’s User Manual by Jim H. Hewson, Valerie J. Rice, and Petra Alfred ARL...SR-275 December 2013 Personal Academic Strategies for Success (PASS) Tool Administrator’s User Manual Jim H. Hewson Career Management...Associates ( CMA ) Valerie J. Rice and Petra Alfred Human Research and Engineering Directorate, ARL

  18. Successful African-American Mathematics Students in Academically Unacceptable High Schools

    ERIC Educational Resources Information Center

    Sheppard, Peter A., IV

    2005-01-01

    The objectives of this study were to determine (1) the reasons why successful mathematics students have been able to thrive in schools labeled academically unacceptable and (2) why they have chosen to stay in these academically unacceptable schools despite having the option to leave for a better performing school. Qualitative methods including…

  19. Career-Success Scale – A new instrument to assess young physicians' academic career steps

    PubMed Central

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

    2008-01-01

    Background Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. Methods 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. Results The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. Conclusion The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia. PMID:18518972

  20. Motivational Correlates of Academic Success in an Educational Psychology Course

    ERIC Educational Resources Information Center

    Herman, William E.

    2011-01-01

    The variables of class attendance and the institution-wide Early Alert Grading System were employed to predict academic success at the end of the semester. Classroom attendance was found to be statistically and significantly related to final average and accounted for 14-16% of the variance in academic performance. Class attendance was found to…

  1. Does formal research training lead to academic success in otolaryngology?

    PubMed

    Bobian, Michael R; Shah, Noor; Svider, Peter F; Hong, Robert S; Shkoukani, Mahdi A; Folbe, Adam J; Eloy, Jean Anderson

    2017-01-01

    To evaluate whether formalized research training is associated with higher researcher productivity, academic rank, and acquisition of National Institutes of Health (NIH) grants within academic otolaryngology departments. Each of the 100 civilian otolaryngology program's departmental websites were analyzed to obtain a comprehensive list of faculty members credentials and characteristics, including academic rank, completion of a clinical fellowship, completion of a formal research fellowship, and attainment of a doctorate in philosophy (PhD) degree. We also recorded measures of scholarly impact and successful acquisition of NIH funding. A total of 1,495 academic physicians were included in our study. Of these, 14.1% had formal research training. Bivariate associations showed that formal research training was associated with a greater h-index, increased probability of acquiring NIH funding, and higher academic rank. Using a linear regression model, we found that otolaryngologists possessing a PhD had an associated h-index of 1.8 points higher, and those who completed a formal research fellowship had an h-index of 1.6 points higher. A PhD degree or completion of a research fellowship was not associated with a higher academic rank; however, a higher h-index and previous acquisition of an NIH grant were associated with a higher academic rank. The attainment of NIH funding was three times more likely for those with a formal research fellowship and 8.6 times more likely for otolaryngologists with a PhD degree. Formalized research training is associated with academic success in otolaryngology. Such dedicated research training accompanies greater scholarly impact, acquisition of NIH funding, and a higher academic rank. NA Laryngoscope, 127:E15-E21, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  2. Publication metrics and success on the academic job market.

    PubMed

    van Dijk, David; Manor, Ohad; Carey, Lucas B

    2014-06-02

    The number of applicants vastly outnumbers the available academic faculty positions. What makes a successful academic job market candidate is the subject of much current discussion [1-4]. Yet, so far there has been no quantitative analysis of who becomes a principal investigator (PI). We here use a machine-learning approach to predict who becomes a PI, based on data from over 25,000 scientists in PubMed. We show that success in academia is predictable. It depends on the number of publications, the impact factor (IF) of the journals in which those papers are published, and the number of papers that receive more citations than average for the journal in which they were published (citations/IF). However, both the scientist's gender and the rank of their university are also of importance, suggesting that non-publication features play a statistically significant role in the academic hiring process. Our model (www.pipredictor.com) allows anyone to calculate their likelihood of becoming a PI. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Academic Success of Adolescents in Poverty

    ERIC Educational Resources Information Center

    Palomar-Lever, Joaquina; Victorio-Estrada, Amparo

    2017-01-01

    This study identified significant predictors of important academic results such as academic performance and school desertion by adolescent students living in poverty in both urban and rural settings. The results indicate the relative importance of individual, family, educational and social variables reported by the young people, and the…

  4. [Factors associated with academic success of medical students at Buenos Aires University].

    PubMed

    Borracci, Raúl A; Pittaluga, Roberto D; Álvarez Rodríguez, Juan E; Arribalzaga, Eduardo B; Poveda Camargo, Ricardo L; Couto, Juan L; Provenzano, Sergio L

    2014-01-01

    The aim of this study was to identify common factors relating to the academic success of medical students who were distinguished with honors at the Buenos Aires University. In 2011, 142 graduates were surveyed; the questionnaire included 59 questions on their sociodemographic environment, living conditions and social integration, motivation to study, learning capacity and health quality during their career. Compared to other students, these distinguished students more often lived in the city, far from their families; had been educated at private or universitary high schools, their economic needs were financed by their parents, who were on the whole professionals. Most of them were single and childless. The possibility of future employment oportunities (work) did not influence their choice of a medical career, academic success was important to them and they believed that success depended largely on personal effort; they knew how to handle anxiety, were sociable but independent and preferred solid experience to abstract conceptuality in order to obtain information. Our conclusion, within the current system of candidate selection, these results serve to calculate the covert self-selection mechanisms during the career, or in a more restrictive regime, to select those likely to reach academic success due to their privileged ambience. The analysis of demographic factors indicates some degree of inequality for socially disadvantaged students. Perhaps, a selection system based only on intellectual abilities would help identify and support the best candidates regardless of their social context.

  5. African American Males in the Community College: Towards a Model of Academic Success

    ERIC Educational Resources Information Center

    Wood, Jonathan Luke

    2010-01-01

    Many scholars have noted the dismal persistence rates of Black male students in community colleges, as well as their poor academic success outcomes. This study sought to further the literature on academic success by exploring student perspectives in one southwestern community college. The purpose of this study was to examine the experiences of…

  6. Factors That Affect the Academic Success of Foreign Students at Cardinal Stritch University

    ERIC Educational Resources Information Center

    Annor, Peter

    2010-01-01

    There are limited studies in the literature on the factors that affect the academic success of foreign students in the United States. This ex post facto mixed method study investigated the factors that affect the academic success of foreign students at Cardinal Stitch University (CSU), a medium size, private university located in the Midwestern…

  7. Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

    Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

  8. Students with Mental Health Needs: College Counseling Experiences and Academic Success

    ERIC Educational Resources Information Center

    Schwitzer, Alan M.; Moss, Catherine B.; Pribesh, Shana L.; St. John, Dan J.; Burnett, Dana D.; Thompson, Lenora H.; Foss, Jennifer J.

    2018-01-01

    This study examined college counseling experiences and academic outcomes. About 10% of college students seek counseling for mental health needs, and many would be unable to persist without support. Building on previous research, the research found that participating in counseling was beneficial to academic success. Students who visited the…

  9. The Future of Basic Science in Academic Surgery: Identifying Barriers to Success for Surgeon-scientists.

    PubMed

    Keswani, Sundeep G; Moles, Chad M; Morowitz, Michael; Zeh, Herbert; Kuo, John S; Levine, Matthew H; Cheng, Lily S; Hackam, David J; Ahuja, Nita; Goldstein, Allan M

    2017-06-01

    The aim of this study was to examine the challenges confronting surgeons performing basic science research in today's academic surgery environment. Multiple studies have identified challenges confronting surgeon-scientists and impacting their ability to be successful. Although these threats have been known for decades, the downward trend in the number of successful surgeon-scientists continues. Clinical demands, funding challenges, and other factors play important roles, but a rigorous analysis of academic surgeons and their experiences regarding these issues has not previously been performed. An online survey was distributed to 2504 members of the Association for Academic Surgery and Society of University Surgeons to determine factors impacting success. Survey results were subjected to statistical analyses. We also reviewed publicly available data regarding funding from the National Institutes of Health (NIH). NIH data revealed a 27% decline in the proportion of NIH funding to surgical departments relative to total NIH funding from 2007 to 2014. A total of 1033 (41%) members responded to our survey, making this the largest survey of academic surgeons to date. Surgeons most often cited the following factors as major impediments to pursuing basic investigation: pressure to be clinically productive, excessive administrative responsibilities, difficulty obtaining extramural funding, and desire for work-life balance. Surprisingly, a majority (68%) did not believe surgeons can be successful basic scientists in today's environment, including departmental leadership. We have identified important barriers that confront academic surgeons pursuing basic research and a perception that success in basic science may no longer be achievable. These barriers need to be addressed to ensure the continued development of future surgeon-scientists.

  10. Project Lead the Ways' Long-Term Effects on Post-Secondary Engineering Academic Success

    NASA Astrophysics Data System (ADS)

    Zion, George H.

    The purpose of this study was to investigate the relationship between students' high school Project Lead They Way participation and their subsequent academic success in post-secondary engineering studies and to assess to what degree, if any, their level of Project Lead The Way (PLTW) participation, gender, and AALANA status (African American, Latino/a American and Native American) effected this success. PLTW is the nation's single largest provider of pre-engineering curriculums, the subject of this research study, currently being offered in over 3,200 secondary schools nationwide. Despite this level of integration, the amount of research on PLTW's effectiveness has been very limited. To date, the majority of the literature on PLTW has examined its impact on students' high school academic performance or their desire to further their engineering studies. The findings from these studies have been overwhelmingly positive, indicating that PLTW students often had greater achievements in math and science and either plan to, or have actually enrolled, in post-secondary studies at higher rates. Nevertheless, the amount of literature on PLTW's effects on students' academic success in post-secondary engineering studies is very limited. Furthermore, no research has yet to examine for the moderating effects of gender, ethnicity, or level of PLTW participation on students' post-secondary academics success. The population of interest for this research study was 1,478 students who entered an undergraduate engineering program from 2007 to 2009 at a privately endowed, co-educational university located in the northeastern United States. The findings of this research study were that virtually all the effects of PLTW participation, gender, and AALANA status had on academic success were observed during students' freshmen and sophomore years. These effects were positive for PLTW participation, and adverse for female and AALANA students. Additionally, PLTW participation, gender, and

  11. Predictors of Academic Success between On Track and Off Track Students in a Mexican University

    ERIC Educational Resources Information Center

    Hinojos, Jesus Francisco

    2013-01-01

    The main purpose of this study was to assess how predictors of quality of academic effort relate to academic success and student persistence of on-track and off-track students in a higher education institution in Northern Mexico; to investigate the relationship of pre-entry attributes, family background and academic success as expressed by GPA…

  12. Global Diversity and Academic Success of Foreign-Trained Academic Neurosurgeons in the United States.

    PubMed

    Mistry, Akshitkumar M; Ganesh Kumar, Nishant; Reynolds, Rebecca A; Hale, Andrew T; Wellons, John C; Naftel, Robert P

    2017-08-01

    To quantify the proportion of academic neurosurgeons practicing in the United States who acquired residency training outside of the United States and compare their training backgrounds and academic success with those who received their residency training in the United States. We identified 1338 clinically active academic neurosurgeons from 104 programs that participated in the neurosurgery residency match in the United States in January-February 2015. Their training backgrounds, current academic positions, and history of National Institutes of Health (NIH) grant awards between 2005 and 2014 were retrieved from publicly accessible sources. Eighty-four U.S. academic neurosurgeons (6.3%) received their residency training in 20 different countries outside of the United States/Puerto Rico, representing all major regions of the world. The majority trained in Canada (n = 48). We found no major differences between the foreign-trained and U.S.-trained neurosurgeons in male:female ratio, year of starting residency, proportion with positions in medical schools ranked in the top 15 by the U.S. News and World Report, general distribution of academic positions, and proportion with an NIH grant. Compared with U.S.-trained academic neurosurgeons, foreign-trained academic neurosurgeons had a significantly higher proportion of Ph.D. degrees (32.1% vs. 12.3%; P < 0.0001) and held more associate professorships (34.5% vs. 23.1%; P = 0.02). The academic practices of the foreign-trained neurosurgeons were widely distributed throughout the United States. A small group of U.S. academic neurosurgeons (6.3%) have acquired residency training outside of the United States, representing all major regions of the world. Their general demographic data and academic accomplishments are comparable to those of U.S.-trained neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. The Relationship between Gender and Academic Success Online

    ERIC Educational Resources Information Center

    Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

    2014-01-01

    Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of…

  14. Academic Success Is about Self-Efficacy Rather than Frequency of Use of the Learning Management System

    ERIC Educational Resources Information Center

    Broadbent, Jaclyn

    2016-01-01

    Previous studies have investigated the association between the frequency of student learning management system (LMS) use (logins, discussion board use, resources used, etc.) and academic achievement. These studies indicate that low LMS use by students is likely to result in less academic success. However, these models fail to take into account…

  15. Clinical Development of Cell Therapies: Setting the Stage for Academic Success.

    PubMed

    Abou-El-Enein, M; Volk, H-D; Reinke, P

    2017-01-01

    Cellular therapies have potential to treat a wide range of diseases with autologous immunotherapies showing unprecedented therapeutic promise in clinical trials. Such therapies are mainly developed by academic researchers applying small-scale production, targeting rare and unmet medical needs. Here, we highlight the clinical translation of immunotherapy product in an academic setting, which may serve as a success model for early academic development of cell-based therapeutics. © 2016 American Society for Clinical Pharmacology and Therapeutics.

  16. CHAID Analysis to Determine Socioeconomic Variables That Explain Students' Academic Success

    ERIC Educational Resources Information Center

    Önder, Emine; Uyar, Seyma

    2017-01-01

    This study aims to determine students' characteristics that predict their academic success. The study group consisted of 4,229 students studying at middle schools in Burdur. The data were collected using a questionnaire in the 2014-2015 academic year and analyzed using CHAID (Chi-squared Automatic Interaction Detection) analysis, a type of…

  17. Developmental Performance as a Predictor of Academic Success in Entry-Level College Mathematics.

    ERIC Educational Resources Information Center

    Johnson, Laurence F.

    1996-01-01

    Discusses a study examining the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Finds that developmental course performance and student age were significantly and positively related to academic success, while length of…

  18. Bridging the Gap: Technology and Veteran Academic Success

    ERIC Educational Resources Information Center

    Cass, David; Hammond, Shane

    2015-01-01

    This paper presents two unique yet confluent perspectives regarding the use of technology to support student veterans in college, and is meant to ignite discussion of the blending of high impact practices with technology to promote their academic success. The authors highlight the historical trends of student veterans in the academy and discuss…

  19. Personalized Boutique Service: Critical to Academic Library Success?

    ERIC Educational Resources Information Center

    Tilley, Elizabeth

    2013-01-01

    An academic library that focuses on delivering a personalized service is examined within the context of the boutique library model. It is suggested that a critical success factor in adopting a personalized, boutique-style service is acquiring knowledge and insight of our users. This, together with appropriate evaluation, will assist with providing…

  20. The Academic Success Inventory for College Students: Scale Development and Practical Implications for Use with Students

    ERIC Educational Resources Information Center

    Prevatt, Frances; Li, Huijun; Welles, Theresa; Festa-Dreher, Desaree; Yelland, Sherry; Lee, Jiyoon

    2011-01-01

    The Academic Success Inventory for College Students (ASICS) is a newly-developed, self-report instrument designed to evaluate academic success in college students. The 50-item instrument has 10 factors that measure general academic skills, career decidedness, internal and external motivation, anxiety, concentration, socializing, personal…

  1. Assessing the Effectiveness of a Critical Thinking Program to Academic Success of Community College Students

    ERIC Educational Resources Information Center

    Fields, Jeffery B.

    2017-01-01

    The relational mixed methods study assesses success of a college-wide critical thinking program to the academic success of community college students. The research compared the pretest and posttest results of the California Critical Thinking Skills Test (CCTST) given to associate degree graduates during their first semester and last semester of…

  2. The Effect of Students' Learning Styles to Their Academic Success

    ERIC Educational Resources Information Center

    Gokalp, Murat

    2013-01-01

    This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The population of this study is comprised of the students of Ondokuz Mayis University Education Faculty and the sample includes 140, 68 art, 72…

  3. Predictors of Attrition and Academic Success of Medical Students: A 30-Year Retrospective Study

    PubMed Central

    Maslov Kruzicevic, Silvija; Barisic, Katarina Josipa; Banozic, Adriana; Esteban, Carlos David; Sapunar, Damir; Puljak, Livia

    2012-01-01

    Aim To determine attrition and predictors of academic success among medical students at University of Split, Croatia. Methods We analysed academic records of 2054 students enrolled during 1979–2008 period. Results We found that 26% (533/2054) of enrolled students did not graduate. The most common reasons for attrition were ‘personal’ (36.4%), transfer to another medical school (35.6%), and dismissal due to unsatisfactory academic record (21.2%). Grade point average (GPA) and study duration of attrition students were significantly associated with parental education. There were 1126 graduates, 395 men and 731 women. Their average graduation GPA was 3.67±0.53 and study duration 7.6±2.44 years. During 5-year curriculum only 6.4% (42/654) of students graduated in time, and 55% (240/472) of students graduated in time after curriculum was extended to 6 years. Variables predicting whether a student will graduate or not were high school grades, entrance exam score and year of enrollment. Significant predictors of graduation grades were high school grades and entrance exam score. Entrance exam score predicted length of studying. Conclusion Preadmission academic qualifications and year of enrollment predict academic success in medical school. More attention should be devoted to high attrition. PMID:22737228

  4. Attitudes of clinical faculty about career progress, career success and recognition, and commitment to academic medicine. Results of a survey.

    PubMed

    Buckley, L M; Sanders, K; Shih, M; Hampton, C L

    2000-09-25

    To assess attitudes about career progress, resources for career development, and commitment to academic medicine in physician faculty at an academic medical center who spend more than 50% of their time in clinical care. Faculty survey. Academic medical center and associated Veterans Affairs medical center. A total of 310 physician faculty responded to the survey. Half of the faculty reported spending 50% or less of their time in clinical care (mean, 31% of time) (group 1) and half reported spending more than 50% of their time in clinical care (mean, 72% of time) (group 2). Group 2 faculty had one third of the time for scholarly activities, reported slower career progress, and were less likely to be at the rank of professor (40% and 16% for groups 1 and 2, respectively; P<.001) or to be tenured (52% and 26%, respectively; P<.001) despite similar age and years on faculty. Group 2 faculty were 50% more likely to report that tenure and promotion criteria were not reviewed at their annual progress report (P =.003) and that they did not understand the criteria (P<.001). Group 2 faculty valued excellence in patient care over scholarship and national visibility. Group 2 faculty reported greater dissatisfaction with academic medicine and less commitment to a career in academic medicine. Physician faculty who spend more than 50% of their time in clinical care have less time, mentoring, and resources needed for development of an academic career. These obstacles plus differences in their attitudes about career success and recognition contribute to significant differences in promotion. These factors are associated with greater dissatisfaction with academic medicine and lower commitment to academic careers.

  5. Factors associated with the academic success of first year health science students.

    PubMed

    Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

    2009-05-01

    The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the Bachelor of Health Science at The University of Western Australia since the inception of the course in the year 2000. Factors found to be associated with successful academic performance were high matriculation score, female sex, non-Indigenous status, attendance at a government secondary school, upfront payment of university fees and completion of secondary school English Literature. The most influential factor on first year academic performance was a high matriculation score. Retention into second year was found to be influenced by participation in the university mentor scheme, non-Indigenous status and first year university marks. The factor of most influence on student retention was first year university marks. Valuable information about the performance and retention of first year Bachelor of Health Science students is provided in this study which is relevant to the operational priorities of any university.

  6. Male-Female Attitudes toward Female Academic Success and Failure in Masculine versus Feminine Occupational Fields.

    ERIC Educational Resources Information Center

    Bustamante, Ana; Chang, Alice F.

    1979-01-01

    Male and female college students wrote stories about Anne or John in success or failure situations. Analysis showed that fewer men than women anticipate negative results of female success. Positive consequences of academic achievement were more often seen by females. Evidence suggests a trend toward flexible sex roles for women. (Author/BEF)

  7. Career-success scale - a new instrument to assess young physicians' academic career steps.

    PubMed

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

    2008-06-02

    Within the framework of a prospective cohort study of Swiss medical school graduates, a Career-Success Scale (CSS) was constructed in a sample of young physicians choosing different career paths in medicine. Furthermore the influence of personality factors, the participants' personal situation, and career related factors on their career success was investigated. 406 residents were assessed in terms of career aspired to, and their career progress. The Career-Success Scale, consisting of 7 items, was developed and validated, addressing objective criteria of academic career advancement. The influence of gender and career aspiration was investigated by a two-factorial analysis of variance, the relationships between personality factors, personal situation, career related factors and the Career-Success Scale by a multivariate linear regression analysis. The unidimensional Career-Success Scale has an internal consistency of 0.76. It is significantly correlated at the bivariate level with gender, instrumentality, and all career related factors, particularly with academic career and received mentoring. In multiple regression, only gender, academic career, surgery as chosen specialty, and received mentoring are significant predictors. The highest values were observed in participants aspiring to an academic career, followed by those pursuing a hospital career and those wanting to run a private practice. Independent of the career aspired to, female residents have lower scores than their male colleagues. The Career-Success Scale proved to be a short, reliable and valid instrument to measure career achievements. As mentoring is an independent predictor of career success, mentoring programs could be an important instrument to specifically enhance careers of female physicians in academia.

  8. Noncognitive Variables to Predict Academic Success among Junior Year Baccalaureate Nursing Students

    ERIC Educational Resources Information Center

    Smith, Ellen M. T.

    2017-01-01

    An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study was to discover how Sedlacek's (2004a) Noncognitive Questionnaire (NCQ) and Duckworth & Quinn's (2009) Grit-S predicted baccalaureate nursing student academic performance and…

  9. Age is no barrier: predictors of academic success in older learners

    NASA Astrophysics Data System (ADS)

    Imlach, Abbie-Rose; Ward, David D.; Stuart, Kimberley E.; Summers, Mathew J.; Valenzuela, Michael J.; King, Anna E.; Saunders, Nichole L.; Summers, Jeffrey; Srikanth, Velandai K.; Robinson, Andrew; Vickers, James C.

    2017-11-01

    Although predictors of academic success have been identified in young adults, such predictors are unlikely to translate directly to an older student population, where such information is scarce. The current study aimed to examine cognitive, psychosocial, lifetime, and genetic predictors of university-level academic performance in older adults (50-79 years old). Participants were mostly female (71%) and had a greater than high school education level (M = 14.06 years, SD = 2.76), on average. Two multiple linear regression analyses were conducted. The first examined all potential predictors of grade point average (GPA) in the subset of participants who had volunteered samples for genetic analysis (N = 181). Significant predictors of GPA were then re-examined in a second multiple linear regression using the full sample (N = 329). Our data show that the cognitive domains of episodic memory and language processing, in conjunction with midlife engagement in cognitively stimulating activities, have a role in predicting academic performance as measured by GPA in the first year of study. In contrast, it was determined that age, IQ, gender, working memory, psychosocial factors, and common brain gene polymorphisms linked to brain function, plasticity and degeneration (APOE, BDNF, COMT, KIBRA, SERT) did not influence academic performance. These findings demonstrate that ageing does not impede academic achievement, and that discrete cognitive skills as well as lifetime engagement in cognitively stimulating activities can promote academic success in older adults.

  10. Contributions of Ecological School Mental Health Services to Students' Academic Success

    ERIC Educational Resources Information Center

    Doll, Beth; Spies, Rob; Champion, Allison

    2012-01-01

    This article describes an ecological framework for school mental health services that differs in important ways from existing service delivery models. The model is based on research describing ecological frameworks underlying students' school success. Ecological characteristics of schools and classrooms that promote academic success are described…

  11. 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

  12. "There She Is": Hispanic Identity, Academic Success, and Class Mobility in a Collegiate Beauty Pageant

    ERIC Educational Resources Information Center

    Smith, Taylor Renee

    2018-01-01

    Widely accepted definitions of academic success are neither adequate nor meaningful for many ethnic minority students. Using ethnographic research with high-achieving Latina college students in Oklahoma, student experiences in a collegiate Hispanic beauty pageant were analyzed. These successful Latina students negotiated academic achievement…

  13. "STEMulating" success factors: An investigation of the academic talents of successful Black male college graduates from STEM programs

    NASA Astrophysics Data System (ADS)

    Hendricks, Jill T.

    This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.

  14. Sources of Support and Psychological Distress among Academically Successful Inner-City Youth.

    ERIC Educational Resources Information Center

    Kenny, Maureen E.; Gallagher, Laura A.; Alvarez-Salvat, Rose; Silsby, John

    2002-01-01

    In Study 1, the relationships between parental attachment, academic achievement, and distress were tested with a sample of academically successful inner-city high school students (N=100). Affective quality of maternal attachment was positively associated with grade point average. In Study 2, case examples provided an examination of sources of…

  15. "STEMulating" Success Factors: An Investigation of the Academic Talents of Successful Black Male College Graduates from STEM Programs

    ERIC Educational Resources Information Center

    Hendricks, Jill T.

    2014-01-01

    This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate…

  16. The Academic Success of Homeschooled Students in a South Carolina Technical College

    ERIC Educational Resources Information Center

    Bagwell, Jack N., Jr.

    2010-01-01

    In 2010, homeschooling was increasing in prevalence in the United States. Yet, little was known about the academic achievement of these students as they matriculated into colleges and universities. The purpose of this mixed methods sequential explanatory study was to examine the academic success achieved by the homeschooled population (N = 273)…

  17. Construction of Academic Success and Failure in School Memories

    ERIC Educational Resources Information Center

    Kaya, Gamze Inan

    2018-01-01

    The idea of "Apprenticeship of Observation", proposing that pre-service teachers' early academic experiences might have effects on their professional development, has been a concern in teacher education in the last forty years. Early success or failure experiences of pre-service teachers in school may have a role in their professional…

  18. A Culture Conducive to Women’s Academic Success: Development of a Measure

    PubMed Central

    Westring, Alyssa Friede; Speck, Rebecca M.; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

    2012-01-01

    Purpose The culture of the work environment inhibits women’s career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women’s academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. Method First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure’s nature and validity. Results A CCWAS consists of four distinct, but related dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. Conclusions This report contributes to a growing understanding of women’s academic medicine careers and provides a measure that researchers can utilize to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty. PMID:23018337

  19. Research Success and Structured Support: Developing Early Career Academics in Higher Education

    ERIC Educational Resources Information Center

    Geber, H.

    2009-01-01

    Entry into a successful academic career is often an arduous process. From career preparation through to doctoral studies and beyond, the journey can be fraught with trials. Why do many academics find difficulty in completing their studies in the minimum time and publishing afterwards? As the University of the Witwatersrand has a strategic goal of…

  20. 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

  1. Promoting the Academic Engagement and Success of Black Male Student-Athletes

    ERIC Educational Resources Information Center

    Harris, Paul C.; Hines, Erik M.; Kelly, Darren D.; Williams, Derick J.; Bagley, Bethany

    2014-01-01

    The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal,…

  2. A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes

    ERIC Educational Resources Information Center

    McGrath, Shelley M.; Burd, Gail D.

    2012-01-01

    Administrators at a large, public university launched a mandatory success course for freshmen placed on academic probation at the end of their first semester. We compared the rates of course participant and nonparticipant return to good academic standing; persistence to the 2nd, 3rd, and 4th years; and graduation (within 4 to 5 years). The…

  3. The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

    ERIC Educational Resources Information Center

    Kiss, Jessica E.

    2017-01-01

    The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

  4. Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

    ERIC Educational Resources Information Center

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

    2017-01-01

    We examined how the experiences--academic, financial, social, and personal--and relationship factors of military-connected students attending a 4-year institution are associated with their academic success. This multi-institution study highlights the demographic characteristics, experiences, and campus relationships that are associated with…

  5. Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

    ERIC Educational Resources Information Center

    Rowan, Tanyia Perry

    2012-01-01

    Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

  6. Toward a roadmap for interdisciplinary academic career success.

    PubMed

    McBride, Angela Barron

    2010-01-01

    The 21st century is a period of increased focus on interdisciplinary collaboration. To facilitate movement in the direction of interdisciplinary research, this article discusses some generic stumbling blocks, unique problems, and advantages that nurses experience, plus the rewards and hallmarks of well-functioning interdisciplinary research teams. The article ends with an overview of how interdisciplinary development can and should be part of each stage of academic career success.

  7. The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success

    ERIC Educational Resources Information Center

    Akyildiz, Seçil Tümen; Semerci, Çetin

    2016-01-01

    This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

  8. The talent process of successful academic women scientists at elite research universities in New York state

    NASA Astrophysics Data System (ADS)

    Kaenzig, Lisa M.

    women scientists at elite research universities in New York. A criterion sample (n=94) was selected resulting in forty-one successful academic women scientists as the study participants, representing a response rate of 43.6%. Findings include the important roles of parents, teachers, mentors and collaborators on the talent development process of the participants. The perception of the study participants was that there were multiple facilitators to their talent development process, while few barriers were acknowledged. The most important barriers cited by participants were perceptions of institutional culture and sexism. Implications for practice in both gifted and higher education are suggested, based on the findings of the study. For gifted education, these suggestions include the need to provide parental education programs emphasizing the importance of intellectual engagement at home, providing dedicated time for science in primary education, and fostering science and mathematics opportunities, particularly for girls and young women. Stressing the importance of hard work, persistence and intelligent risk-taking are also important for encouraging girls in science. For higher education, the study provides models of success of academic women scientists, outlines the importance of mentors and collaborators, and emphasizes the critical role that institutions and departments play in facilitating or impeding women's career development as academics. The current study suggests several areas for further research to continue the exploration of the talent development influences on academic women scientists. Based on the findings of this study, recommended studies include examining the differences of generational cohorts; probing the roles of collaborators/mentor colleagues; exploring differences for women from various ethnic and racial backgrounds; replicating the current study with larger populations of women scientists; investigating the role of facilitative school environments

  9. Authoritative parenting, psychosocial maturity, and academic success among adolescents.

    PubMed

    Steinberg, L; Elmen, J D; Mounts, N S

    1989-12-01

    The over-time relation between 3 aspects of authoritative parenting--acceptance, psychological autonomy, and behavioral control--and school achievement was examined in a sample of 120 10-16-year-olds in order to test the hypothesis that authoritative parenting facilitates, rather than simply accompanies, school success. In addition, the mediating role of youngsters' psychosocial maturity was studied. Results indicate that (1) authoritative parenting facilitates adolescents' academic success, (2) each component of authoritativeness studied makes an independent contribution to achievement, and (3) the positive impact of authoritative parenting on achievement is mediated at least in part through the effects of authoritativeness on the development of a healthy sense of autonomy and, more specifically, a healthy psychological orientation toward work. Adolescents who describe their parents as treating them warmly, democratically, and firmly are more likely than their peers to develop positive attitudes toward, and beliefs about, their achievement, and as a consequence, they are more likely to do better in school.

  10. The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

    ERIC Educational Resources Information Center

    Valadas, Sandra T.; Almeida, Leandro S.; Araújo, Alexandra M.

    2017-01-01

    Students' personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students' approaches to learning (SAL), satisfaction (linked to…

  11. A Quantitative Study of Michigan High School Students' Perception of Parents' Role in Their Academic Success

    ERIC Educational Resources Information Center

    Williams, Veryl

    2013-01-01

    The purpose of this study was to examine the relationships between parental involvement in academic success as determined by grade point average and Michigan high school students' perception of parent involvement with school, participation in homework, recognition of academic success, knowledge of school policies, and support of participation in…

  12. 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).

  13. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science

    NASA Astrophysics Data System (ADS)

    Harris, Amanda

    A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K--12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

  14. What Is Career Success for Academic Hospitalists? A Qualitative Analysis of Early-Career Faculty Perspectives.

    PubMed

    Cumbler, Ethan; Yirdaw, Essey; Kneeland, Patrick; Pierce, Read; Rendon, Patrick; Herzke, Carrie; Jones, Christine D

    2018-06-01

    Understanding the concept of career success is critical for hospital medicine groups seeking to create sustainably rewarding faculty positions. Conceptual models of career success describe both extrinsic (compensation and advancement) and intrinsic (career satisfaction and job satisfaction) domains. How hospitalists define career success for themselves is not well understood. In this study, we qualitatively explore perspectives on how early-career clinician-educators define career success. We developed a semistructured interview tool of open-ended questions validated by using cognitive interviewing. Transcribed interviews were conducted with 17 early-career academic hospitalists from 3 medical centers to thematic saturation. A mixed deductiveinductive, qualitative, analytic approach was used to code and map themes to the theoretical framework. The single most dominant theme participants described was "excitement about daily work," which mapped to the job satisfaction organizing theme. Participants frequently expressed the importance of "being respected and recognized" and "dissemination of work," which were within the career satisfaction organizing theme. The extrinsic organizing themes of advancement and compensation were described as less important contributors to an individual's sense of career success. Ambivalence toward the "academic value of clinical work," "scholarship," and especially "promotion" represented unexpected themes. The future of academic hospital medicine is predicated upon faculty finding career success. Clinician-educator hospitalists view some traditional markers of career advancement as relevant to success. However, early-career faculty question the importance of some traditional external markers to their personal definitions of success. This work suggests that the selfconcept of career success is complex and may not be captured by traditional academic metrics and milestones. © 2018 Society of Hospital Medicine

  15. European nursing students' academic success or failure: a post-Bologna Declaration systematic review.

    PubMed

    Dante, Angelo; Petrucci, Cristina; Lancia, Loreto

    2013-01-01

    The aim of this systematic review is to synthesise the available evidence in the European scientific literature produced after the Bologna Declaration and to evaluate studies that quantify and examine the factors associated with the academic success or failure of nursing students. A systematic review of the literature was conducted. Major health literature databases were searched for studies published from 2000 to 2011. This review includes only European observational studies that were submitted to a quality assessment by two researchers before inclusion. Only five studies were included in this review. There are discordant results regarding the predictors of success or failure, which were common objects of study (gender, age, qualification on entry, ethnic group). other factors were studied individually (student personality, gendered view of nursing careers, intention to leave, family commitments, working while on course, student performance, clinical learning environment) need to be confirmed in additional studies. Although the predictors may be relevant at the local level, given their low external validity and the conflicting results, it is not possible to state with certainty that these factors are effectively predictive of success or failure in the context of post-Bologna Declaration Europe. This review showed that over the last ten years, in the European context, only a few high-quality observational studies have been performed. In this regard, given the small number and heterogeneity of the available studies, there is little useful evidence available for Higher Education Institutions (HEIs) to effectively address the problem. In the future, European researchers should focus not only on the documentation of the predictors but also on the documentation of the outcomes produced by the HEI strategies that have been implemented to prevent avoidable academic failure and contain physiological academic failure. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. The Relationship of Factors of Academic Success and Psychological Well-Being for College Honors Students

    ERIC Educational Resources Information Center

    Walker, Mary

    2012-01-01

    Scope and Method of Study: This study was concerned with perceptions of academic facilitators, academic obstacles, and psychological well-being of college honors students. Differences in the way factors of academic success are perceived, and the relationship these perceptions have with psychological well-being were examined. College honors…

  17. Supporting Student Retention and Success: Including Family Areas in an Academic Library

    ERIC Educational Resources Information Center

    Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

    2017-01-01

    Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

  18. Appropriately Targeting Group Interventions for Academic Success Adopting the Clinical Model and PAR Profiles

    ERIC Educational Resources Information Center

    Johnson, Craig W.; Johnson, Ronald; Steigman, Michael; Odo, Chioma; Vijayan, Suvendra; Tata, Devadatta V.

    2016-01-01

    Prevalence of academic risk (PAR) group profiles provide data enabling empirically based group-specialized prescriptions for targeted academic success interventions to increase student retention, completion, and graduation rates, while improving allocation of institutional resources. Postsecondary student attrition engenders student debt,…

  19. 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

  20. Predicting Academic Success and Psychological Wellness in a Sample of Canadian Undergraduate Students

    ERIC Educational Resources Information Center

    Chow, Henry P. H.

    2010-01-01

    Introduction: University students need to cope with a complex new life role and to achieve academic success. This article explores the academic performance and psychological well-being among university students in a western Canadian city. Method: Using a convenience sample, a total of 501 undergraduate students in Regina, Saskatchewan took part in…

  1. Disentangling the Predictive Validity of High School Grades for Academic Success in University

    ERIC Educational Resources Information Center

    Vulperhorst, Jonne; Lutz, Christel; de Kleijn, Renske; van Tartwijk, Jan

    2018-01-01

    To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university…

  2. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

    PubMed

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.

  3. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

    PubMed Central

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

  4. Non-Traditional Predictors of Academic Success for Special Action Admissions.

    ERIC Educational Resources Information Center

    Tom, Alice K.

    The use of nontraditional college admission variables in the prediction of academic success was assessed with 444 freshmen entering the University of California, Davis, under the Special Action process (wavering of admission requirements). For fall 1978, 1979, 1980 special entrants, attention was directed to college applications, including high…

  5. A Phenomenological Study: Perceptions of Student Voice on Academic Success

    ERIC Educational Resources Information Center

    Marberry, Tammie

    2013-01-01

    The purpose of this qualitative, phenomenological study was to explore rural high school graduates', teachers', and administrators' perceptions of student voice on academic success. This study was designed to examine the following three questions: What were the common beliefs regarding opportunities for input, or student voice, on the educational…

  6. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

    As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

  7. Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.

    PubMed

    Serbin, Lisa A; Stack, Dale M; Kingdon, Danielle

    2013-09-01

    Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this "critical transition" in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7-8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7-8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the "gender gap" in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These "transitional" processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success.

  8. An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

    ERIC Educational Resources Information Center

    Akça, Figen

    2012-01-01

    The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the…

  9. How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.

    PubMed

    Gorges, Julia; Göke, Thomas

    2015-03-01

    After graduation from secondary school, academic tasks (i.e., learning contents) are no longer structured in terms of school subjects (i.e., English, mathematics). Therefore, learners lack past performance and mastery experience to inform their expectancy of success (i.e., ability beliefs) regarding novel tasks. In this paper, we investigate how individuals establish expectancy of success regarding novel academic tasks. We hypothesize that individuals draw on ability beliefs regarding known tasks that are deemed similar to novel tasks to estimate expectancy of success (generalization hypothesis). Participants were first-year students (n = 354) in the field of business administration (Study 1), and (Study 2) psychology students predominantly (n = 174). In Study 1, we analysed relations between ability beliefs (i.e., academic self-concepts of ability) regarding four school subjects and four fields of study varying in similarity. In Study 2, we assessed mastery experience regarding two school subjects and expectancy of success (i.e., self-efficacy) regarding a fictitious course manipulating participants' similarity judgement. We analysed the data using mainly structural equation modelling. Results support the generalization hypothesis regarding both indicators of expectancy of success (i.e., self-concept and self-efficacy). Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description. Individuals apparently draw on established ability beliefs regarding known tasks to inform their expectancy of success regarding novel tasks. Findings further our understanding of the development of motivation to learn in adulthood. © 2015 The British Psychological Society.

  10. Success Factors of Minority Academic Leadership in American Higher Education

    ERIC Educational Resources Information Center

    Littana, P. Paul

    2013-01-01

    The purpose of this study was to determine how factors such as demographics, leadership skills, intrinsic motivation and attitudes, and life experiences contribute to the success of minority academic leaders in the American higher education system. A qualitative research method, using the phenomenological approach was selected for this research.…

  11. Implementing Adolescent Male Leadership Model to Enhance Behavior, Academic Success

    ERIC Educational Resources Information Center

    Beliele, Laressa

    2012-01-01

    Schools are challenged to assist struggling youth. This study used a mixed methods design to evaluate how the school-based program Men of Distinction helps struggling male students develop leadership skills, promoting academic and social success. Quantitative data included attendance, grade point averages, the number of days in in-school…

  12. Effects of Discovery Learning and Student Assessment on Academic Success

    ERIC Educational Resources Information Center

    Suphi, Nilgün; Yaratan, Hüseyin

    2016-01-01

    In this study the effect of Discovery Learning and course evaluation based on Bloom's Taxonomy on the academic success of undergraduate students in Northern Cyprus was investigated. One demographic questionnaire was distributed to 829 students and two questionnaires were distributed to these students' instructors in order to collect information on…

  13. Shifting the Curve: Fostering Academic Success in a Diverse Student Body.

    PubMed

    Elks, Martha L; Herbert-Carter, Janice; Smith, Marjorie; Klement, Brenda; Knight, Brandi Brandon; Anachebe, Ngozi F

    2018-01-01

    Diversity in the health care workforce is key to achieving health equity. Although U.S. medical schools have worked to increase the matriculation and academic success of underrepresented minority (URM) students (African Americans, Latinos, others), they have had only limited success. Lower standardized test scores, including on the Medical College Admission Test (MCAT), have been a barrier to matriculation for many URM applicants. Lower subsequent standardized exam scores, including on the United States Medical Licensing Exam Step 1, also have been an impediment to students' progress, with mean scores for URM students lagging behind those for others. Faculty at the Morehouse School of Medicine developed and implemented interventions to enhance the academic success of their URM students (about 75% are African American, and 5% are from other URM groups). To assess the outcomes of this work, the authors analyzed the MCAT scores and subsequent Step 1 scores of students in the graduating classes of 2009-2014. They also reviewed course evaluations, Graduation Questionnaires, and student and faculty interviews and focus groups. Students' Step 1 scores exceeded those expected based on their MCAT scores. This success was due to three key elements: (1) milieu and mentoring, (2) structure and content of the curriculum, and (3) monitoring. A series of mixed-method studies are planned to better discern the core elements of faculty-student relationships that are key to students' success. Lower test scores are not a fixed attribute; with the elements described, success is attainable for all students.

  14. Academic Success of Suspended Students. AIR 2001 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Howard, Richard D.; Borland, Ken; Johnson, Cel; Baker, Larry J.

    Cohorts of entering freshmen were tracked over time to determine whether the suspension policy at Montana State University (MSU), Bozeman was having the intended effect on academic success, defined as degree completion. The university's current policy requires students to be suspended after receiving grade point averages (GPAs) of lower than 2.00…

  15. Effects of Social Capital on Academic Success: A Narrative Synthesis

    ERIC Educational Resources Information Center

    Acar, Erkan

    2011-01-01

    Many researchers link social capital theory to education and commonly use examples from the field of education to examine social capital theory. Accordingly, they accept that reflections and contributions of social capital can be observed in the field of education. This paper examines social capital's effects on academic success in education. In…

  16. Student Engagement and Academic Success in Veterans' Post-Secondary Education

    ERIC Educational Resources Information Center

    Osagie, Shelley E.

    2016-01-01

    The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans' academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the…

  17. The Relationship between Trained Preceptors' Knowledge and Skills and Student Nurses' Academic Success

    ERIC Educational Resources Information Center

    Woodruff, David W.

    2017-01-01

    The lack of consistency in preceptors' knowledge and skills results in inconsistent preparation of student nurses. The purpose of this study was to examine the relationship between nurse preceptors' knowledge and skills and student nurses' academic success, as defined by better student learning. A quantitative, correlational survey method was used…

  18. Student Experience and Academic Success: Comparing a Student-Centred and a Lecture-Based Course Programme

    ERIC Educational Resources Information Center

    Severiens, Sabine; Meeuwisse, Marieke; Born, Marise

    2015-01-01

    Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…

  19. Identifying Predictors of Academic Success for Part-Time Students at Polytechnic Institutes in Malaysia

    ERIC Educational Resources Information Center

    Ibrahim, Norhayati; Freeman, Steven A.; Shelley, Mack C.

    2011-01-01

    A central challenge for higher education today is to understand the diversity and complexity of nontraditional students' life experiences and how these factors influence their academic success. To better understand these issues, this study explored the role of demographic characteristics and employment variables in predicting the academic success…

  20. Library Use and Undergraduate Student Outcomes: New Evidence for Students' Retention and Academic Success

    ERIC Educational Resources Information Center

    Soria, Krista M.; Fransen, Jan; Nackerud, Shane

    2013-01-01

    Academic libraries, like other university departments, are being asked to demonstrate their value to the institution. This study discusses the impact library usage has on the retention and academic success of first-time, first-year undergraduate students at a large, public research university. Usage statistics were gathered at the University of…

  1. The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

    ERIC Educational Resources Information Center

    Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

    2008-01-01

    The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…

  2. Shifting the Curve: Fostering Academic Success in a Diverse Student Body

    PubMed Central

    Herbert-Carter, Janice; Smith, Marjorie; Klement, Brenda; Knight, Brandi Brandon; Anachebe, Ngozi F.

    2018-01-01

    Problem Diversity in the health care workforce is key to achieving health equity. Although U.S. medical schools have worked to increase the matriculation and academic success of underrepresented minority (URM) students (African Americans, Latinos, others), they have had only limited success. Lower standardized test scores, including on the Medical College Admission Test (MCAT), have been a barrier to matriculation for many URM applicants. Lower subsequent standardized exam scores, including on the United States Medical Licensing Exam Step 1, also have been an impediment to students’ progress, with mean scores for URM students lagging behind those for others. Approach Faculty at the Morehouse School of Medicine developed and implemented interventions to enhance the academic success of their URM students (about 75% are African American, and 5% are from other URM groups). To assess the outcomes of this work, the authors analyzed the MCAT scores and subsequent Step 1 scores of students in the graduating classes of 2009–2014. They also reviewed course evaluations, Graduation Questionnaires, and student and faculty interviews and focus groups. Outcomes Students’ Step 1 scores exceeded those expected based on their MCAT scores. This success was due to three key elements: (1) milieu and mentoring, (2) structure and content of the curriculum, and (3) monitoring. Next Steps A series of mixed-method studies are planned to better discern the core elements of faculty–student relationships that are key to students’ success. Lower test scores are not a fixed attribute; with the elements described, success is attainable for all students. PMID:28678099

  3. A culture conducive to women's academic success: development of a measure.

    PubMed

    Westring, Alyssa Friede; Speck, Rebecca M; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

    2012-11-01

    The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.

  4. Does Formal Research Training Lead to Academic Success in Plastic Surgery? A Comprehensive Analysis of U.S. Academic Plastic Surgeons.

    PubMed

    Lopez, Joseph; Ameri, Afshin; Susarla, Srinivas M; Reddy, Sashank; Soni, Ashwin; Tong, J W; Amini, Neda; Ahmed, Rizwan; May, James W; Lee, W P Andrew; Dorafshar, Amir

    2016-01-01

    It is currently unknown whether formal research training has an influence on academic advancement in plastic surgery. The purpose of this study was to determine whether formal research training was associated with higher research productivity, academic rank, and procurement of extramural National Institutes of Health (NIH) funding in plastic surgery, comparing academic surgeons who completed said research training with those without. This was a cross-sectional study of full-time academic plastic surgeons in the United States. The main predictor variable was formal research training, defined as completion of a postdoctoral research fellowship or attainment of a Doctor of Philosophy (PhD). The primary outcome was scientific productivity measured by the Hirsh-index (h-index, the number of publications, h that have at least h citations each). The secondary outcomes were academic rank and NIH funding. Descriptive, bivariate, and multiple regression statistics were computed. A total of 607 academic surgeons were identified from 94 Accreditation Council for Graduate Medical Education-accredited plastic surgery training programs. In all, 179 (29.5%) surgeons completed formal research training. The mean h-index was 11.7 ± 9.9. And, 58 (9.6%) surgeons successfully procured NIH funding. The distribution of academic rank was the following: endowed professor (5.4%), professor (23.9%), associate professor (23.4%), assistant professor (46.0%), and instructor (1.3%). In a multiple regression analysis, completion of formal research training was significantly predictive of a higher h-index and successful procurement of NIH funding. Current evidence demonstrates that formal research training is associated with higher scientific productivity and increased likelihood of future NIH funding. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  5. Big Five Personality Traits as Predictors of the Academic Success of University and College Students in Early Childhood Education

    ERIC Educational Resources Information Center

    Smidt, Wilfried

    2015-01-01

    Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task.…

  6. Student nurse selection and predictability of academic success: The Multiple Mini Interview project.

    PubMed

    Gale, Julia; Ooms, Ann; Grant, Robert; Paget, Kris; Marks-Maran, Di

    2016-05-01

    With recent reports of public enquiries into failure to care, universities are under pressure to ensure that candidates selected for undergraduate nursing programmes demonstrate academic potential as well as characteristics and values such as compassion, empathy and integrity. The Multiple Mini Interview (MMI) was used in one university as a way of ensuring that candidates had the appropriate numeracy and literacy skills as well as a range of communication, empathy, decision-making and problem-solving skills as well as ethical insights and integrity, initiative and team-work. To ascertain whether there is evidence of bias in MMIs (gender, age, nationality and location of secondary education) and to determine the extent to which the MMI is predictive of academic success in nursing. A longitudinal retrospective analysis of student demographics, MMI data and the assessment marks for years 1, 2 and 3. One university in southwest London. One cohort of students who commenced their programme in September 2011, including students in all four fields of nursing (adult, child, mental health and learning disability). Inferential statistics and a Bayesian Multilevel Model. MMI in conjunction with MMI numeracy test and MMI literacy test shows little or no bias in terms of ages, gender, nationality or location of secondary school education. Although MMI in conjunction with numeracy and literacy testing is predictive of academic success, it is only weakly predictive. The MMI used in conjunction with literacy and numeracy testing appears to be a successful technique for selecting candidates for nursing. However, other selection methods such as psychological profiling or testing of emotional intelligence may add to the extent to which selection methods are predictive of academic success on nursing. Copyright © 2016 Elsevier Ltd. All rights reserved.

  7. The Professional Mentor Program Plus: An Academic Success and Retention Tool for Adult Learners

    ERIC Educational Resources Information Center

    Scott, Chaunda L.; Homant, Robert J.

    2008-01-01

    To promote the academic success of and to retain adult students of color, the Academic Services Unit at the University of Detroit Mercy (UDM), an urban Catholic university, in Detroit Michigan, has designed and implemented the Professional Mentor Program Plus, funded by the State of Michigan's King-Chavez-Parks (KCP) higher education initiative,…

  8. Challenges and success factors in university mergers and academic integrations.

    PubMed

    Ahmadvand, Alireza; Heidari, Kazem; Hosseini, Hamed; Majdzadeh, Reza

    2012-12-01

    There are different reasons for mergers among higher education institutes. In October 2010 the Iran University of Medical Sciences (IUMS) merged with two other medical universities in Tehran. In this study, we aim to review the literature on academic integrations and university mergers to call the attention to challenges and reasons for the success or failure of university mergers. We searched for studies that pertained to university or college mergers, amalgamation, dissolution, or acquisition in the following databases: PubMed, Emerald, Web of Science, Scopus, and Ovid, without any limitations on country, language, or publication date. Two reviewers selected the search results in a joint meeting. We used content analysis methodology and held three sessions for consensus building on incompatibilities. We reviewed a total of 32 documents. The "merger" phenomenon attracted considerable attention worldwide from the 1970s until the 1990s. The most important reasons for merging were to boost efficiency and effectiveness, deal with organizational fragmentation, broaden student access and implement equity strategies, increase government control on higher education systems, decentralization, and to establish larger organizations. Cultural incompatibility, different academic standards, and geographical distance may prevent a merger. In some countries, geographical distance has caused an increase in existing cultural, social, and academic tensions. The decision and process of a merger is a broad, multi-dimensional change for an academic organization. Managers who are unaware of the fact that mergers are an evolutionary process with different stages may cause challenges and problems during organizational changes. Socio-cultural integration acts as an important stage in the post-merger process. It is possible for newly-formed schools, departments, and research centers to be evaluated as case studies in future research.

  9. Creating Success! A Program for Behaviorally and Academically At-Risk Children.

    ERIC Educational Resources Information Center

    Akin, Terri; And Others

    This document presents a program designed especially for behaviorally and academically at-risk children in kindergarten through sixth grade. It includes a collection of experiential activities that provides ways to infuse the elements of success into the regular classroom curriculum. Eight developmental areas are targeted: (1) expressing feelings;…

  10. The Short- and Long-Term Effects of Secondary Schools upon Students' Academic Success and Development

    ERIC Educational Resources Information Center

    Antoniou, Panayiotis

    2012-01-01

    This paper presents the results of a study investigating the short- and long-term effects of secondary schools upon student academic success and development. A questionnaire was administered to a randomly selected sample of 15% of Cypriot students who graduated in June 2004 and June 2005 from secondary schools. A good response rate (i.e., 66%) was…

  11. Undergraduate African American females in the sciences: A qualitative study of student experiences affecting academic success and persistence

    NASA Astrophysics Data System (ADS)

    Essien-Wood, Idara R.

    Given the lack of literature on Undergraduate African American females in the sciences (UAAFS), this study sought to explicate their experiences at one large, predominantly White, Research I institution in the southwestern United States. In particular, the purpose of this study was to identify factors that affect the academic success and persistence of Black females in the natural and physical sciences. Data was collected via in-depth, semi-structured interviews with 15 Black female science majors. Findings from this study identified several supportive mechanisms for academic success: family, religion, teaching assistants and friends. Also identified were seven barriers to academic success: employment, lack of diversity, cultural dissonance, unwelcoming Research I environment, faculty, advisors, classmates, and lab groups. Further, an analysis of students' responses revealed numerous instances of racial and gender micro-aggressions. Recommendations are provided to address factors identified as affecting student academic success and persistence as well as a culture of micro-aggressive behavior.

  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. Modeling Success: Using Preenrollment Data to Identify Academically At-Risk Students

    ERIC Educational Resources Information Center

    Gansemer-Topf, Ann M.; Compton, Jonathan; Wohlgemuth, Darin; Forbes, Greg; Ralston, Ekaterina

    2015-01-01

    Improving student success and degree completion is one of the core principles of strategic enrollment management. To address this principle, institutional data were used to develop a statistical model to identify academically at-risk students. The model employs multiple linear regression techniques to predict students at risk of earning below a…

  14. French College Students’ Sports Practice and Its Relations with Stress, Coping Strategies and Academic Success

    PubMed Central

    Décamps, Greg; Boujut, Emilie; Brisset, Camille

    2012-01-01

    College students at university have to face several stress factors. Although sports practice has been considered as having beneficial effects upon stress and general health, few studies have documented its influence on this specific population. The aim of this comparative study was to determine whether the intensity of the college students’ sports practice (categorized into three groups: rare, regular, or intensive) would influence their levels of stress and self-efficacy, their coping strategies, and their academic success/failure. Three self-completion questionnaires were administered to 1071 French freshmen during their compulsory medical visit at the preventive medicine service of the university. Results indicated that students with intensive sport practice reported lower scores of general stress, academic stress, and emotion-focused coping strategies, and higher scores of self-efficacy than those with rare practice. However, the proportion of successful students did not differ significantly between the three groups of sports practice. PMID:22514544

  15. A Contrast of Amount and Type of Activity in Elementary School Years between Academically Successful and Unsuccessful Youth.

    ERIC Educational Resources Information Center

    Madden, Deirdre; Brueckman, Judith; Littlejohn, Kevin V.

    This study compared the participation in various types of activities during the elementary school years of academically successful and unsuccessful youth. The academically successful group consisted of 63 college students from lower level general communication classes. The two unsuccessful comparison groups consisted of 53 youth, ages 13 to 16…

  16. The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

    PubMed

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2017-11-01

    Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

  17. Health and academic success: A look at the challenges of first-generation community college students.

    PubMed

    McFadden, Deanna L H

    2016-04-01

    Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low-income, ethnic minorities, and first-generation college students. First-generation college students are defined as students whose adoptive or natural parents' highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First-generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for "dropping-out." The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first-generation community college students' academic success. Little is known about potential health and psychological barriers experienced by first-generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much-needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well-being, and promote academic success. ©2016 American Association of Nurse Practitioners.

  18. Exploring the Relationship between African American Father Involvement and the Academic Success of Their College-Age Children

    ERIC Educational Resources Information Center

    Davis, Gina R.

    2012-01-01

    Father involvement appears to be a significant factor in the success of African American children, resulting in positive psychosocial, behavioral, cognitive, and academic achievement outcomes beginning in toddlerhood and continuing through late adolescence. The present study assessed how involvement of African American fathers influences their…

  19. Relationship between Achievement Goals, Meta-Cognition and Academic Success in Pakistan

    ERIC Educational Resources Information Center

    Sarwar, Muhammad; Yousuf, Muhammad Imran; Hussain, Shafqat; Noreen, Shumaila

    2009-01-01

    The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the…

  20. Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence

    ERIC Educational Resources Information Center

    Marshall, Lynda

    2017-01-01

    A challenge faced by higher education is whether online orientation that is offered before the start of class can impact academic performance for online students. The purpose of this quantitative research study was to determine if there are significant differences in retention, academic success, and persistence between first time online students…

  1. 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…

  2. Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning

    ERIC Educational Resources Information Center

    Hanbidge, Alice Schmidt; Mackenzie, Amanda; Sanderson, Nicole; Scholz, Kyle; Tin, Tony

    2017-01-01

    How do we close the gap between the lack of academic experience incoming students have--with the expectation that students know the rules of writing and taking exams? Academic integrity (AI) is essential in post-secondary academia yet insufficient time is allocated to teaching and practicing its concepts. Talks at orientation, lectures in the…

  3. Predictors of Academic Success in Language Arts Literacy and Math on State Assessments in New Jersey Charter Schools

    ERIC Educational Resources Information Center

    Jerue, Gary A.

    2013-01-01

    There are a limited number of studies that examine the predictors of academic success in charter schools (Lawton, 2009). This study utilized a multiple regression analysis to identify the best predictors of academic success in language arts literacy (LAL) and math on state assessments in New Jersey charter schools. This study included four student…

  4. Performing the Grade: Urban Latino Youth, Gender Performance, and Academic Success

    ERIC Educational Resources Information Center

    Foiles Sifuentes, A. M.

    2015-01-01

    This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the…

  5. Value of College Education Mediating the Predictive Effects of Causal Attributions on Academic Success

    ERIC Educational Resources Information Center

    Dong, Ying; Stupnisky, Robert H.; Obade, Masela; Gerszewski, Tammy; Ruthig, Joelle C.

    2015-01-01

    Causal attributions (explanations for outcomes) have been found to predict college students' academic success; however, not all students attributing success or failure to adaptive (i.e., controllable) causes perform well in university. Eccles et al.'s ("Achievement and achievement motives." W.H. Freeman, San Francisco, pp 75-145, 1983)…

  6. A Meta-Analytic Study Concerning the Effect of Computer-Based Teaching on Academic Success in Turkey

    ERIC Educational Resources Information Center

    Batdi, Veli

    2015-01-01

    This research aims to investigate the effect of computer-based teaching (CBT) on students' academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master's theses, 4 PhD theses, and 12 articles) concerning this…

  7. The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success

    ERIC Educational Resources Information Center

    Brannon, Teneecia Shaa

    2010-01-01

    This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and…

  8. Academically Successful Students with Serious Mental Health Difficulties: A Psychodynamic Developmental Perspective

    ERIC Educational Resources Information Center

    Nath, Sanjay R.

    2008-01-01

    This article examines some common assumptions made by clinicians about the relationship between intelligence and mental health difficulties. Drawing on work by Thomas Ogden (1976) and Alex Coren (1997) on academically successful students who present with serious mental health concerns, it aims to provide a psychodynamic, developmental…

  9. An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

    PubMed

    Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

    2016-01-01

    The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

  10. Satellite clinics in academic ophthalmology programs: an exploratory study of successes and challenges

    PubMed Central

    2013-01-01

    Background Major academic ophthalmology departments have been expanding by opening multi-office locations (“satellites”). This paper offers a first glimpse into satellites of academic ophthalmology departments. Methods Leaders of seven medium to large, geographically diverse departments agreed to participate. One- to two-hour phone interviews were conducted to assess the features of their satellite practices. Results Success as clinical entities, profitability, and access to patients were stated goals for most satellites. In approximate descending order, refractive surgery, retina, oculoplastics, and pediatric ophthalmology were the most common subspecialties offered. Faculty staffing ranged from recruitment specifically for satellites to rotation of existing faculty. Except for a department with only one academic track, satellite doctors were a mix of tenure and mostly non-tenure track faculty. According to these department leaders, scholarly productivity of satellite faculty was similar to that of colleagues at the main campus, though research was more community-based and clinical in nature. Fellowship but little resident education occurred at satellites. Though it was agreed that satellite practices were integral to department finances, they accounted for a smaller percentage of revenues than of total departmental visits. Conclusions Satellite offices have offered access to a better payor mix and have boosted the finances of academic ophthalmology departments. Challenges include maintaining collegiality with referring community physicians, integrating faculty despite geographic distance, preserving the department’s academic “brand name,” and ensuring consistent standards and operating procedures. Satellite clinics will likely help departments meet some of the challenges of health care reform. PMID:24330741

  11. Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group

    ERIC Educational Resources Information Center

    Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.

    2015-01-01

    Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…

  12. Preliminary Results with the Design and Implementation of an Academic Management Information System

    PubMed Central

    Evans, Steven

    1984-01-01

    This paper provides an overview of aspects of an academic management information system (AMIS) at Creighton University's Academic Health Center. This report summarizes briefly some of the features of the system, our experiences in implementing it, some of the reactions from our academic community to a “foreign” body (and our attempts to reduce the rejection mechanism), as well as successes to date. Lastly we describe steps underway to expand the system into a full-fledged example of the system as envisioned in the Matheson and Cooper report on “Academic Information in the Academic Health Sciences Center.”

  13. The Importance of Very High Life Satisfaction for Students' Academic Success

    ERIC Educational Resources Information Center

    Antaramian, Susan

    2017-01-01

    This study investigated whether very high levels of life satisfaction were associated with academic success at the college level. Three-hundred fifty-seven university students reported on their life satisfaction and various indicators of educational functioning. Participants with very high life satisfaction (top 10%) were compared to those with…

  14. Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates.

    PubMed

    George, Darren; Dixon, Sinikka; Stansal, Emory; Gelb, Shannon Lund; Pheri, Tabitha

    2008-01-01

    A sample of 231 students attending a private liberal arts university in central Alberta, Canada, completed a 5-day time diary and a 71-item questionnaire assessing the influence of personal, cognitive, and attitudinal factors on success. The authors used 3 success measures: cumulative grade point average (GPA), Personal Success--each participant's rating of congruence between stated goals and progress toward those goals--and Total Success--a measure that weighted GPA and Personal Success equally. The greatest predictors of GPA were time-management skills, intelligence, time spent studying, computer ownership, less time spent in passive leisure, and a healthy diet. Predictors of Personal Success scores were clearly defined goals, overall health, personal spirituality, and time-management skills. Predictors of Total Success scores were clearly defined goals, time-management skills, less time spent in passive leisure, healthy diet, waking up early, computer ownership, and less time spent sleeping. Results suggest alternatives to traditional predictors of academic success.

  15. The Early Academic Success of Children Born to Low-Income Teenage Mothers.

    ERIC Educational Resources Information Center

    Casady, Angela; Luster, Tom; Bates, Laura; Vandenbelt, Marcia

    This study focused on family influences on the academic success of first-grade children born to low-income, adolescent mothers. The families in this study were participants in a family support program for teen mothers called Family TIES (Trust, Information, Encouragement, and Support). Families were eligible for services provided by…

  16. The Impact of the Academic Library on Student Success: Connecting the Dots

    ERIC Educational Resources Information Center

    Thorpe, Angie; Lukes, Ria; Bever, Diane J.; He, Yan

    2016-01-01

    In an age of assessment and accountability, academic libraries feel much pressure to prove their value according to new university measurements of student success. This study describes a methodology for how libraries may examine student interactions with services to assess whether library usage impacts student grade point averages (GPAs) and…

  17. How Can I Help Myself? Self-Knowledge, Self-Advocacy, and Academic Success.

    ERIC Educational Resources Information Center

    Fassett, David R.

    This report discusses findings from a study that investigated the effectiveness of a student's improved self-knowledge of his or her specific learning disabilities in achieving academic success and improved self-advocacy skills. Forty-four general and special education faculty members and para-educators, and 13 ninth-grade students and their…

  18. The effect of learning style on academic student success

    NASA Astrophysics Data System (ADS)

    Stackhouse, Omega N.

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

  19. Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms

    ERIC Educational Resources Information Center

    Heacox, Diane

    2009-01-01

    If you're a teacher with an academically diverse classroom (and what classrooms aren't today?), you need this resource. Framed around the critical elements for success in today's classrooms, "Making Differentiation a Habit" gives educators specific, user-friendly tools to optimize teaching, learning, and assessment. Following on the heels of Diane…

  20. Giftedness and Academic Success in College and University: Why Emotional Intelligence Matters

    ERIC Educational Resources Information Center

    Parker, James D. A.; Saklofske, Donald H.; Keefer, Kateryna V.

    2017-01-01

    Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency [also called emotional intelligence (EI)]. Previous work on the link between EI and giftedness is…

  1. Relationships among Preservice Primary Mathematics Teachers' Gender, Academic Success and Spatial Ability

    ERIC Educational Resources Information Center

    Turgut, Melih; Yilmaz, Suha

    2012-01-01

    The aim of this work is to investigate relationships among pre-service primary mathematics teachers' gender, academic success and spatial ability. The study was conducted in Izmir with 193 pre-service primary mathematics teachers of Dokuz Eylul University. In the work, spatial ability test, which consists of two main sub-tests measuring spatial…

  2. Academic Coaching and Self-Regulation: Promoting the Success of Students with Disabilities

    ERIC Educational Resources Information Center

    Mitchell, Joshua J.; Gansemer-Topf, Ann M.

    2016-01-01

    The increasing number of students with disabilities enrolling in postsecondary education, and the variety of these disabilities, challenges higher education institutions to meet the unique needs of these students. Academic coaching has been found to be effective in enhancing student success and is one approach that can help meet the needs of…

  3. Admission Scores as a Predictor of Academic Success in the Fiji School of Medicine

    ERIC Educational Resources Information Center

    Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

    2012-01-01

    Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year 1 in 2008, 2009, and 2010 were 90.7…

  4. Strategies for successful academic writing - institutional and non-institutional support for students.

    PubMed

    Gopee, Neil; Deane, Mary

    2013-12-01

    Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. A Social Inequality of Motivation? The Relationship between Beliefs about Academic Success and Young People's Educational Attainment

    ERIC Educational Resources Information Center

    Smith, Jonathan F.; Skrbiš, Zlatko

    2017-01-01

    Meritocratic ideals, which emphasise individual responsibility and self-motivation, have featured prominently in discourses about Australia's international competitiveness in academic achievement. Young people are often encouraged to attribute academic success and failure to individual factors such as hard work and talent, and to downplay…

  6. Utilizing Modality Theory to Achieve Academic Success

    ERIC Educational Resources Information Center

    Lister, Dena; Ansalone, George

    2006-01-01

    Education accompanied by social mobility is the cornerstone of the American dream. Yet, each year scores of children, especially those from the underprivileged class, fail to meet even the most modest academic expectations and subsequently never reach their academic potential. This research rejects earlier explanations of academic failure and…

  7. Results of a Randomized Controlled Trial of Student Success Skills

    ERIC Educational Resources Information Center

    Webb, Linda; Carey, John; Villares, Elizabeth; Wells, Craig; Sayer, Aline

    2014-01-01

    Numerous authors have reviewed research to determine which skills are considered fundamental to successful academic and social outcomes for students (Hattie, Briggs, & Purdie, 1996; Masten & Coatworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). These skills include: (1) cognitive and…

  8. Contributing Factors to Older Teen Mothers' Academic Success as Very Young Mothers

    ERIC Educational Resources Information Center

    Hernandez, Jennifer; Abu Rabia, Hazza M.

    2017-01-01

    This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their…

  9. Broadening measures of success: results of a behavioral health translational research training program.

    PubMed

    Baldwin, Julie A; Williamson, Heather J; Eaves, Emery R; Levin, Bruce L; Burton, Donna L; Massey, Oliver T

    2017-07-24

    While some research training programs have considered the importance of mentoring in inspiring professionals to engage in translational research, most evaluations emphasize outcomes specific to academic productivity as primary measures of training program success. The impact of such training or mentoring programs on stakeholders and local community organizations engaged in translational research efforts has received little attention. The purpose of this evaluation is to explore outcomes other than traditional academic productivity in a translational research graduate certificate program designed to pair graduate students and behavioral health professionals in collaborative service-learning projects. Semi-structured qualitative interviews with scholars, community mentors, and academic mentors were conducted regarding a translational research program to identify programmatic impacts. Interviews were transcribed and coded by the research team to identify salient themes related to programmatic outcomes. Results are framed using the Translational Research Impact Scale which is organized into three overarching domains of potential impact: (1) research-related impacts, (2) translational impacts, and (3) societal impacts. This evaluation demonstrates the program's impact in all three domains of the TRIS evaluation framework. Graduate certificate participants (scholars) reported that gaining experience in applied behavioral health settings added useful skills and expertise to their present careers and increased their interest in pursuing translational research. Scholars also described benefits resulting from networks gained through participation in the program, including valuable ties between the university and community behavioral health organizations. This evaluation of the outcomes of a graduate certificate program providing training in translational research highlights the need for more community-oriented and practice-based measures of success. Encouraging practitioner

  10. Emotional and behavioural symptoms, risk behaviours and academic success in Chilean Mapuche and non-Mapuche adolescents.

    PubMed

    Martínez-González, Agustín Ernesto; Rodríguez-Jiménez, Tíscar; Piqueras, José Antonio; Vera-Villarroel, Pablo; Torres-Ortega, Jorge

    2018-02-28

    There is controversy over the real existence of differences in mental health and academic performance between the Mapuche ethnic minority male adolescents and the male adolescents not belonging to this ethnicity in Chile. In consequence, the aim of this study was to investigate the differences in emotional and behavioural symptoms, risky behaviours and academic success on the Chilean Mapuche and non-Mapuche adolescents. The sample consisted of 233 adolescents of which 119 were Mapuche adolescents and 114 were non-Mapuche adolescents. The results showed that the Mapuche adolescents do not have more anxiety problems and depression than the non-Mapuche adolescents. Furthermore, the Mapuche adolescents present less drug consumption and behavioural problems. Moreover, there were no differences in academic performance. This study provides social interest data of the adolescents' mental health, which can be useful for the country's socio-sanitary and political decisions. Future studies should investigate these and other variables related to the mental health of minorities in greater depth.

  11. Academic Success Among Mexican American Women in a Community College.

    ERIC Educational Resources Information Center

    Castellanos, Mary; Fujitsubo, Lani C.

    1997-01-01

    Discusses a study conducted to show how factors such as depression, somatization, and acculturation affect the academic performance of Mexican-American women in community colleges. Results indicate these variables have no significant relationship to academic performance. Includes 24 citations. (JDI)

  12. Effects of comprehensive educational reforms on academic success in a diverse student body.

    PubMed

    Lieberman, Steven A; Ainsworth, Michael A; Asimakis, Gregory K; Thomas, Lauree; Cain, Lisa D; Mancuso, Melodee G; Rabek, Jeffrey P; Zhang, Ni; Frye, Ann W

    2010-12-01

    Calls for medical curriculum reform and increased student diversity in the USA have seen mixed success: performance outcomes following curriculum revisions have been inconsistent and national matriculation of under-represented minority (URM) students has not met aspirations. Published innovations in curricula, academic support and pipeline programmes usually describe isolated interventions that fail to affect curriculum-level outcomes. United States Medical Licensing Examination (USMLE) Step 1 performance and graduation rates were analysed for three classes of medical students before (matriculated 1995-1997, n=517) and after (matriculated 2003-2005, n=597) implementing broad-based reforms in our education system. The changes in pipeline recruitment and preparation programmes, instructional methods, assessment systems, academic support and board preparation were based on sound educational principles and best practices. Post-reform classes were diverse with respect to ethnicity (25.8% URM students), gender (51.8% female), and Medical College Admissions Test (MCAT) score (range 20-40; 24.1% scored ≤ 25). Mean±standard deviation MCAT scores were minimally changed (from 27.2±4.7 to 27.8±3.6). The Step 1 failure rate decreased by 69.3% and mean score increased by 14.0 points (effect size: d=0.67) overall. Improvements were greater among women (failure rate decreased by 78.9%, mean score increased by 15.6 points; d=0.76) and URM students (failure rate decreased by 76.5%, mean score increased by 14.6 points; d=0.74), especially African-American students (failure rate decreased by 93.6%, mean score increased by 20.8 points; d=1.12). Step 1 scores increased across the entire MCAT range. Four- and 5-year graduation rates increased by 7.1% and 5.8%, respectively. The effect sizes in these performance improvements surpassed those previously reported for isolated interventions in curriculum and student support. This success is likely to have resulted from the broad

  13. Transfer students in STEM majors at a Midwestern University: Academic and social involvement factors that influence student success

    NASA Astrophysics Data System (ADS)

    Lopez, Carlos

    There is soon-to-be a shortage of qualified U.S. workers in science, technology, engineering, and mathematics (STEM). As a result, many science-related jobs are being filled by technically-skilled foreign workers. If the U.S wants to maintain its global economic leadership, then it must ensure a continuous growth of highly-trained individuals in STEM disciplines. Therefore, American institutions of higher education, including community colleges, must identify potential factors that contribute to the lack of interest in STEM majors, as well as the low rate of success of students who enter STEM majors but struggle to finish their degrees. The purpose of this study was to ascertain the perceptions of community college transfer students who are pursuing bachelor degrees in STEM majors at Iowa State University (ISU). What were their transfer experiences and what influenced their academic success in STEM. Participants were encouraged to share their transfer experiences while at the community college as well as their experiences on the ISU campus. They were also asked about their level of academic involvement, their relationships with faculty, and their participation in peer group activities prior to and after transferring. The research design included both quantitative and qualitative components, which provided an in-depth look at the experiences of STEM non-engineering and engineering students. Quantitative data include students' background characteristics, demographic information, and college activities at the community college and ISU. Qualitative data were used to illuminate students' overall transfer experience and their successful journey in STEM fields. The combination of quantitative and qualitative methods allowed a better understanding of the strategies students put into practice once they transfer from a community college to a four-year institution in pursuit of a STEM bachelor's degree. The results of this study suggest that there is an association among the

  14. 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.

  15. An Investigation of the Effectiveness of Concept Mapping on Turkish Students' Academic Success

    ERIC Educational Resources Information Center

    Erdogan, Yavuz

    2016-01-01

    This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey…

  16. Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

    NASA Astrophysics Data System (ADS)

    Karpilo, Lacy N.

    Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher

  17. The academic success of GIS in geography: Problems and prospects

    NASA Astrophysics Data System (ADS)

    Longley, Paul A.

    The success of GIS has in some ways proved to be a mixed blessing to academic geography. While quantitative geography has developed as a disciplinary specialism over a long period of time, the infusion of GIS has been more rapid and applications-led. Geography has been a consumer, not producer, of mainstream GIS software, and as such GIS may even contribute towards accelerated de-skilling of the discipline. The technology nevertheless provides a crucial means of dealing with the current proliferation of digital data, and has important implications for the future development of geography.

  18. The "Secrets" of Chinese Students' Academic Success: Academic Resilience among Students from Highly Competitive Academic Environments

    ERIC Educational Resources Information Center

    Li, Haibin

    2017-01-01

    Given Chinese students often perform well academically despite the challenges of their competitive academic environments, it is important to explore what enables the academic resilience of these students. Moreover, because the extant resilience literature is biased towards Western accounts of resilience, it is crucial that non-Western perspectives…

  19. Improving Student Academic Success through Differentiated Teaching within a Specialized Learning Resource Center

    ERIC Educational Resources Information Center

    Alexander, Roy E.

    2013-01-01

    The purpose of this quantitative study was to improve the academic success of students through the utilization of differentiated teaching within a specialized Learning Resource Center. The research study site is a private coeducational K-11 school located in Northern Georgia. The school provides motivated and disciplined students with a rigorous…

  20. 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…

  1. Predictors of Academic Success in Web-Based Courses: Age, GPA, and Instruction Mode

    ERIC Educational Resources Information Center

    Vella, Elizabeth J.; Turesky, Elizabeth F.; Hebert, Jenni

    2016-01-01

    Purpose: The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.…

  2. The Effects of Project Success on Student Academic Performance: A Quasi-Experimental Study

    ERIC Educational Resources Information Center

    Shamblen, Stephen R.; Ringwalt, Chris

    2008-01-01

    Project SUCCESS (PS) is a substance use prevention program that targets indicated high school students. We used archival data to explore the program's effects on students' academic achievement and disciplinary problems. It is essential to demonstrate such effects, if prevention curricula are to survive in schools that face multiple competing…

  3. Students' Experiences of Academic Success with Dyslexia: A Call for Alternative Intervention

    ERIC Educational Resources Information Center

    Soni, Anita

    2017-01-01

    This article describes a small-scale study exploring the perspectives of five undergraduate students with dyslexia. Semi-structured interviews were conducted in two universities in the UK. The interviews explored participants' perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to…

  4. The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students.

    PubMed

    Suliman, Wafika A

    2010-06-01

    Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t = 1.251, p =.214). "Self-regard" and "problem solving" earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.

  5. Sessional Academic Success: A Distributed Framework for Academic Support and Development

    ERIC Educational Resources Information Center

    Hamilton, Jillian; Fox, Michelle; McEwan, Mitchell

    2013-01-01

    With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging…

  6. The Academic Success of First-Generation African American Male College Students Attending Predominantly White Institutions of Higher Education

    ERIC Educational Resources Information Center

    Hewing, Venus

    2011-01-01

    A quantitative, correlational design was utilized in this study to examine the relationship between academic self-efficacy, racial identity, and the academic success of first-generation African American male college students at Predominantly White Institutions of higher education. The study comprised 89 first-generation African American male…

  7. Donde Estan los Estudiantes Puertorriquenos/os Exitosos? [Where Are the Academically Successful Puerto Rican Students?]: Success Factors of High-Achieving Puerto Rican High School Students

    ERIC Educational Resources Information Center

    Antrop-Gonzalez, Rene; Velez, William; Garrett, Tomas

    2005-01-01

    This article describes the 4 success factors that 10 working class Puerto Rican urban high school students attributed to their high academic achievement. These success factors were (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican…

  8. Impact of Learning Modalities on Academic Success

    ERIC Educational Resources Information Center

    Fenouillet, Fabien; Kaplan, Jonathan

    2009-01-01

    This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus),…

  9. Pathfinders: A Life History Study of 10 Academically Successful Latinos from San Antonio

    ERIC Educational Resources Information Center

    Castillo, Victor Anthony

    2012-01-01

    With the study rise of the Hispanic population in the United States over the last 25-years there has been a languished progression of this populations' educational attainment. The purpose of this qualitative study was to tap into the "black-box" of ten academically successful Latino students from San Antonio by capturing the life history…

  10. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university

    NASA Astrophysics Data System (ADS)

    Hroch, Amber Michelle

    2011-12-01

    This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields at a private, research university in the West. Data from interviews with 15 women with 3.25 or better grade point averages indicated that current academic achievement in their college SEM fields can be attributed to previous academic success, self awareness, time management and organizational skills, and maintaining a strong support network. Participants were motivated by an internal drive to academically succeed and attend graduate school. Recommendations are provided for professors, advisors, and student affairs professionals.

  11. Success in Higher Education: The Challenge to Achieve Academic Standing and Social Position

    ERIC Educational Resources Information Center

    Life, James

    2015-01-01

    When students look at their classmates in the classroom, consciously or unconsciously, they see competitors both for academic recognition and social success. How do they fit in relation to others and how do they succeed in achieving both? Traditional views on the drive to succeed and the fear of failure are well known as motivators for achieving…

  12. Reality to Actuality: Postsecondary Readiness for Students with Learning Disabilities Focus on Academic Success

    ERIC Educational Resources Information Center

    Allen-Wallace, Merri Vance

    2010-01-01

    The purpose of this qualitative case research was to investigate specific preparation influences, educator strategies, and accommodations that may be utilized in a postsecondary setting for the purpose of supporting and promoting academic success among college students with learning disabilities. Six postsecondary participants between the ages of…

  13. The Relationship between Teacher Candidates' Emotional Intelligence Level, Leadership Styles and Their Academic Success

    ERIC Educational Resources Information Center

    Yildizbas, Füsun

    2017-01-01

    Purpose: The personal characteristics as well as professional competencies of teachers are important in the formation of changes in student behaviors. This article examines the relation between emotional intelligence level, teacher leadership style and academic success of teacher candidates who are studying in a Pedagogical Teacher Education…

  14. Effects of Remediation on Academic Success of First-Time-in-College Female African Americans in a Community College

    ERIC Educational Resources Information Center

    Jean-Francois, Francisse

    2013-01-01

    For decades, remedial education has been extensively used in higher education and studied as an effective tool to help overcome the challenge of student unpreparedness. While previous studies on remedial education addressed the academic failure of students, this study focuses on academic success of African American females. This causal-comparative…

  15. Culture and Climate: Factors That Influence the Academic Success of African American Students in Prelicensure Nursing Education.

    PubMed

    Murray, Teri A

    2015-12-01

    Despite numerous calls to diversify the nursing workforce, little progress has been made in increasing the numbers of African American graduates from prelicensure nursing programs, thus widening the diversity gap in the number of African Americans who enter the RN workforce. An integrative literature review was conducted to determine whether, from the students' perspective, the institutional climate and culture influenced their academic success. Themes of Alienation and Isolation, Persistent Determination, and Difficulty Seeking Help emerged as having an influence on students' academic success. On the basis of this review, professional development programs on topics such as implicit bias, microaggressions, and other unintentional and unconscious behaviors are recommended. Copyright 2015, SLACK Incorporated.

  16. Perceived obstacles to career success for women in academic surgery.

    PubMed

    Colletti, L M; Mulholland, M W; Sonnad, S S

    2000-08-01

    We conducted this study to determine whether concerns expressed by male and female surgeons at 1 academic center are generally reflective of broader concerns for academic surgery and academic medicine. We reviewed published studies concerning women in academic surgery within the context of reporting the results of a survey of both male and female surgeons at 1 academic center. We developed a survey that included demographic information, work experience, and social issues. The survey was distributed to the entire faculty. For key questions, we compared answers between male and female faculty. Additional data came from the published literature. We reviewed all available studies identified by a MEDLINE search with key words women and academic and medicine or physician. Included studies contained either data collection or editorial comment concerning women in academic medicine. Data and opinions from all included studies paralleling survey questions were extracted from each article. Male and female faculty members reported different experiences and perceptions, specifically relating to relationships between family and professional life and perceptions of subtle sex-related biases. Both men and women reported insufficient mentoring and difficulties in balancing personal and professional responsibilities. Attitudes, behaviors, and traditions surrounding how we structure work and evaluate participation in academic surgery are more difficult to change than just addressing obvious inequities in support for female surgeons. However, attempting the deeper changes is worthwhile, because addressing obstacles faced by female faculty, many of which also affect men, will allow progress toward environments that attract and retain the best physicians, regardless of sex.

  17. Teacher Expectations as Predictors of Academic Success.

    ERIC Educational Resources Information Center

    Keneal, Pamela; And Others

    1991-01-01

    Follows up previous study of social and psychological effects of orthodontic treatment upon children. Reports that teachers' ratings of student attractiveness correlated significantly with judgments of children's sociability, popularity, academic achievement, and leadership. Concludes that teachers' estimations of academic capability was a good…

  18. Pre-Veterinary Medical Grade Point Averages as Predictors of Academic Success in Veterinary College.

    ERIC Educational Resources Information Center

    Julius, Marcia F.; Kaiser, Herbert E.

    1978-01-01

    A five-year longitudinal study was designed to find the best predictors of academic success in veterinary school at Kansas State University and to set up a multiple regression formula to be used in selecting students. The preveterinary grade point average was found to be the best predictor. (JMD)

  19. The Use of Self-Regulated Learning Measure Questionnaires as a Predictor of Academic Success

    ERIC Educational Resources Information Center

    Bruso, Jackie L.; Stefaniak, Jill E.

    2016-01-01

    This study examined the potential of utilizing the Motivated Strategies for Learning Questionnaire (MSLQ) and the Online Strategies for Learning Questionnaire (OSLQ) as instruments in predicting academic success as measured by overall grade point average (GPA). These instruments were of particular interest because the MSLQ was designed to measure…

  20. Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

    NASA Astrophysics Data System (ADS)

    Martin, Brittany

    The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

  1. Self-Efficacy, Stress, and Academic Success in College

    ERIC Educational Resources Information Center

    Zajacova, Anna; Lynch, Scott M.; Espenshade, Thomas J.

    2005-01-01

    This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27…

  2. Incidence and risk factors of injuries and their impact on academic success: A prospective study in PETE students.

    PubMed

    Bliekendaal, S; Goossens, L; Stubbe, J H

    2017-12-01

    Injuries can have a major impact on the physical performance and academic career of physical education teacher education (PETE) students. To investigate the injury problem, risk factors, and the impact of injuries on academic success, 252 PETE students were followed during their first semester. Risk factor analysis was conducted by means of logistic regression analysis with a differentiation for upper body, lower body, acute, overuse, and severe injuries. An incidence of 1.26 injuries/student/semester was found. Most injuries involved the lower body (61%), were new injuries (76%), occurred acutely (66%), and were sustained during curricular gymnastics (25%) or extracurricular soccer (28%). Significant risk factors for lower body acute injuries were age (OR=2.14; P=.01), previous injury (OR=2.23; P=.01), and an injury at the start of the year (OR=2.56; P=.02). For lower body overuse injuries, gender (OR=2.85; P=.02) and the interval shuttle run test score (OR=2.44; P=.04) were significant risk factors. Previous injury (OR=2.59; P=.04) and injury at the start of the year (upper body: OR=4.57; P=.02; lower body: OR=3.75; P<.01) were risk factors for severe injuries. Injury-related time loss was positively related to total academic success (r=.20; P=.02) and success in theoretical courses (r=.24; P=<.01). No association was found between time loss and academic success for sport courses. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  3. Using Student Health Data to Understand and Promote Academic Success in Higher Education Settings

    ERIC Educational Resources Information Center

    Larson, Mary; Orr, Megan; Warne, Donald

    2016-01-01

    The Problem: Institutions of higher education are interested in students' academic success as measured by GPA. Health is related to GPA and many institutions collect health data; however, this data is underutilized. This study used several health-related variables to examine relationships between health and GPA. Method: This study utilized a…

  4. Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being

    ERIC Educational Resources Information Center

    Isgör, Isa Yücel

    2016-01-01

    The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including…

  5. Satellite clinics in academic ophthalmology programs: an exploratory study of successes and challenges.

    PubMed

    Kuo, Irene C

    2013-12-14

    Major academic ophthalmology departments have been expanding by opening multi-office locations ("satellites"). This paper offers a first glimpse into satellites of academic ophthalmology departments. Leaders of seven medium to large, geographically diverse departments agreed to participate. One- to two-hour phone interviews were conducted to assess the features of their satellite practices. Success as clinical entities, profitability, and access to patients were stated goals for most satellites. In approximate descending order, refractive surgery, retina, oculoplastics, and pediatric ophthalmology were the most common subspecialties offered. Faculty staffing ranged from recruitment specifically for satellites to rotation of existing faculty. Except for a department with only one academic track, satellite doctors were a mix of tenure and mostly non-tenure track faculty. According to these department leaders, scholarly productivity of satellite faculty was similar to that of colleagues at the main campus, though research was more community-based and clinical in nature. Fellowship but little resident education occurred at satellites. Though it was agreed that satellite practices were integral to department finances, they accounted for a smaller percentage of revenues than of total departmental visits. Satellite offices have offered access to a better payor mix and have boosted the finances of academic ophthalmology departments. Challenges include maintaining collegiality with referring community physicians, integrating faculty despite geographic distance, preserving the department's academic "brand name," and ensuring consistent standards and operating procedures. Satellite clinics will likely help departments meet some of the challenges of health care reform.

  6. College Student Risky Sexual Behaviors and the Attaining of Academic Success a Qualitative Study

    ERIC Educational Resources Information Center

    Willis, Sally

    2013-01-01

    The focus of the qualitative study was to explore college student sexual health choices from a 4-year undergraduate institution. The study could be used for future research into why the numbers of sexual risk choices including sexually transmitted diseases (STDs) remain among college campuses, and how they affect academic success. Through…

  7. The Role of Academic Preparation and Interest on STEM Success. ACT Research Report Series

    ERIC Educational Resources Information Center

    Radunzel, Justine; Mattern, Krista; Westrick, Paul

    2016-01-01

    Research has shown that science, technology, engineering, and mathematics (STEM) majors who are more academically prepared--especially in terms of their mathematics and science test scores--are more likely to be successful across a variety of outcomes: cumulative grade point average (GPA), persistence in a STEM major, and ultimately earning a STEM…

  8. Evaluating the Success of a Science Academic Development Programme at a Research-Intensive University

    ERIC Educational Resources Information Center

    Engelbrecht, Johann; Harding, Ansie; Potgieter, Marietjie

    2014-01-01

    Academic development (AD) programmes for students not complying with the entrance requirements of mainstream programmes in science have been running at a number of universities in South Africa. In this study we contribute to the debate on criteria for the success of AD programmes, specifically in the context of research-intensive universities in…

  9. Understanding the Effect of Loneliness on Academic Participation and Success among International University Students

    ERIC Educational Resources Information Center

    Bek, Hafiz

    2017-01-01

    The purpose of this study was to assess the effect of loneliness on academic participation and success among 213 students studying at Usak University. A total of 213 international students studying at Usak University, including 151 males and 62 females, were selected and participated in the research voluntarily. In the study, feelings of…

  10. Quantitative Evaluation of a First Year Seminar Program: Relationships to Persistence and Academic Success

    ERIC Educational Resources Information Center

    Jenkins-Guarnieri, Michael A.; Horne, Melissa M.; Wallis, Aaron L.; Rings, Jeffrey A.; Vaughan, Angela L.

    2015-01-01

    In the present study, we conducted a quantitative evaluation of a novel First Year Seminar (FYS) program with a coordinated curriculum implemented at a public, four-year university to assess its potential role in undergraduate student persistence decisions and academic success. Participants were 2,188 first-year students, 342 of whom completed the…

  11. Anxiety sensitivity as a predictor of academic success of medical students at the University of Mostar.

    PubMed

    Zalihić, Amra; Mešukić, Sabina; Sušac, Bože; Knezović, Katarina; Martinac, Marko

    2017-12-01

    Higher education students comprise a particularly vulnerable group for the development of anxiety symptoms and disorders. The aim of our research was to examine the impact of anxiety sensitivity on the success of medical students at the University of Mostar, and to establish the differences between students depending on their sex and the year of study. One hundred students in their first and fifth year of medical school were interviewed using the ASI questionnaire, 7 days prior to their final exams. Here we demonstrate a positive correlation between anxiety sensitivity and academic success. We did not find any significant differences between the first and fifth-year medical students, nor between participants based on their sex. We conclude that anxiety can have a positive impact on the academic achievement of higher education students.

  12. Strategic Planning for Information Systems: The Evidence from a Successful Implementation in an Academic Setting.

    ERIC Educational Resources Information Center

    Carter, Richard B.; And Others

    1991-01-01

    Demonstrates how an information systems plan can be successfully developed and implemented within an academic setting. Six guidelines for information systems planning are provided; problems are identified and recommendations to address the problems are suggested; and information systems objectives are discussed, including business communications,…

  13. A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

    ERIC Educational Resources Information Center

    Korobova, Nadia; Starobin, Soko S.

    2015-01-01

    This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

  14. Academic Self-Concept and Causal Attributions for Success and Failure Amongst Elementary School Children

    ERIC Educational Resources Information Center

    Lohbeck, Annette; Grube, Dietmar; Moschner, Barbara

    2017-01-01

    A great deal of research shows that the way in which children attribute causes to their successes and failures in school has implications for the development of their academic self-concept (ASC). The most common attributions are ability, effort, task difficulty, and luck. The present study asked 68 elementary school children aged seven to eight…

  15. Factors that Contribute to or Hinder Academic Productivity: Comparing Two Groups of Most and Least Successful Olympians

    ERIC Educational Resources Information Center

    Nokelainen, Petri; Tirri, Kirsi; Campbell, James Reed; Walberg, Herbert

    2007-01-01

    In the 1940s, Lewis Terman (1954a, 1954b) studied "life success" of 730 gifted men at the midpoint of their careers and found that success is associated with stability and absence of disturbing conflicts. In this article, we use retrospective data (N = 624) from the academic Olympians in 3 countries (USA, Germany, and Finland) to study…

  16. Systematic Review and Meta-Analysis of the "Skills for Social and Academic Success" ("SASS") Program

    ERIC Educational Resources Information Center

    Mychailyszyn, Matthew P.

    2017-01-01

    The purpose of this systematic review and meta-analysis was to synthesize the available research on the "Skills for Social and Academic Success" ("SASS") program, a school-based cognitive/behavioural intervention for adolescents with social anxiety disorder. A search of online databases, combined with reference list examination…

  17. A Prospective Study of Mexican American Adolescents' Academic Success: Considering Family and Individual Factors

    ERIC Educational Resources Information Center

    Roosa, Mark W.; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umana-Taylor, Adriana

    2012-01-01

    Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability,…

  18. The Effect of the Digital Classroom on Academic Success and Online Technologies Self-Efficacy

    ERIC Educational Resources Information Center

    Ozerbas, Mehmet Arif; Erdogan, Bilge Has

    2016-01-01

    This study aimed to observe whether the learning environment created by digital classroom technologies has any effect on the academic success and online technologies self-efficacy of 7th grade students. In this study, an experimental design with a pre-test/post-test control group was used. The research was conducted with 58 students in a secondary…

  19. Concurrent Validity of Hill's Educational Cognitive Style Model as a Prototype for Successful Academic Programs Among Lower-Class Students.

    ERIC Educational Resources Information Center

    London, David T.

    Data from the stepwise multiple regression of four educational cognitive style predictor sets on each of six academic competence criteria were used to define the concurrent validity of Hill's educational cognitive style model. The purpose was to determine how appropriate it may be to use this model as a prototype for successful academic programs…

  20. Predictors of Academic Success for Maori, Pacific and Non-Maori Non-Pacific Students in Health Professional Education: A Quantitative Analysis

    ERIC Educational Resources Information Center

    Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

    2017-01-01

    Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health…

  1. Literacy Events and Practices That Position Hmong Women to Meet Academic Success in Community Colleges

    ERIC Educational Resources Information Center

    Koch, Jody C.

    2017-01-01

    This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their past and present literacy events and practices. In addition, each participant took photographs of their own literacy events for five weeks. The photographs provided…

  2. Relationship between Success in Extracurricular Programs and Student Academic Performance in Economically Disadvantaged High Schools

    ERIC Educational Resources Information Center

    Killgo, Jay

    2010-01-01

    The purpose of this study was to determine the common characteristics of economically disadvantaged schools that demonstrate success in academics and extracurricular activities. Mixed-method design was used for this study. The quantitative portion of the study determined the correlation between a school's performance in extracurricular activities,…

  3. Effective Developmental Math Instructional Practices That Facilitate Learning and Academic Success of Community College Students

    ERIC Educational Resources Information Center

    Little, Pamela Hilson

    2017-01-01

    The purpose of the qualitative study was to discover instructional practices used by developmental math instructors that facilitate learning and academic success of students in developmental math courses at select community colleges in Alabama in order to generate improved instructional practices in the developmental education field. Emergent data…

  4. What Makes Racial Diversity Work in Higher Education: Academic Leaders Present Successful Policies and Strategies.

    ERIC Educational Resources Information Center

    Hale, Frank W., Jr., Ed.

    The essays in this collection establish the case for racial diversity , outline the challenges diversity offers the academic community, presents examples of how some institutions have developed successful models of diversity, and discusses how the history of racial diversity has influenced aspects of diversity today. Following a foreword,…

  5. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    ERIC Educational Resources Information Center

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

  6. Academic Innovation in the Commercial Domain: Case Studies of Successful Transfers of University-Developed Technologies.

    ERIC Educational Resources Information Center

    Powers, Joshua B.

    In recent years, considerable attention has been directed toward higher educations role as a driver of economic reform. Yet, surprisingly little is known about the processes and mechanisms by which academic innovations are successfully commercialized. The specific question is, what factors explain why some licensed innovations become bona fide…

  7. Measuring Academic Motivation of Matriculating College Freshmen.

    ERIC Educational Resources Information Center

    Baker, Robert W.; Siryk, Bohdan

    1984-01-01

    Administered the Academic Motivation Scale to three successive classes of college freshmen (N=944). Results indicated the Academic Motivation Scale's reliability was more than adequate for research use and significantly related to validity criteria reflecting motivation for academic work. (JAC)

  8. Exploring the Impact of Work Experience on Part-Time Students' Academic Success in Malaysian Polytechnics

    ERIC Educational Resources Information Center

    Ibrahim, Norhayati; Freeman, Steven A.; Shelley, Mack C.

    2012-01-01

    The study explored the influence of work experience on adult part-time students' academic success as defined by their cumulative grade point average. The sample consisted of 614 part-time students from four polytechnic institutions in Malaysia. The study identified six factors to measure the perceived influence of work experiences--positive…

  9. Strategies to Enhance Student Success: A Discourse Analysis of Academic Advice in International Student Handbooks

    ERIC Educational Resources Information Center

    Romerhausen, Nick J.

    2013-01-01

    As the population of international students continues to rise at U.S. colleges and universities, multiple academic obstacles pose barriers to success. Research on strategies of intervention has primarily included face-to-face interactions while an exploration of other assistance approaches is minimal in comparison. This study explored the role…

  10. Tracking Affect and Academic Success across University: Happy Students Benefit from Bouts of Negative Mood

    ERIC Educational Resources Information Center

    Barker, Erin T.; Howard, Andrea L.; Galambos, Nancy L.; Wrosch, Carsten

    2016-01-01

    We examined how positive and negative affect covary within individuals over time and how patterns of association between affective traits and states relate to academic success across 4 years of university. Participants were 187 full-time first-year students at a large Canadian university who completed questionnaires about recent affective…

  11. Predicators of Success for Undergraduate Students Reinstated after an Academic Dismissal at a Small Midwest Private University Campus

    ERIC Educational Resources Information Center

    Meador, Ryan E.

    2012-01-01

    This study examined students who successfully applied for reinstatement after being academically dismissed for the first time in order to discover indicators of future success. This study examined 666 students' appeals filed at the DeVry University Kansas City campus between 2004 and 2009. Binary logistic regression was used to discover if a…

  12. Testing a Model of Environmental Risk and Protective Factors to Predict Middle and High School Students' Academic Success

    ERIC Educational Resources Information Center

    Peters, S. Colby; Woolley, Michael E.

    2015-01-01

    Data from the School Success Profile generated by 19,228 middle and high school students were organized into three broad categories of risk and protective factors--control, support, and challenge--to examine the relative and combined power of aggregate scale scores in each category so as to predict academic success. It was hypothesized that higher…

  13. The Role of Emotional Intelligence in the Academic Success of United Arab Emirates University Students

    ERIC Educational Resources Information Center

    Ahammed, Shaima; Abdullah, Abdullah S.; Hassane, Sofoh H.

    2011-01-01

    Psycho-educational researchers have often suggested that Emotional Intelligence (EI) is critical to academic success (Drago, 2004; La Civita, 2003), yet there is hardly any research that has ever addressed the question in the United Arab Emirates (UAE). The purpose of this study was to examine the relationship between EI as conceptualized by Mayer…

  14. "That "Fuego," That Fire in Their Stomach": Academically Successful Latinas/os and "Racial Opportunity Cost"

    ERIC Educational Resources Information Center

    Venzant Chambers, Terah T.; Locke, Leslie A.; Tagarao, Annel M.

    2015-01-01

    This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that…

  15. Factors That Contribute to Academic Success in Higher Education of Latino Males in the Los Angeles Community College District

    ERIC Educational Resources Information Center

    Morales, Marcellino J.

    2010-01-01

    Purpose: This dissertation sought to find the most significant personal strategies and institutional support used by Latino males who successfully complete transfer requirements in the Los Angeles Community College District and determined what factors most contribute to Latino academic success. The study begins with a review of literature and…

  16. Predictive power of individual factors and clinical learning experience on academic success: findings from a longitudinal study.

    PubMed

    Dante, Angelo; Fabris, Stefano; Palese, Alvisa

    2015-01-01

    Academic failure is the inability of a nursing student to graduate or to complete the nursing degree on time. This longitudinal cohort study, involving 2 Italian universities, documents the effects of selected individual variables and the quality of the clinical learning experience as perceived by students on academic success. Factors related to the clinical learning experience were the quality of the supervisory relationship, pedagogical atmosphere, and commitment of the ward related to the level of personalized nursing care delivered and clarity of nursing documentation.

  17. Addressing Reciprocity between Families and Schools: Why These Bridges Are Instrumental for Students' Academic Success

    ERIC Educational Resources Information Center

    Tran, Yune

    2014-01-01

    One instrumental step in promoting overall children's academic success across the trajectory of early childhood, elementary, middle, and secondary grades is purposefully establishing positive linkages for families and schools through a shared partnership. By facilitating an ongoing collaborative approach to sustain family engagement practices…

  18. 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.

  19. Family Background, Students' Academic Self-Efficacy, and Students' Career and Life Success Expectations

    ERIC Educational Resources Information Center

    Kim, Mihyeon

    2014-01-01

    This study examined the relationship of family background on students' academic self-efficacy and the impact of students' self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path…

  20. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents.

    PubMed

    Whitesell, Nancy Rumbaugh; Mitchell, Christina M; Spicer, Paul

    2009-01-01

    Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a 3-year longitudinal study of adolescents from 3 diverse American Indian cultural groups in the western United States. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors.

  1. Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents

    ERIC Educational Resources Information Center

    Fisher, Paige H.; Masia-Warner, Carrie; Klein, Rachel G.

    2004-01-01

    This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided.…

  2. Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success

    ERIC Educational Resources Information Center

    Khan, Alamgir; Khan, Salahuddin; Zia-Ul-Islam, Syed; Khan, Manzoor

    2017-01-01

    Basically the current study sought to assess the perception of students regarding the role of teacher communication skills in their academics success. Comprehensive questionnaire carrying information including social economic and demographic aspects of the study was designed by the researcher to achieve the set objectives. All those universities…

  3. 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…

  4. Coupons for Success: A Marketing Incentive in Academic Support

    ERIC Educational Resources Information Center

    Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra

    2013-01-01

    How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

  5. A Quantitative Assessment of Texas House Bill 505: College Dual Credit Courses and Academic Success among High School Students

    ERIC Educational Resources Information Center

    Klimitchek, Michelle Leigh

    2017-01-01

    Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English,…

  6. A Case Study and Analysis of a Successful and Collaborative Student-Centered Textbook Reserve Program in a Mid-Size Academic Library

    ERIC Educational Resources Information Center

    Schlak, Timothy M.; Johnston, Bruce

    2018-01-01

    This article presents an innovative textbook reserve program at a mid-sized academic library. Research conducted subsequent to the program's launch showed a positive correlation between students' use of the program and their perceived academic success. In addition, the program has proved effective at helping students with college affordability.…

  7. Characteristics of Academic Detailing: Results of a Literature Review

    PubMed Central

    Van Hoof, Thomas J.; Harrison, Lisa G.; Miller, Nicole E.; Pappas, Maryanne S.; Fischer, Michael A.

    2015-01-01

    Background Academic detailing is an evidence-based strategy to improve patient care. Efforts to understand the intervention and to use it strategically require an understanding of its important characteristics. A recent systematic review and a subsequent reporting framework call for more accurate and complete reporting of continuing medical education interventions. Objectives Building on a previously published systematic review of 69 studies, we sought to determine how an expanded set of 106 academic detailing studies, including many recently published articles, fared with respect to reporting of important data about this intervention. Methods We conducted a search of MEDLINE, the Cumulative Index to Nursing and Allied Health Literature (clinical) database, and Scopus, from which we identified 38 additional randomized controlled trials published from August 2007 through March 2013. Including the original 69 studies, we abstracted 106 available English-language studies and quantitatively analyzed information about 4 important characteristics of academic detailing: content of visits, clinicians being visited, communication process underlying visits, and outreach workers making visits. Results We found considerable variation (36.5%-100%) in the extent of reporting intervention characteristics, especially about the communication process underlying visits and the outreach workers making visits. The best overall documentation of intervention characteristics of any single study was 68%. Results also demonstrate wide variation in the approach to academic detailing. Conclusions This study demonstrates the need for a standardized approach to collecting and reporting data about academic detailing interventions. Our findings also highlight opportunities for using academic detailing more effectively in research and quality-improvement efforts. PMID:26702333

  8. A Study on Simulation Methods in Academic Success with Reference to Teaching Biology for Education Students

    ERIC Educational Resources Information Center

    Sasikala, P.; Tanyong, Siriwan

    2016-01-01

    The main objective of this study is to determine the utility of simulation methods in biology teaching for nursing students and academic success. 100 students (50 control, 50 experimental) who studied at Srinivasa Teacher Training School, Kalikiri, Recognised by Sri Venkateswara University, Faculty of Education, Tirupati, AP, India, 2014-215…

  9. How Do I Know What I Can Do? Anticipating Expectancy of Success Regarding Novel Academic Tasks

    ERIC Educational Resources Information Center

    Gorges, Julia; Göke, Thomas

    2015-01-01

    Background: After graduation from secondary school, academic tasks (i.e., learning contents) are no longer structured in terms of school subjects (i.e., English, mathematics). Therefore, learners lack past performance and mastery experience to inform their expectancy of success (i.e., ability beliefs) regarding novel tasks. Aims: In this paper, we…

  10. Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success

    ERIC Educational Resources Information Center

    Sezgin, Ferudun; Erdogan, Onur

    2015-01-01

    This study explores the predictive influence of primary school teachers' academic optimism, hope and zest for work on perceptions of their self-efficacy and success. A total of 600 teachers were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…

  11. The Effects of Family Leadership Orientation on Social Entrepreneurship, Generativity and Academic Success of College Students

    ERIC Educational Resources Information Center

    Baloglu, Nuri

    2017-01-01

    In this study, the effects of family leadership orientation on social entrepreneurship, generativity and academic education success were examined with the views of college students. The study was conducted at a state university in Central Anatolia in Turkey. 402 college students who attending at three different colleges voluntarily participated in…

  12. Effect of Instructional Design on Academic Success of Adult Basic Education Learners: Individualized versus Group Design

    ERIC Educational Resources Information Center

    Frazier Varner, Debrah

    2010-01-01

    Many adult basic education (ABE) programs do not achieve a high success rate in meeting student academic needs. Rooted in Knowles' theory of andragogy and Bandura's theory of modeling, this quantitative causal comparative study examined the effects of individualized instruction (IGI) and of facilitated, participatory group programs (SPOKES) on the…

  13. Self-Regulated Learning and Academic Achievement in College Students.

    ERIC Educational Resources Information Center

    Lindner, Reinhard W.; Harris, Bruce

    This paper presents study results concerning the nature of successful academic performance, specifically examining to what extent self-regulated learning played a role in successful academic performance at the college level. (Self-regulated learning is defined as the integration and utilization of cognitive, metacognitive, motivational,…

  14. Evaluating the Predictive Validity of Academic and Social-Emotional Screening Assessments for Measuring Academic and Social-Emotional Success at the End of First Grade

    ERIC Educational Resources Information Center

    Erhart, Amber C.

    2013-01-01

    By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate…

  15. The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

    ERIC Educational Resources Information Center

    Gün, Mesut

    2016-01-01

    The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

  16. Do scores on three commonly used measures of critical thinking correlate with academic success of health professions trainees? A systematic review and meta-analysis.

    PubMed

    Ross, David; Loeffler, Kim; Schipper, Shirley; Vandermeer, Ben; Allan, G Michael

    2013-05-01

    To determine whether the three commonly used measures of critical thinking correlate with academic success of medical professionals in training. The search for English-language articles (from 1980 to 2011) used Medline, Embase, Scopus, Cochrane Library on Ovid, Proquest Dissertations, Health and Psychosocial Instruments, PsychINFO, and references of included articles. Studies comparing critical thinking with academic success among medical professionals were included. Two authors performed study selection independently, with disagreement resolved by consensus. Two authors independently abstracted data on study characteristics, quality, and outcomes, with disagreement resolved by a third author. Critical thinking tests studied were the California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and Watson-Glaser Critical Thinking Appraisal. Correlation coefficients were pooled in meta-analysis. The search identified 557 studies: 52 met inclusion for systematic review, 41 of which were meta-analyzed. Critical thinking was positively correlated with academic success, r=0.31 (95% confidence intervals [CI] 0.26, 0.35), with a moderate statistical heterogeneity (I=67%). In subgroup analysis, only student type had statistical significance for correlation, although bias was likely due to low numbers for some student types. In direct comparison, using studies that employed two critical thinking tests, the CCTDI (r=0.23, 95% CI 0.15, 0.30) was significantly inferior (P<.001) to the CCTST (r=0.39, 95% CI 0.33, 0.45). Critical thinking was moderately correlated with academic success of medical professionals in training. The CCTDI was inferior to the CCTST in correlating with academic success.

  17. Educating the surgeon-scientist: A qualitative study evaluating challenges and barriers toward becoming an academically successful surgeon.

    PubMed

    Kodadek, Lisa M; Kapadia, Muneera R; Changoor, Navin R; Dunn, Kelli Bullard; Are, Chandrakanth; Greenberg, Jacob A; Minter, Rebecca M; Pawlik, Timothy M; Haider, Adil H

    2016-12-01

    The advancement of surgical science relies on educating new generations of surgeon-scientists. Career development awards (K Awards) from the National Institutes of Health, often considered a marker of early academic success, are one way physician-scientists may foster skills through a mentored research experience. This study aimed to develop a conceptual framework to understand institutional support and other factors leading to a K Award. A national, qualitative study was conducted with academic surgeons. Participants included 15 K Awardees and 12 surgery department Chairs. Purposive sampling ensured a diverse range of experiences. Semistructured, in-depth telephone interviews were conducted. Interviews were audio recorded and transcribed verbatim, and 2 reviewers analyzed the transcripts using Grounded Theory methodology. Participants described individual and institutional factors contributing to success. K Awardees cited personal factors such as perseverance and team leadership skills. Chairs described the K Awardee as an institutional "investment" requiring protected time for research, financial support, and mentorship. Both K Awardees and Chairs identified a number of challenges unique to the surgeon-scientist, including financial strains and competing clinical demands. Institutional support for surgeons pursuing K Awards is a complex investment with significant initial costs to the department. Chairs act as stewards of institutional resources and support those surgeon-scientists most likely to be successful. Although the K Award pathway is one way to develop surgeon-scientists, financial burdens and challenges may limit its usefulness. These findings, however, may better prepare young surgeons to develop career plans and identify new mechanisms for academic productivity. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. International Students' Confidence and Academic Success

    ERIC Educational Resources Information Center

    Telbis, Nicola Miky; Helgeson, Lars; Kingsbury, Cheryl

    2014-01-01

    Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a…

  19. A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents

    PubMed Central

    Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul

    2008-01-01

    Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a three-year longitudinal study of adolescents from three diverse American Indian cultural groups in the western U.S. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors. PMID:19209979

  20. International Students' Confidence and Academic Success

    ERIC Educational Resources Information Center

    Telbis, Nicola Miky

    2013-01-01

    Research shows that the international student population is showing significant growth. Studies also show that foreign students are encountering difficulties such as social adaptability, language barriers, academic ability, and financial need. There is compelling evidence that establishes a correlation between a person's self-efficacy and his or…

  1. Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes

    ERIC Educational Resources Information Center

    Crisp, Gloria; Taggart, Amanda; Nora, Amaury

    2015-01-01

    A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as…

  2. Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School

    ERIC Educational Resources Information Center

    Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J.

    2009-01-01

    Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for…

  3. Determining the Impact of a Summer Bridge Program on Academic Success for First-Year College Students

    ERIC Educational Resources Information Center

    Medina, Mary Christine

    2016-01-01

    The purpose of this study was to determine the impact of a summer bridge program geared toward first-year students at a large public university located in the Southeastern United States. The research question guiding this study was, "Does participation in a summer bridge program increase academic success for first-year college students?"…

  4. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

    ERIC Educational Resources Information Center

    Mosser, Brent Steven

    2010-01-01

    A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

  5. Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

    ERIC Educational Resources Information Center

    Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.

    2016-01-01

    Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…

  6. The Validity of Interpersonal Skills Assessment via Situational Judgment Tests for Predicting Academic Success and Job Performance

    ERIC Educational Resources Information Center

    Lievens, Filip; Sackett, Paul R.

    2012-01-01

    This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural…

  7. Evidence for the acceptability and academic success of an innovative remote and rural extended placement.

    PubMed

    Wilson, Morven; Cleland, Jennifer

    2008-01-01

    Time spent in remote medicine as an undergraduate is influential in career choice in Australia and Northern America. However, its influence is not known in smaller countries, where recruitment into rural medicine is also problematic. Differences across countries mean work is required to explore determinants of success of remote and rural undergraduate training locally. The objectives of this pilot study were to identify why 4th year medical students chose an extended remote and rural option within a degree program which includes a short compulsory period of remote and rural practice. Because this was a novel option the study also looks at the academic performance of the first cohort of students to ensure quality control of teaching and learning. This was a mixed methods (questionnaire, focus group, assessment data) pilot study exploring student views and performance outcomes in 4th year medical undergraduate students (n = 14), University of Aberdeen, who completed an innovative, one-year remote and rural placement. Fourteen students took part in the pilot. Questionnaire data indicated they viewed remote and rural medicine positively. This interest was maintained over the placement. Most had no definite career plans, but did have a slight preference towards general practice. Focus group data indicated four main themes relating to the decision to select the remote and rural placement: (1) teaching reputation; (2) to experience remote and rural medicine; (3) a change from Aberdeen; and (4) lifestyle factors. Assessment data indicated that student performances at the end of the year placement were consistent with their 3rd year performance on all assessments: OSCEs (p = 0.79), written exams (p = 0.10; p = 0.49), special study module/ Ethics (p = 0.10) and year mark averages (p = 0.48). The results indicate that the extended remote and rural placement was a valuable and academically successful experience for the students. Important outcomes include that: the students

  8. Female surgeons' mentoring experiences and success in an academic career in Switzerland.

    PubMed

    Kaderli, Reto; Muff, Brigitte; Stefenelli, Ulrich; Businger, Adrian

    2011-07-18

    An increasing proportion of women are working in medicine, although only very few choose surgical specialties and the interest in an academic pursuit is generally smaller among women compared to their male colleagues. The aim of the present study was to analyse factors critical for a successful academic career for female surgeons in Switzerland and to assess the value of mentor-mentee relationships in this context. An anonymous national survey among board-certified female surgeons and female residents was conducted in Switzerland during spring 2008. The support in career advancement was investigated with five scales: networking, career planning, coaching, role model and emotional support scale. Career development was assessed based on the following criteria: number of talks at scientific conferences, number of peer-reviewed publications, participation in research projects, months of research as a fulltime activity, amount of awarded scholarships, amount of obtained third-party funds and number of research awards obtained. In total, 189/318 (59.4%) questionnaires were returned. Mentor-mentee relationships were reported by 109/189 (58%) respondents. The bivariate analysis showed a positive influence on the sum score regarding the respondents who were in a mentor-mentee relationship or who had support in doing household work (p = 0.09). A supporting network, especially in terms of a mentor, is crucial so that female physicians interested in an academic career get the opportunity to accomplish their purpose. There is considerable potential for improvement as almost half of the respondents did not have a mentor in this survey.

  9. 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.

  10. An Examination of the Effects of Career Development Courses on Career Decision-Making Self-Efficacy, Adjustment to College, Learning Integration, and Academic Success

    ERIC Educational Resources Information Center

    Hansen, Michele J.; Pedersen, Joan S.

    2012-01-01

    This study investigated the effects of career development courses on career decision-making self-efficacy (CDMSE), college adjustment, learning integration, academic achievement, and retention among undecided undergraduates. It also investigated the effects of course format on career decision-making abilities and academic success outcomes and…

  11. Evaluation of the Freshman Class To Determine Predictors for Academic Success at Panhandle State University. Emergence of Higher Education in America Seminar.

    ERIC Educational Resources Information Center

    Manning, Wayne

    A study was done at Panhandle State University (Oklahoma) examining whether high school grade point averages or ACT (American College Testing) scores provided a better predictor of freshman academic success. Study procedures included a review of the literature, meetings with the academic vice president and five deans, as well as examination of…

  12. 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.

  13. Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.

    2008-01-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

  14. Six Pathways to Healthy Child Development and Academic Success: The Field Guide to Comer Schools in Action

    ERIC Educational Resources Information Center

    Comer, James P., Ed.; Joyner, Edward T., Ed.; Ben-Avie, Michael, Ed.

    2004-01-01

    Children and adolescents who enjoy healthy growth and development along six primary pathways are the students who learn well and achieve success in school and in life. But children from poorly functioning families and impoverished social networks too often find themselves without adequate preparation and support for the academic challenges that…

  15. Predicting Academic Success of Junior Secondary School Students in Mathematics through Cognitive Style and Problem Solving Technique

    ERIC Educational Resources Information Center

    Badru, Ademola K.

    2015-01-01

    This study examined the prediction of academic success of Junior secondary school mathematics students using their cognitive style and problem solving technique. A descriptive survey of correlation type was adopted for this study. A purposive sampling procedure was used to select five Public Junior secondary schools in Ijebu-Ode local government…

  16. How Does One Assess the Accuracy of Academic Success Predictors? ROC Analysis Applied to University Entrance Factors

    ERIC Educational Resources Information Center

    Vivo, Juana-Maria; Franco, Manuel

    2008-01-01

    This article attempts to present a novel application of a method of measuring accuracy for academic success predictors that could be used as a standard. This procedure is known as the receiver operating characteristic (ROC) curve, which comes from statistical decision techniques. The statistical prediction techniques provide predictor models and…

  17. Reflections on Multiculturalism, Social Justice, and Empowerment Groups for Academic Success: A Critical Discourse for Contemporary Schools

    ERIC Educational Resources Information Center

    Bemak, Fred

    2005-01-01

    Writing the article entitled "Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls," Fred Bemak anticipated that there would be mixed reactions, given the unique and non traditional approach to working with a difficult and typically underserved population. The…

  18. Protective Factors and Processes Contributing to the Academic Success of Students Living in Poverty: Implications for Counselors

    ERIC Educational Resources Information Center

    Williams, Joseph M.; Bryan, Julia; Morrison, Stephaney; Scott, Tracey R.

    2017-01-01

    This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students' (N = 24) perspectives of protective factors and processes that contribute to their academic success in school. Four main themes and 12 subthemes were identified. The main themes are peer social capital, teachers who care, family…

  19. Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study.

    PubMed

    Walkiewicz, Maciej; Tartas, Malgorzata; Majkowicz, Mikolaj; Budzinski, Waldemar

    2012-01-01

    Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier. The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000-2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

  20. The Academic Success of East Asian American Youth: The Role of Shadow Education

    PubMed Central

    Byun, Soo-yong; Park, Hyunjoon

    2013-01-01

    Using data from the Education Longitudinal Study, this study assessed the relevance of shadow education to the high academic performance of East Asian American students by examining how East Asian American students differed from other racial/ethnic students in the prevalence, purpose, and effects of using the two forms – commercial test preparation service and private one-to-one tutoring – of SAT coaching, defined as the American style of shadow education. East Asian American students were most likely to take a commercial SAT test preparation course for the enrichment purpose, and benefited most from taking this particular form of SAT coaching. However, this was not the case for private SAT one-to-one tutoring. While black students were most likely to utilize private tutoring for the remedial purpose, the impact of private tutoring was trivial for all racial/ethnic groups including East Asian American students. The authors discussed broader implications of the findings on racial/ethnic inequalities in educational achievement beyond the relevance of shadow education for the academic success of East Asian American students. PMID:24163483

  1. Music and Academic Success Go Together at Whitworth; University's Survey Results Also Suggest High School Music May Boost Chances of College Admittance

    ERIC Educational Resources Information Center

    Olson, Catherine Applefeld

    2009-01-01

    This article presents the results of a research by Whitworth University music professor Richard Strauch which assesses the freshman class for Whitworth's 2007-08 academic year. Strauch found that Whitworth students who stuck with their high school music program had higher GPAs and standardized test scores upon entering the university than…

  2. Bridging the Gap between Access and Success: A Study of the Impact of an Access and Success Program on Academic Outcomes of Low-Income College Freshmen

    ERIC Educational Resources Information Center

    Collins, Sarah R.

    2012-01-01

    In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs intended to help financially disadvantaged students afford and persist through a baccalaureate degree program. This research is a study of the efficacy of one such program at a…

  3. A Study of Home Environment, Academic Achievement and Teaching Aptitude on Training Success of Pre-Service Elementary Teachers of India

    ERIC Educational Resources Information Center

    Rani, Sunita; Siddiqui, M. A.

    2015-01-01

    The primary intend of the study was to explore the relationship of Arts, Science and Commerce stream and training success and the influence of Home Environment, Academic Achievement and Teaching Aptitude on training success of ETE trainees. The study analyzed the numerical data from a survey of 380 teacher trainees of three DIETs of Delhi, India.…

  4. Race/Ethnicity and Success in Academic Medicine: Findings From a Longitudinal Multi-Institutional Study.

    PubMed

    Kaplan, Samantha E; Raj, Anita; Carr, Phyllis L; Terrin, Norma; Breeze, Janis L; Freund, Karen M

    2017-10-24

    To understand differences in productivity, advancement, retention, satisfaction, and compensation comparing underrepresented medical (URM) faculty with other faculty at multiple institutions. A 17-year follow-up was conducted of the National Faculty Survey, a random sample from 24 U.S. medical schools, oversampled for URM faculty. The authors examined academic productivity, advancement, retention, satisfaction, and compensation, comparing white, URM, and non-URM faculty. Retention, productivity, and advancement data were obtained from public sources for nonrespondents. Covariates included gender, specialty, time distribution, and years in academia. Negative binomial regression was used for count data, logistic regression for binary outcomes, and linear regression for continuous outcomes. In productivity analyses, advancement, and retention, 1,270 participants were included; 604 participants responded to the compensation and satisfaction survey. Response rates were lower for African American (26%) and Hispanic faculty (39%) than white faculty (52%, P < .0001). URM faculty had lower rates of peer-reviewed publications (relative number 0.64; 95% CI: 0.51, 0.79), promotion to professor (OR = 0.53; CI: 0.30, 0.93), and retention in academic medicine (OR = 0.49; CI: 0.32, 0.75). No differences were identified in federal grant acquisition, senior leadership roles, career satisfaction, or compensation between URM and white faculty. URM and white faculty had similar career satisfaction, grant support, leadership, and compensation; URM faculty had fewer publications and were less likely to be promoted and retained in academic careers. Successful retention of URM faculty requires comprehensive institutional commitment to changing the academic climate and deliberative programming to support productivity and advancement.

  5. Picturing Success: Young Femininities and the (Im)Possibilities of Academic Achievement in Selective, Single-Sex Education

    ERIC Educational Resources Information Center

    Allan, Alexandra

    2010-01-01

    Over the last decade it is young women who have come to be widely understood as the bearers of educational qualifications. It is girls who are now seen to have "the world at their feet" and to be able to attain the glittering prizes of academic success associated with elite universities and top occupations. And it is upper-middle-class…

  6. Characteristics of Academic Detailing: Results of a Literature Review.

    PubMed

    Van Hoof, Thomas J; Harrison, Lisa G; Miller, Nicole E; Pappas, Maryanne S; Fischer, Michael A

    2015-11-01

    Academic detailing is an evidence-based strategy to improve patient care. Efforts to understand the intervention and to use it strategically require an understanding of its important characteristics. A recent systematic review and a subsequent reporting framework call for more accurate and complete reporting of continuing medical education interventions. Building on a previously published systematic review of 69 studies, we sought to determine how an expanded set of 106 academic detailing studies, including many recently published articles, fared with respect to reporting of important data about this intervention. We conducted a search of MEDLINE, the Cumulative Index to Nursing and Allied Health Literature (clinical) database, and Scopus, from which we identified 38 additional randomized controlled trials published from August 2007 through March 2013. Including the original 69 studies, we abstracted 106 available English-language studies and quantitatively analyzed information about 4 important characteristics of academic detailing: content of visits, clinicians being visited, communication process underlying visits, and outreach workers making visits. We found considerable variation (36.5%-100%) in the extent of reporting intervention characteristics, especially about the communication process underlying visits and the outreach workers making visits. The best overall documentation of intervention characteristics of any single study was 68%. Results also demonstrate wide variation in the approach to academic detailing. This study demonstrates the need for a standardized approach to collecting and reporting data about academic detailing interventions. Our findings also highlight opportunities for using academic detailing more effectively in research and quality-improvement efforts.

  7. Factors Related to the Academic Success and Failure of College Football Players: The Case of the Mental Dropout.

    ERIC Educational Resources Information Center

    Lang, Gale; And Others

    1988-01-01

    Examines variables used to predict the academic success or failure of college football players. Valid predictors include the following: (1) high school grades; (2) repeating a year in school; (3) feelings towards school; (4) discipline history; (5) mother's education; and (6) high school background. (FMW)

  8. Correlation of Admission Metrics with Eventual Success in Mathematics Academic Performance of Freshmen in AMAIUB's Business Curricula

    ERIC Educational Resources Information Center

    Calucag, Lina S.; Talisic, Geraldo C.; Caday, Aileen B.

    2016-01-01

    This is a correlational study research design, which aimed to determine the correlation of admission metrics with eventual success in mathematics academic performance of the admitted 177 first year students of Bachelor of Science in Business Informatics and 59 first year students of Bachelor of Science in International Studies. Using Pearson's…

  9. Reaction to Stress as a Predictor of Academic Success.

    ERIC Educational Resources Information Center

    Bentley, Donna Anderson

    Although studies on test anxiety are abundant in the research literature, there are few investigations of the relationship of stress to academic achievement. To test the hypothesis that maladaptive methods of coping with stress are related to academic achievement in greater magnitude than the relationship of Scholastic Aptitude Test (SAT) scores,…

  10. Beyond Academics: Challenging Issues Facing Community College Non-Academic Support Services

    ERIC Educational Resources Information Center

    Mitchell, Judith Lynn

    2012-01-01

    This research focused on identifying and exploring the significant current and emerging community college non-academic support service issues. These auxiliary services, not unlike academic or student affairs, support the community college mission and vision as well as students' academic success. Since December 2007, Americans have been…

  11. A Thematic-Based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

    ERIC Educational Resources Information Center

    Özdas, Faysal; Batdi, Veli

    2017-01-01

    This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies…

  12. The Mark of a Leader: Longevity, Strategic Planning and Vision Bring Academic and Financial Success to Xavier

    ERIC Educational Resources Information Center

    Cooper, Kenneth J.

    2011-01-01

    This article profiles Dr. Norman Francis and describes how his longevity, strategic planning and vision as president of Xavier University bring academic and financial success. Higher education leaders say his 43 years at the Catholic HBCU in New Orleans is an increasingly rare example of the benefits possible from a lengthy presidency. It takes…

  13. Divorce, Family Structure, and the Academic Success of Children.

    ERIC Educational Resources Information Center

    Jeynes, William

    The goal of this book is to examine the relationship between parental family structure, especially parental divorce and/or remarriage, and the academic achievement of children. Much has been written about the need to raise the academic achievement of students from minority backgrounds. However, minority is often defined in terms of skin color and…

  14. Academic and Social Support Critical to Success in Academically Rigorous Environment

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

    To ensure that more American students attend college and are prepared to participate in a global economy, secondary schools have increased academic rigor and raised standards. By emphasizing vertical alignment of courses from preschool through college, secondary schools can help close the expectation gap that exists between high school and college…

  15. Academic plastic surgery: a study of current issues and future challenges.

    PubMed

    Zetrenne, Eleonore; Kosins, Aaron M; Wirth, Garrett A; Bui, Albert; Evans, Gregory R D; Wells, James H

    2008-06-01

    personal characteristics of dedication and motivation were rated most likely to contribute to academic success, economic competence was rated least likely. Although the role of academic plastic surgeons remains constant, the practice of academic plastic surgery is evolving. As a result, the future clinical milieu of academic plastic surgeons and training programs is in question.

  16. Hot topics, urgent priorities, and ensuring success for racial/ethnic minority young investigators in academic pediatrics.

    PubMed

    Flores, Glenn; Mendoza, Fernando S; Fuentes-Afflick, Elena; Mendoza, Jason A; Pachter, Lee; Espinoza, Juan; Fernandez, Cristina R; Arnold, Danielle D P; Brown, Nicole M; Gonzalez, Kymberly M; Lopez, Cynthia; Owen, Mikah C; Parks, Kenya M; Reynolds, Kimberly L; Russell, Christopher J

    2016-12-09

    The number of racial/ethnic minority children will exceed the number of white children in the USA by 2018. Although 38% of Americans are minorities, only 12% of pediatricians, 5% of medical-school faculty, and 3% of medical-school professors are minorities. Furthermore, only 5% of all R01 applications for National Institutes of Health grants are from African-American, Latino, and American Indian investigators. Prompted by the persistent lack of diversity in the pediatric and biomedical research workforces, the Academic Pediatric Association Research in Academic Pediatrics Initiative on Diversity (RAPID) was initiated in 2012. RAPID targets applicants who are members of an underrepresented minority group (URM), disabled, or from a socially, culturally, economically, or educationally disadvantaged background. The program, which consists of both a research project and career and leadership development activities, includes an annual career-development and leadership conference which is open to any resident, fellow, or junior faculty member from an URM, disabled, or disadvantaged background who is interested in a career in academic general pediatrics. As part of the annual RAPID conference, a Hot Topic Session is held in which the young investigators spend several hours developing a list of hot topics on the most useful faculty and career-development issues. These hot topics are then posed in the form of six "burning questions" to the RAPID National Advisory Committee (comprised of accomplished, nationally recognized senior investigators who are seasoned mentors), the RAPID Director and Co-Director, and the keynote speaker. The six compelling questions posed by the 10 young investigators-along with the responses of the senior conference leadership-provide a unique resource and "survival guide" for ensuring the academic success and optimal career development of young investigators in academic pediatrics from diverse backgrounds. A rich conversation ensued on the topics

  17. The Influence of Student-Centered Methods in Turkish Language Instruction on Academic Success: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Biçer, Nursat

    2017-01-01

    The aim of the present study is to determine the influence of student-centered methods employed in Turkish language instruction on the academic success of students through meta-analysis. To this end, a literature review was conducted on the relevant studies conducted between 2000 and 2016 in order to determine the studies were suitable for the…

  18. 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.

  19. Teacher and Administrator Perceptions of In-School Suspension Programs on Changing Student Behavior and Academic Success in Schools

    ERIC Educational Resources Information Center

    Rimes, John Scott

    2012-01-01

    This study was performed to examine the perception of teachers, in-school suspension (ISS) staff, and administrators on the effectiveness of the in-school suspension program in changing students' behavior and academic success at various schools with different performance levels according the current Mississippi Accountability Model. The 32 schools…

  20. Mental health and academic attitudes and expectations in university populations: results from the healthy minds study.

    PubMed

    Lipson, Sarah Ketchen; Eisenberg, Daniel

    2018-06-01

    Mental health problems are highly prevalent in university populations and have been shown to impair academic performance. Yet little is known about the ways in which mental health influences academic outcomes in higher education. This study seeks to offer new insight into the relationship between mental health and academic performance, focusing on students' academic experience and expectations as interrelated mechanisms. Data come from 3556 students at four campuses that participated in the Healthy Minds Study. We explore unadjusted and multivariable relationships between mental health and academic experiences, expectations and impairment. We find significant differences by mental health status, including that one-in-four students with symptoms are dissatisfied with their academic experience, relative to one-in-ten without (p < 0.001). Approximately 30% with symptoms doubt whether higher education is worth their time, money and effort, compared to 15% without (p < 0.001). In multivariable models, mental health problems were a significant predictor of academic dissatisfaction and drop out intentions, while positive mental health was a significant predictor of satisfaction and persistence. This descriptive study offers further evidence of the importance of mental health for university success, identifying pathways related to students' experiences and expectations that may help to explain this relationship.

  1. Pathways to Success for Psychologists in Academic Health Centers: From Early Career to Emeritus

    PubMed Central

    Breland-Noble, Alfiee M.; King, Cheryl A.; Cubic, Barbara A.

    2017-01-01

    Careers in academic health centers (AHCs) come with a unique set of challenges and rewards. Building a stable and rewarding career as a psychologist in an AHC requires the efforts of a whole team of players and coaches. This paper outlines the characteristics of AHCs and the general skills psychologists need to thrive in this type of setting. Advice specific to each stage of career development (early, mid, and late) is offered, highlighting the themes of coaching and teamwork that are critical to success in an AHC. PMID:21132456

  2. 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.

  3. The effect of sleep duration and quality on academical success of the elementary school children in Kayseri Turkey.

    PubMed

    Unalan, Demet; Ozturk, Ahmet; Ismailogullari, Sevda; Akgul, Nilgun; Aksu, Murat

    2013-05-01

    To assess the sleeping habits of primary school children and establish link between sleeping hours and academic achievement. The cross-sectional study was conducted between April and June 2007, involving 2422 students of 6-8th grades in 12 primary schools located in Kayseri, Turkey. A questionnaire was presented to the students on the basis of probability sampling method. Academic performance was evaluated with regard to their school grades. SPSS 20 was used for statistical analysis. Of the total 2422 questionnaires distributed, 1966 (81.2%) were used for further evaluation. The mean sleeping period of the students during school days was 8.86 +/- 1.10 hours. The number of students having difficulty in waking up in the morning was 940 (47.8%), while 910 (46.3%) were confused when they woke up during the night, and the 886 (45.1%) had nightmares, while 609 (31.0%) were sleepy all day long. As the sleeping period increased, the probability of a mediocre achievement in science lessons increased by 1.33 fold and poor achievement increased by 1.57 fold. Besides, the probability of a mediocre achievement in mathematics lessons increased by 1.36 fold, and poor achievement increased by 1.67 fold. For Turkish language lessons, these increases were found to be 1.40 and 1.60 respectively. Correlation analysis showed a significant negative relationship between sleeping time and successful scores in Turkish (r = -0.65, p < 0.025) and science (r = -0.061, p < 0.036) lessons. As the sleeping period increased, the academic achievement of the students was negatively affected. The academic success was low in children who felt sleepy throughout the day.

  4. The Effect of Math Anxiety on the Academic Success of Developmental Mathematics Students at a Texas Community College

    ERIC Educational Resources Information Center

    Fannin-Carroll, Kristen D.

    2014-01-01

    The purpose of this study was to examine the relationship between math anxiety and academic success of developmental mathematics students at a Texas community college based on age, gender, and level of developmental mathematics program. A quantitative, casual-comparative design was used to determine relationships. A total of 185 developmental…

  5. Rethinking Intelligence: The Role of Mindset in Promoting Success for Academically High-Risk Students

    ERIC Educational Resources Information Center

    Sriram, Rishi

    2014-01-01

    This study utilized an experimental pretest-posttest control group design to determine if changing the way academically high-risk college students view intelligence affected their academic effort and achievement when compared to students in a control intervention. Results indicated that students taught to view intelligence as malleable reported…

  6. Effectiveness of skills for academic and social success (SASS) with Portuguese adolescents.

    PubMed

    Vagos, Paula; Pereira, Anabela; Warner, Carrie Masia

    2015-01-01

    Social fears are common among adolescents and may considerably impair their lives. Even so, most adolescents do not seek professional help for these difficulties, making it important to promote evidence-based and preventive interventions in community samples. This research presents the effectiveness of an intervention with a group of five female adolescents who reported serious interference of their social fears in their daily life. At post-intervention, effectiveness was noticeable by high recovery, reliable individual change, and intragroup statistical change. The intervention showed impact for measures of social anxiety, avoidance, and assertiveness, and such impact was steady at 3-month follow-up. These findings add to the cumulative and transcultural evidence on the effectiveness of Skills for Academic and Social Success (SASS).

  7. The Impact of Institutional Factors on Student Academic Results: Implications for "Quality" in Universities

    ERIC Educational Resources Information Center

    Wimshurst, Kerry; Wortley, Richard; Bates, Merrelyn; Allard, Troy

    2006-01-01

    This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The…

  8. The Future of Basic Science in Academic Surgery

    PubMed Central

    Keswani, Sundeep G.; Moles, Chad M.; Morowitz, Michael; Zeh, Herbert; Kuo, John S.; Levine, Matthew H.; Cheng, Lily S.; Hackam, David J.; Ahuja, Nita; Goldstein, Allan M.

    2017-01-01

    Objective The aim of this study was to examine the challenges confronting surgeons performing basic science research in today’s academic surgery environment. Summary of Background Data Multiple studies have identified challenges confronting surgeon-scientists and impacting their ability to be successful. Although these threats have been known for decades, the downward trend in the number of successful surgeon-scientists continues. Clinical demands, funding challenges, and other factors play important roles, but a rigorous analysis of academic surgeons and their experiences regarding these issues has not previously been performed. Methods An online survey was distributed to 2504 members of the Association for Academic Surgery and Society of University Surgeons to determine factors impacting success. Survey results were subjected to statistical analyses. We also reviewed publicly available data regarding funding from the National Institutes of Health (NIH). Results NIH data revealed a 27% decline in the proportion of NIH funding to surgical departments relative to total NIH funding from 2007 to 2014. A total of 1033 (41%) members responded to our survey, making this the largest survey of academic surgeons to date. Surgeons most often cited the following factors as major impediments to pursuing basic investigation: pressure to be clinically productive, excessive administrative responsibilities, difficulty obtaining extramural funding, and desire for work-life balance. Surprisingly, a majority (68%) did not believe surgeons can be successful basic scientists in today’s environment, including departmental leadership. Conclusions We have identified important barriers that confront academic surgeons pursuing basic research and a perception that success in basic science may no longer be achievable. These barriers need to be addressed to ensure the continued development of future surgeon-scientists. PMID:27643928

  9. Campus Employment as a High Impact Practice: Relationship to Academic Success and Persistence of First-Generation College Students

    ERIC Educational Resources Information Center

    Savoca, Marianna

    2016-01-01

    The double burden of spiraling costs and limited financial aid has prompted more college students to work more hours than ever. Yet, working more hours can be detrimental to students' academic success and persistence, and first-generation college students are at even higher risk. While institutions cannot control off campus employment students…

  10. Characteristics Expected in Fields of Higher Education and Gender Stereotypical Traits Related to Academic Success: A Mirror Effect

    ERIC Educational Resources Information Center

    Verniers, Catherine; Martinot, Delphine

    2015-01-01

    The aim of the present study was to test whether the content of a gender stereotype concerning general academic achievement matched the characteristics deemed to predict success in the fields of higher education dominated by women and men respectively. A sample of 207 undergraduate students rated the extent to which characteristics ascribed to…

  11. Tracking affect and academic success across university: Happy students benefit from bouts of negative mood.

    PubMed

    Barker, Erin T; Howard, Andrea L; Galambos, Nancy L; Wrosch, Carsten

    2016-12-01

    We examined how positive and negative affect covary within individuals over time and how patterns of association between affective traits and states relate to academic success across 4 years of university. Participants were 187 full-time first-year students at a large Canadian university who completed questionnaires about recent affective experiences in 6 waves across 4 years. Grade point average for each year of study was provided by the registrar's office. Our analysis identified an adaptive pattern characterized by the maintenance of high positive affect ("chronic happiness") and the cooccurrence of time-limited bouts of negative affect. Our results are consistent with findings showing productive consequences of experiencing positive and negative affect in tandem and the development of emotion regulation capacity across the transition to adulthood. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  12. Predicting Student Persistence in Adult Basic Education Using Interaction Effects among Academic Self-Efficacy and Students Participation and Academic Variables

    ERIC Educational Resources Information Center

    Bujack, Lynette K.

    2012-01-01

    Academic self-efficacy is associated with academic success; the more positive or stronger the individual's academic self-efficacy, the more likely the individual will be successful in an academic environment. Prior research by Bandura (1989, 1993, 1997) suggested that self-efficacy influences not only activity choice but also the degrees to…

  13. School-Based Health Centers and Academic Success

    ERIC Educational Resources Information Center

    National Assembly on School-Based Health Care, 2012

    2012-01-01

    Poor academic outcomes and high dropout rates are major concerns of educators, policy makers, and parents alike--and poor health severely limits a child's motivation and ability to learn. Recent research confirms that "health disparities affect educational achievement". Improving students' health is integral to education reform.…

  14. The Influence of Student Demographics and Internal Characteristics on GPA, Persistence, and Academic Success of First-Time College Students

    ERIC Educational Resources Information Center

    Rodriguez, David B.

    2013-01-01

    Employing a non-experimental, ex-post facto design, the study examined the relationship of student demographic information and internal characteristics identified from the Learning and Study Strategies Inventory (LASSI) to student persistence, grade point average, and academic success. Cognitive Learning Theory (CLT), which focuses on the internal…

  15. "English Is the Vehicle to Communicate!" International Graduate Students' Perceptions of the Connection between Language Proficiency and Academic Success

    ERIC Educational Resources Information Center

    Rawjee, Roopa

    2010-01-01

    This case study was conducted at a large four year institution of higher education located in southern California. The purpose was to answer the question, "What are international graduate students' perceptions of the connection between English language proficiency and academic success?" The participants were six international graduate…

  16. Assessing the Effectiveness of First Step to Success: Are Short-Term Results the First Step to Long-Term Behavioral Improvements?

    ERIC Educational Resources Information Center

    Sumi, W. Carl; Woodbridge, Michelle W.; Javitz, Harold S.; Thornton, S. Patrick; Wagner, Mary; Rouspil, Kristen; Yu, Jennifer W.; Seeley, John R.; Walker, Hill M.; Golly, Annemieke; Small, Jason W.; Feil, Edward G.; Severson, Herbert H.

    2013-01-01

    This article reports on the effectiveness of First Step to Success, a secondary-level intervention appropriate for students in early elementary school who experience moderate to severe behavior problems and are at risk for academic failure. The authors demonstrate the intervention's short-term effects on multiple behavioral and academic outcomes…

  17. Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

    ERIC Educational Resources Information Center

    Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

    2014-01-01

    This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

  18. Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

    ERIC Educational Resources Information Center

    Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

    2011-01-01

    The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

  19. When Working Together Works: Academic Success for Students in Out-of-Home Care. Best Practices in Homeless Education

    ERIC Educational Resources Information Center

    National Center for Homeless Education at SERVE, 2010

    2010-01-01

    The National Center for Homeless Education and the Legal Center for Foster Care and Education present this brief to help educators and child welfare advocates work together to support the academic success of children and youth in out-of-home care. The brief offers practical, proven strategies for implementing two federal laws collaboratively: The…

  20. Publication and reporting of clinical trial results: cross sectional analysis across academic medical centers.

    PubMed

    Chen, Ruijun; Desai, Nihar R; Ross, Joseph S; Zhang, Weiwei; Chau, Katherine H; Wayda, Brian; Murugiah, Karthik; Lu, Daniel Y; Mittal, Amit; Krumholz, Harlan M

    2016-02-17

    To determine rates of publication and reporting of results within two years for all completed clinical trials registered in ClinicalTrials.gov across leading academic medical centers in the United States. Cross sectional analysis. Academic medical centers in the United States. Academic medical centers with 40 or more completed interventional trials registered on ClinicalTrials.gov. Using the Aggregate Analysis of ClinicalTrials.gov database and manual review, we identified all interventional clinical trials registered on ClinicalTrials.gov with a primary completion date between October 2007 and September 2010 and with a lead investigator affiliated with an academic medical center. The proportion of trials that disseminated results, defined as publication or reporting of results on ClinicalTrials.gov, overall and within 24 months of study completion. We identified 4347 interventional clinical trials across 51 academic medical centers. Among the trials, 1005 (23%) enrolled more than 100 patients, 1216 (28%) were double blind, and 2169 (50%) were phase II through IV. Overall, academic medical centers disseminated results for 2892 (66%) trials, with 1560 (35.9%) achieving this within 24 months of study completion. The proportion of clinical trials with results disseminated within 24 months of study completion ranged from 16.2% (6/37) to 55.3% (57/103) across academic medical centers. The proportion of clinical trials published within 24 months of study completion ranged from 10.8% (4/37) to 40.3% (31/77) across academic medical centers, whereas results reporting on ClinicalTrials.gov ranged from 1.6% (2/122) to 40.7% (72/177). Despite the ethical mandate and expressed values and mission of academic institutions, there is poor performance and noticeable variation in the dissemination of clinical trial results across leading academic medical centers. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go

  1. The Personal Characteristics Predictors of Academic Success

    ERIC Educational Resources Information Center

    Angelkoska, Slagana; Stankovska, Gordana; Dimitrovski, Dimitar

    2016-01-01

    When we speak about the academic achievement of the students and their personality, the internal state of a student is in connection with his personal experience and individual differences and talents, dispositions, motives, his "I" and a whole range of cognitive processes. Modern psychological theories of personality believe that the…

  2. College Students with Autism Spectrum Disorder: Perceptions of Social Supports That Buffer College-Related Stress and Facilitate Academic Success

    ERIC Educational Resources Information Center

    LeGary, Robert A., Jr.

    2017-01-01

    This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants…

  3. Lessons in Success: A Multi-Campus Study of Factors Influencing Academic Accomplishment among High-Achieving African American Students at Private Liberal Arts Colleges

    ERIC Educational Resources Information Center

    Johnson, Ryan A.

    2013-01-01

    The purpose of this study was to explore the academic experiences of highly successful African-American male graduates of small, private liberal arts colleges using a qualitative approach. Fourteen highly successful alumni from selective, private colleges were purposefully selected for the study, including seven African-American males and seven…

  4. Academic Success for Students of Color . . . At What Cost? The Importance of School Context at Birch High School

    ERIC Educational Resources Information Center

    Chambers, Terah T. Venzant; Tabron, Lolita A.

    2013-01-01

    Kiara, an African American rising freshman, has aspirations to become a medical doctor. She enrolls at Birch High School because of the reputation of the principal, Mr. Brown, whose vision for academic excellence permeates every corner of the school. Kiara graduates from high school with top honors, but realizes her success may have come at a…

  5. Collegiate Student-Athletes' Academic Success: Academic Communication Apprehension's Impact on Prediction Models

    ERIC Educational Resources Information Center

    James, Kai'Iah A.

    2010-01-01

    This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and Men's and Women's Basketball provided demographic…

  6. Making Academics Count: Action Guide. Successful Strategies.

    ERIC Educational Resources Information Center

    McMahon, Amanda Sodoma; Meeder, Hans; Rosen, Linda P.; Silver, Steve; Williams, Andra

    This document is intended to help communities plan and implement initiatives modeled after Making Academics Count, a campaign that was launched in 1997 by the Business Coalition for Education Reform (BCER) to encourage employers to ask job applicants for their school records and thereby help motivate students to achieve at higher levels. The guide…

  7. A reputation for success (or failure): the association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

    PubMed

    Gest, Scott D; Rulison, Kelly L; Davidson, Alice J; Welsh, Janet A

    2008-05-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

  8. Student Diligence and Student Diligence Support: Predictors of Academic Success.

    ERIC Educational Resources Information Center

    Arthur, Christon G.

    The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

  9. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft…

  10. Academic Library Spaces: Advancing Student Success and Helping Students Thrive

    ERIC Educational Resources Information Center

    Spencer, Mary Ellen; Watstein, Sarah Barbara

    2017-01-01

    Are today's academic libraries really designed for learning? Do library spaces impact student learning? Intending to spark broader and more informed dialogue about the relationship between the quality of learning and the quality of academic library spaces in higher education, the authors consider the concept of space as service; student learning…

  11. Inconsistencies between Academic E-Book Platforms: A Comparison of Metadata and Search Results

    ERIC Educational Resources Information Center

    Wiersma, Gabrielle; Tovstiadi, Esta

    2017-01-01

    This article presents the results of a study of academic e-books that compared the metadata and search results from major academic e-book platforms. The authors collected data and performed a series of test searches designed to produce the same result regardless of platform. Testing, however, revealed metadata-related errors and significant…

  12. Confidence and Academic Success in Higher Education

    ERIC Educational Resources Information Center

    Telbis, Miky

    2010-01-01

    A dropout rate can be used to determine student's ability to fulfill their perspective program of study, as well as the college's ability to qualify the right students for the completion of their academic degree. College advertisement can also play a significant role when it comes to dropout rates as it can be viewed as ineffective if the learners…

  13. Success in everyday physics: The role of personality and academic variables

    NASA Astrophysics Data System (ADS)

    Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

    2002-05-01

    Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

  14. The Nelson-Denny Reading Test as a Predictor of Academic Success in Selected Classes in a Specific Community College.

    ERIC Educational Resources Information Center

    Gudan, Sirkka

    A review of the literature indicates that the Nelson-Denny Reading Test (NDRT) may be a viable instrument for screening students and predicting their academic success in particular circumstances. In 1981, a study was conducted at Schoolcraft College to determine the extent of the relationship between the reading abilities of entering students and…

  15. Increasing Student Success and Retention: A Multidimensional Approach

    ERIC Educational Resources Information Center

    Fowler, Paul R.; Boylan, Hunter R.

    2010-01-01

    Students who are seriously academically deficient, those who are underprepared in all subjects, face many academic challenges as they begin their coursework in higher education. However, students also face nonacademic and personal issues that create additional barriers to success. The results of this study suggest that increases in student success…

  16. Travelling Academics: The Lived Experience of Academics Moving across Countries

    ERIC Educational Resources Information Center

    Uusimaki, Liisa; Garvis, Susanne

    2017-01-01

    The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how…

  17. 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…

  18. Successfully accelerating translational research at an academic medical center: the University of Michigan-Coulter translational research partnership program.

    PubMed

    Pienta, Kenneth J

    2010-12-01

    Translational research encompasses the effective movement of new knowledge and discoveries into new approaches for prevention, diagnosis, and treatment of disease. There are many roadblocks to successful bench to bedside research, but few have received as much recent attention as the "valley of death". The valley of death refers to the lack of funding and support for research that moves basic science discoveries into diagnostics, devices, and treatments in humans, and is ascribed to be the result of companies unwilling to fund research development that may not result in a drug or device that will be utilized in the clinic and conversely, the fact that researchers have no access to the funding needed to carry out preclinical and early clinical development to demonstrate potential efficacy in humans. The valley of death also exists because bridging the translational gap is dependent on successfully managing an additional four risks: scientific, intellectual property, market, and regulatory. The University of Michigan (UM) has partnered with the Wallace H. Coulter Foundation (CF) to create a model providing an infrastructure to overcome these risks. This model is easily adoptable to other academic medical centers (AMCs). © 2010 Wiley Periodicals, Inc.

  19. Academic Mentorship Builds a Pathology Community

    PubMed Central

    2015-01-01

    Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation. PMID:28725749

  20. Self-reported extracurricular activity, academic success, and quality of life in UK medical students

    PubMed Central

    Lumley, Sophie; Ward, Peter; Roberts, Lesley

    2015-01-01

    Objectives To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students’ work-life balance. Methods A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Results Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p< 0.0001), more hours academic study during term and revision periods (rho=-0.1, p< 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p<0.01). Conclusions Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study. PMID:26385285

  1. Native American Student Perceptions of the Cultural Environment and Factors for Academic Success at the University of South Dakota

    ERIC Educational Resources Information Center

    Grignon, Charles M.

    2009-01-01

    Considering the high retention rates for Native American students in 2009 and 2008 in the two semesters at the University of South Dakota, there is a need to know the Native student perceptions of factors for their academic success. Native professors and administrators would benefit to know this information to continue to make improvements in…

  2. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    PubMed

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  3. 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.

  4. Personality and academic performance of three cohorts of veterinary students in South Africa.

    PubMed

    van der Walt, H S; Pickworth, Glynis

    2007-01-01

    To aid in selecting students for admission to undergraduate veterinary training, admissions procedures often take into account students' previous academic performance as well as the results of an interview. The study reported here investigated the relationship between personality and academic success. Students from three entry cohorts to the second year of study of a six-year BVSc program at the University of Pretoria completed the 16 Personality Factor Questionnaire. A meta-analytic approach was used to estimate the relationship between academic performance in two major final-year subjects and academic performance on entry, an interview score, and the personality factors. The study confirmed the value of previous academic performance and the interview in selecting students for the veterinary degree program. The findings also indicate that the inclusion of a measure of intellectual ability could be of value. The value of various personality characteristics in predicting good study habits and examination performance is highlighted by the study results: students were more successful if they were conscientious, emotionally stable, socially adept, self-disciplined, practical rather than imaginative, and relaxed rather than anxious. It appears worthwhile to consider including an appropriate personality questionnaire in the selection process to improve the accuracy of predictions of students' success. A sound personality make-up will not only increase the likelihood of academic success but should also be beneficial in the successful management of a veterinary practice and in enjoying veterinary science as a career.

  5. Goal orientation and its relationship to academic success in a laptop-based BScN program.

    PubMed

    Goldsworthy, Sandra J; Goodman, Bill; Muirhead, Bill

    2005-01-01

    This longitudinal study, conducted within a laptop-based BScN program examines the relationship of goal orientation profiles to comfort with technology and academic success. In phase 1 of this study, 101 first year nursing students completed an on line survey. The measurement tools used were Goal Orientation Assessment, Multiple Intelligences Learning Inventory and a locally developed Technology Comfort survey. Results showed that students were predominantly high in the mastery goal orientation profile. Males had a higher comfort level with technology. Age was inversely related to comfort with technology. An unexpected finding was that grade point average was inversely related to comfort with use of technology. The data did not support the commonly held belief that today's students are uniformly well-skilled and comfortable with new technologies. This study will continue over the next three years and will allow comparison of variables over time. Specific teaching interventions may be developed to accommodate varying learning and motivational styles in relation to comfort with technology.

  6. Predicting Academic Success in a Post-Secondary Vocational Studies Program Utilizing the A. S. V. A. B. Part One.

    ERIC Educational Resources Information Center

    Dumont, Richard G.

    This study assesses the utility of the Armed Services Vocational Aptitude Battery (A.S.V.A.B.) in predicting the academic success of students enrolled in the Automotive Service Specialist curriculum at the State University of New York Agricultural and Technical College (Alfred, New York). This document, part I of a two-part study, describes the…

  7. Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success

    ERIC Educational Resources Information Center

    Achinewhu-Nworgu, Elizabeth; Azaiki, Steve; Nworgu, Queen Chioma

    2016-01-01

    This paper aims to present the role, values, and legal policy issues facing public Library resources in supporting students to achieve academic success. Research indicates that majority of people that own or work in the Library tend to ignore some of the vital roles, values and legal policy issues paramount to libraries. Some of these issues are…

  8. Peer tutoring program for academic success of returning nursing students.

    PubMed

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  9. Fuel for Success: Academic Momentum as a Mediator between Dual Enrollment and Educational Outcomes of Two-Year Technical College Students

    ERIC Educational Resources Information Center

    Wang, Xueli; Chan, Hsun-yu; Phelps, L. Allen; Washbon, Janet I.

    2015-01-01

    Objective: Despite the fairly substantial body of literature devoted to understanding whether dual enrollment programs are related to academic success in college, less is known regarding how dual enrollment transmits its potentially positive influence, especially among two-year college students. In this study, we fill this gap by delving into the…

  10. A Religious Experience? Personal, Parental, and Peer Religiosity and the Academic Success of Sexual-Minority Youth Using Nationally Representative Samples

    ERIC Educational Resources Information Center

    Gottfried, Michael A.; Polikoff, Morgan S.

    2012-01-01

    Using nationally representative transcript data, this study is the first to include a discussion of religiosity in the context of sexual-minority students' academic achievement. This study examines the issue in three capacities: first, by comparing school success of sexual-minority youth to a non-sexual-minority reference group; second, by…

  11. 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.

  12. The academic prince.

    PubMed

    McGregor, Maurice

    2002-12-01

    The author presents advice to deans and chairs of academia by imagining what Machiavelli might recommend were he to write a modern version of The Prince for academics. "Machiavelli" cautions that since modern academic "princes" have little power (except, perhaps, over teaching and laboratory space), the success of their rule depends upon respect. Regarding the choice of an academic prince, find someone who can be a good role model, set standards, and reward academic excellence, and who will, above all, be respected. Avoid choosing a prince who is a nice, nonthreatening candidate with "good human relations" and "good executive skills." Choose candidates who are already successful and fulfilled and who will see the new post not as a promotion or a balm for their insecurity, but as an intrusion into their academic lives. Fill empty positions as quickly as possible-better a weak prince than no prince at all. Seek short terms for princes, both because respected academics will want to return to their normal lives as soon as possible, and because with short mandates, greater chances can be taken with young, unproved, but promising candidates. At the same time, the appointment of aging administrators who have lost their academic skills is to be avoided. Above all, respect the throne-i.e., the position of chair or dean-even if the person holding the position may not deserve the respect, since when the prince retires with honor, the position becomes more attractive to future good candidates.

  13. [Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

    PubMed

    Lee, Soon Ok; Lee, Sang Yeoup; Baek, Sunyong; Woo, Jae Seok; Im, Sun Ju; Yune, So Jung; Lee, Sun Hee; Kam, Beesung

    2015-06-01

    We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

  14. Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

    PubMed Central

    Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

    2013-01-01

    This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance. PMID:24505554

  15. Succession Planning and Knowledge Transfer in Higher Education

    ERIC Educational Resources Information Center

    Grossman, Connie S.

    2014-01-01

    A leadership gap is occurring as the result of Baby Boomer retirements coupled with the lack of academic succession planning. Transferring organizational knowledge from leadership to successors is a challenging task during leadership change. Succession planning processes are designed for present and future organizational needs by facilitating…

  16. Measuring the Success of an Academic Development Programme: A Statistical Analysis

    ERIC Educational Resources Information Center

    Smith, L. C.

    2009-01-01

    This study uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data…

  17. A successful academic collaborative to increase nurse faculty in New Jersey.

    PubMed

    Louie, Kem; Campbell, Minnie; Donaghy, Claire P; Rice, Leslie; Sabatini, Michelle

    2011-01-01

    The purpose of this article was to describe a successful academic collaboration of 4 New Jersey state colleges and universities. The aim of the collaborative is to prepare and graduate students in a dual role as advanced clinical/practice nurses and nurse faculty within an innovative master of nursing educational program. This effort was funded by a 4-year grant from the Robert Wood Johnson Foundation NJ Nursing Initiative and the New Jersey Chamber of Commerce. The New Jersey Nursing Education Collaborative (NJNEC) is discussed using E. O'Neil and P. Krauel's (2004) factors for an effective collaborative. The four factors for an effective partnership include a coherent institutional strategy, partners that bring value and assets to the collaborative, mutually beneficial goals, and accountability to each other. The NJNEC is composed of four independent state colleges and universities with separate governing structures and student characteristics. The four schools are located in different geographical locations in the state. Several challenging issues in preparation of faculty and maintaining a collaborative will be presented for future consideration. Copyright © 2011 Elsevier Inc. All rights reserved.

  18. Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children

    ERIC Educational Resources Information Center

    Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

    2006-01-01

    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

  19. U-Pace: Facilitating Academic Success for All Students

    ERIC Educational Resources Information Center

    Reddy, Diane M.; Fleming, Raymond; Pedrick, Laura E.; Ports, Katie A.; Barnack-Tavlaris, Jessica L.; Helion, Alicia M.; Swain, Rodney A.

    2011-01-01

    Because the transition to a knowledge-based economy requires an educated workforce, colleges and universities have made retention of students--particularly those who are academically underprepared--an institutional priority. College completion leads to economic and social advancement for students and is also critical to the nation's economic and…

  20. Young Carers' Educational Experiences and Support: A Roadmap for the Development of School Policies to Foster Their Academic Success

    ERIC Educational Resources Information Center

    Lakman, Yana; Chalmers, Heather; Sexton, Cayleigh

    2017-01-01

    Young Carers (YCs) provide care for ill, disabled, or addicted family member(s) and may experience risk to their educational success. This study examined 145 YCs in Southern Ontario, aged 8-18, using surveys and found that many YCs considered school important and were doing well academically whereas some YCs' education was negatively impacted.…

  1. School Emphasis on Academic Success: Exploring Changes in Science Performance in Norway between 2007 and 2011 Employing Two-Level SEM

    ERIC Educational Resources Information Center

    Nilsen, Trude; Gustafsson, Jan-Eric

    2014-01-01

    We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…

  2. Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students

    ERIC Educational Resources Information Center

    Çetinkaya, Seher

    2017-01-01

    In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic…

  3. I Know Who I Am, Do You?: Identity and Academic Achievement of Successful African American Male Adolescents in an Urban Pilot High School in the United States

    ERIC Educational Resources Information Center

    Wright, Brian L.

    2011-01-01

    This study explores racial-ethnic identity and academic achievement of five young African American men in 11th and 12th grade in an urban pilot high school. Data gathered through individual and group interviews and a questionnaire were analyzed to understand how academically successful African American male adolescents interpret their social and…

  4. Predictors of academic success for Māori, Pacific and non-Māori non-Pacific students in health professional education: a quantitative analysis.

    PubMed

    Wikaire, Erena; Curtis, Elana; Cormack, Donna; Jiang, Yannan; McMillan, Louise; Loto, Rob; Reid, Papaarangi

    2017-05-01

    Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Māori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Māori, 257 Pacific, 2279, non-Māori non-Pacific (nMnP)]. The predictive effect of admission variables: school decile; attending school in Auckland; type of admission; bridging programme; and first-year bachelor results on academic outcomes: year 2-4 grade point average (GPA); graduating; graduating in the minimum time; and optimal completion for the three ethnic groupings and the full cohort was explored using multiple regression analyses. After adjusting for admission variables, for every point increase in first year bachelor GPA: year 2-4 GPA increased by an average of 0.46 points for Māori (p = 0.0002, 95% CI 0.22, 0.69), 0.70 points for Pacific (p < 0.0001, CI 0.52, 0.87), and 0.55 points for nMnP (p < 0.0001, CI 0.51, 0.58) students. For the total cohort, ethnic grouping was consistently the most significant predictor of academic outcomes. This study demonstrated clear differences in academic outcomes between both Māori and Pacific students when compared to nMnP students. Some (but not all) of the disparities between ethnic groupings could be explained by controlling for admission variables.

  5. Student Enrollment in a Supplement Course for Anatomy and Physiology Results in Improved Retention and Success

    ERIC Educational Resources Information Center

    Hopper, Mari

    2011-01-01

    Anatomy and Physiology I (A&P 1) has one of the highest failure and withdrawal rates on campus. To increase academic success, a course to supplement A&P 1 (Supplement) was developed and taught by anatomy and physiology faculty. Primary goals for the Supplement included (1) early identification of students at risk for failing or withdrawal;…

  6. 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.

  7. Personality, Self-Regulated Learning, and Academic Entitlement

    ERIC Educational Resources Information Center

    McLellan, Chelsea K.; Jackson, Dennis L.

    2017-01-01

    The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

  8. An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

    ERIC Educational Resources Information Center

    Akça, Figen

    2013-01-01

    The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

  9. The Economic Benefits of Academic and Career Preparation. Issues in College Success

    ERIC Educational Resources Information Center

    ACT, Inc., 2008

    2008-01-01

    Students should start career planning as early as middle school by learning about their interests and their academic strengths and weaknesses as they begin to consider postsecondary and career options. This issue brief presents the results of a study that provides a financial rationale in finding that those students who engage in such long-term…

  10. HESI admission assessment (A(2)) examination scores, program progression, and NCLEX-RN success in baccalaureate nursing: an exploratory study of dependable academic indicators of success.

    PubMed

    Hinderer, Katherine A; DiBartolo, Mary C; Walsh, Catherine M

    2014-01-01

    In an effort to meet the demand for well-educated, high-quality nurses, schools of nursing seek to admit those candidates most likely to have both timely progression and first-time success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Finding the right combination of academic indicators, which are most predictive of success, continues to be an ongoing challenge for entry-level baccalaureate nursing programs across the United States. This pilot study explored the relationship of a standardized admission examination, the Health Education Systems, Inc. (HESI) Admission Assessment (A(2)) Examination to preadmission grade point average (GPA), science GPA, and nursing GPA using a retrospective descriptive design. In addition, the predictive ability of the A(2) Examination, preadmission GPA, and science GPA related to timely progression and NCLEX-RN success were explored. In a sample of 89 students, no relationship was found between the A(2) Examination and preadmission GPA or science GPA. The A(2) Examination was correlated with nursing GPA and NCLEX-RN success but not with timely progression. Further studies are needed to explore the utility and predictive ability of standardized examinations such as the A(2) Examination and the contribution of such examinations to evidence-based admission decision making. Copyright © 2014 Elsevier Inc. All rights reserved.

  11. Transcatheter vessel occlusion: angiographic results versus clinical success

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

    Feldman, L.; Greenfield, A.J.; Waltman, A.C.

    1983-04-01

    A review was made of 219 transcatheter vessel occlusion procedures performed over a ten-year period for control of hemorrhage, tumor palliation, or blood supply redistribution prior to intra-arterial chemotherapy. Complete angiographic success was obtained in 85% of the procedures, with partial success in 8%; complete clinical success was achieved in 53% of patients, with partial success in 23%. the most satisfactory clinical results were obtained with hemorrhagic gastritis and pelvic trauma. Embolizations for duodenal ulcer hemorrhage and transhepatic variceal occlusion were the least clinically successful, although isobutyl-cyanoacrylate appeared to be a significant improvement in angiographic therapy for duodenal ulcer. Themore » overall complication rate was 13%, with one third of the complications clinically silent. These results indicate that transcatheter vessel occlusion is a relatively safe and effective method for control of hemorrhage or tumor infarction.« less

  12. The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person-Environment Fit Theory

    ERIC Educational Resources Information Center

    Bohndick, Carla; Rosman, Tom; Kohlmeyer, Susanne; Buhl, Heike M.

    2018-01-01

    In this study, we draw on person-environment fit theory to analyze whether academic success is best explained by individual abilities subjectively "exceeding" situational demands or by abilities "matching" the demands. Moreover, we disentangled effects of perceived abilities and subjective person-environment (P-E) fit on…

  13. Fostering Academic Vocabulary Use in Writing

    ERIC Educational Resources Information Center

    Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

    2015-01-01

    Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

  14. Integrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students.

    PubMed

    Milne, T; Creedy, D K; West, R

    2016-01-01

    Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Māori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined. Copyright © 2015 Elsevier Ltd. All rights reserved.

  15. Parent and Child Fluency in a Common Language: Implications for the Parent–Child Relationship and Later Academic Success in Mexican American Families

    PubMed Central

    Schofield, Thomas; Beaumont, Kelly; Widaman, Keith; Jochem, Rachel; Robins, Richard; Conger, Rand

    2013-01-01

    The current study tested elements of the theoretical model of Portes and Rumbaut (1996), which proposes that parent–child differences in English fluency in immigrant families affect various family processes that, in turn, relate to changes in academic success. The current study of 674 Mexican- origin families provided support for the model in that parent–child fluency in a common language was associated with several dimensions of the parent–child relationship, including communication, role reversal, and conflict. In turn, these family processes predicted child academic performance, school problems, and academic aspirations and expectations. The current findings extend the Portes and Rumbaut (1996) model, however, inasmuch as joint fluency in either English or Spanish was associated with better parent–child relationships. The findings have implications for educational and human service issues involving Mexican Americans and other immigrant groups. PMID:23244454

  16. An Analysis of Current and Former Residential Student Academic Success at a Hispanic Serving Institution on the United States-Mexico Border

    ERIC Educational Resources Information Center

    Moreno, Rueben

    2014-01-01

    The purpose of this research was to examine academic success and engagement among current and former residential students living at the University of Texas at El Paso's student housing facilities. UTEP is a distinctive institution of higher education because it serves a large number of first generation and minority students. The majority of the…

  17. 'Luck, chance, and happenstance? Perceptions of success and failure amongst fixed-term academic staff in UK higher education'.

    PubMed

    Loveday, Vik

    2017-09-07

    What does it mean to attribute success to 'luck', but failure to personal deficiency? In 2015/16, more than 34 per cent of academic employees in UK higher education institutions were employed on temporary contracts, and the sector itself has undergone a substantial transformation in recent years in terms of expansion, measurement, and marketization. Based on two waves of interviews conducted with fixed-term academic employees at different career stages, the article explores the narrativization of success and failure amongst staff working at the 'sharp end' of the so-called neoliberal academy. Arguing that precarious employment situations precipitate the feeling of being 'out of control', the majority of the participants' narratives were characterized by a distinct lack of agency. The paper explores the recourse to notions of chance and the consolidation of 'luck' as an explanatory factor in accounting for why good things happen; however, in tandem with this inclination is the tendency to individualize failure when expectations have been thwarted. While accounts of fixed-term work are suffused with notions of chance and fortune, 'luck' remains an under-researched concept within sociology. The article thus concludes by considering what the analysis of 'luck' might offer for a fuller, politicized understanding of processes at work in the contemporary academy. © London School of Economics and Political Science 2017.

  18. I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

    NASA Astrophysics Data System (ADS)

    Billings, Elsa S.; Mathison, Carla

    2012-08-01

    This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.

  19. Height as a Measure of Success in Academe.

    ERIC Educational Resources Information Center

    Hensley, Wayne E.

    This paper presents the results of two studies at a large mid-Atlantic university that examined the height/success paradigm within the context of the university settings. Specifically, are the trends observed among taller persons in police and sales work equally valid for university professors? A random sample of faculty (N=90), revealed that…

  20. PATTERN PREDICTION OF ACADEMIC SUCCESS.

    ERIC Educational Resources Information Center

    LUNNEBORG, CLIFFORD E.; LUNNEBORG, PATRICIA W.

    A TECHNIQUE OF PATTERN ANALYSIS WHICH EMPHASIZES THE DEVELOPMENT OF MORE EFFECTIVE WAYS OF SCORING A GIVEN SET OF VARIABLES WAS FORMULATED. TO THE ORIGINAL VARIABLES WERE SUCCESSIVELY ADDED TWO, THREE, AND FOUR VARIABLE PATTERNS AND THE INCREASE IN PREDICTIVE EFFICIENCY ASSESSED. RANDOMLY SELECTED HIGH SCHOOL SENIORS WHO HAD PARTICIPATED IN THE…

  1. Paths of Academic Resilience: The Educational Stories of First-Generation, Low-Income Students and The Processes That Led to Their Experiences of Success in The First Year of College

    ERIC Educational Resources Information Center

    Davidson, Jenica Van Tassell

    2016-01-01

    The purpose of this narrative study is to understand the educational experiences of academically resilient, first-generation students from low-income backgrounds who demonstrate first-year success in college. Through a framework based on academic resilience, this study aims to provide a strengths-based exploration of the contributing factors that…

  2. The Role of Nonacademic Factors in College Readiness and Success. Issues in College Success

    ERIC Educational Resources Information Center

    ACT, Inc., 2007

    2007-01-01

    By definition, success in college means fulfilling academic requirements, but nonacademic factors also matter, since they can influence student performance and persistence in college. Nonacademic factors includes: (1) individual psychosocial factors, such as motivation (e.g., academic self-discipline, commitment to school) and self-regulation…

  3. Psychological factors determining success in a medical career: a 10-year longitudinal study.

    PubMed

    Tartas, Malgorzata; Walkiewicz, Maciej; Majkowicz, Mikolaj; Budzinski, Waldemar

    2011-01-01

    Systemic review of predictors of success in medical career is an important tool to recognize the indicators of proper training. To determine psychological factors that predict success in a medical career. The success is defined as professional competence, satisfaction with medicine as a career, occupational stress and burnout and quality of life (QOF). Part I (1999-2005), medical students were examined each subsequent year, beginning with admission. Assessment included academic achievement (high school final examination results, entrance exam results, academic results during medical school) and psychological characteristics (sense of coherence (SOC), depression, anxiety, coping styles, value system and need for social approval). Part II (2008-2009), the same participants completed an Internet survey 4 years after graduation. Results of the postgraduate medical exam were taken under consideration. Academic achievement predicts only professional competence. Coping styles are significant indicators of satisfaction with medicine as a career. SOC, while assessed with anxiety and depression during studies, enabled us to recognize future QOF of medical graduates. Professional stress is not predictable to such an extent as other success indicators. There are significant psychological qualities useful to draw the outline of the future job and life performance of medical graduates.

  4. The Investigation of the Epistemological Beliefs of University Students According to Gender, Grade, Fields of Study, Academic Success and Their Learning Styles

    ERIC Educational Resources Information Center

    Tumkaya, Songul

    2012-01-01

    The aim of this study is to investigate the epistemological beliefs of university students according to their genders, classes, fields of Study, academic success and learning styles. This study was carried out with 246 females and 242 males, in total 488 university students. The data was collected through Epistemological Beliefs Questionnaire…

  5. Administrative skills for academic physicians.

    PubMed

    Aluise, J J; Scmitz, C C; Bland, C J; McArtor, R E

    1989-01-01

    To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education now exists that addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies and references provide the academic physician with guidelines for expanding their professional expertise to include organizational and management skills. The continuing success of the academic medical center as a responsive health care system may depend upon the degree to which academic physicians gain sophistication in self-management and organizational administration.

  6. 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.

  7. Voices of Resilience: Successful Jamaican Women Educators

    ERIC Educational Resources Information Center

    Dole, Sharon

    2014-01-01

    Through the use of the framework of risk and resilience in a narrative inquiry, the present study examined the protective factors affecting the academic success of 24 Jamaican women in a graduate cohort in educational administration. All but two of the women rose from poverty to become academically successful, defined as having achieved graduate…

  8. Future so bright? Delay discounting and consideration of future consequences predict academic performance among college drinkers.

    PubMed

    Acuff, Samuel F; Soltis, Kathryn E; Dennhardt, Ashley A; Borsari, Brian; Martens, Matthew P; Murphy, James G

    2017-10-01

    College student drinking is a major public health concern and can result in a range of negative consequences, from acute health risks to decreased academic performance and drop out. Harm reduction interventions have been developed to reduce problems associated with drinking but there is a need to identify specific risk/protective factors related to academic performance among college drinkers. Behavioral economics suggests that chronic alcohol misuse reflects a dysregulated behavioral process or reinforcer pathology-alcohol is overvalued and the value of prosocial rewards are sharply discounted due, in part, to their delay. This study examined delay discounting, consideration of future consequences (CFC) and protective behavioral strategies (PBS) as predictors of academic success (grade point average; GPA) and engagement (time devoted to academic activities) among 393 college drinkers (61% female). In multivariate models, PBS were associated with greater academic engagement, but were not with academic success. Lower discounting of delayed rewards and greater CFC were associated with both academic success and engagement among drinkers. Previous research suggests that future time orientation is malleable, and the current results provide support for efforts to enhance future time orientation as part of alcohol harm-reduction approaches. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. Does the academic performance of psychiatrists influence success in the NHS Clinical Excellence Award Scheme?

    PubMed Central

    Mitchell, Alex J; Crowfoot, Daniel; Leaver, James; Hughes, Samantha

    2011-01-01

    Objectives Given the uncertainty about factors that influence receipt of Clinical Excellence Awards (CEA) and recent availability of advanced research metrics, we examined the factors that predict CEA success using a convenience sample of English psychiatrists. Design Observational study examining region, subspecialty, H-index, M-index, number of publications, years since registration and years in specialty. Setting ACCEA Nominal Roll, cross-referenced with data from the GMC's list of registered medical practitioners and Thompson's Web of Science database. Participants A total of 494 psychiatrists including 245 with national levels awards and a random sample with local level awards. Main outcome measures Receipt of local or national CEA awards in 2008 and 2009. Results Of those with national awards, 126 had university contracts and 119 NHS contracts. Across all staff, years since qualification in medicine and H-index were the dominant influences. For local awards we found that years worked in the specialty was the main predictor of a CEA award with a smaller contribution from H-index. For national awards to university staff (academics) years on the medical register and publication rate were significant predictors. For national awards to NHS staff (non-academics) H-index and total cites were predictive, but these were themselves related to age. Conclusions Progression in CEAs among psychiatrists is strongly influenced by age (years spent in specialty and years on the medical register) with an additional contribution from research productivity. Currently, research impact is crudely assessed in the CEA process. We suggest that CEA committees formally assess the impact of NHS-related research using standardized research metrics which are openly available. We also suggest that supporting organizations and local trusts adhere to the rules mandated by the ACCEA. PMID:21541089

  10. MHEC Academic Scheduling Software Survey Results.

    ERIC Educational Resources Information Center

    Midwestern Higher Education Commission Academic Software Committee Research Bulletin, 1995

    1995-01-01

    This bulletin summarizes the chief quantitative findings of a survey of 264 small and medium sized colleges and universities in the midwest concerning their use of and interest in academic scheduling software. This type of software assists in planning course offerings, assigning instructors and course functions to facilities and time slots, and…

  11. Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2014-01-01

    Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

  12. Ordinary Level as Results Predictors of Students' Academic Performance in Chemistry in Nigerian Universities

    ERIC Educational Resources Information Center

    Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.

    2011-01-01

    This paper examined ordinary level result as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also examined the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…

  13. Academic Primer Series: Five Key Papers Fostering Educational Scholarship in Junior Academic Faculty

    PubMed Central

    Chan, Teresa M.; Gottlieb, Michael; Fant, Abra L.; Messman, Anne; Robinson, Daniel W.; Cooney, Robert R.; Papanagnou, Dimitrios; Yarris, Lalena M.

    2016-01-01

    Introduction Scholarship is an essential part of academic success. Junior faculty members are often unfamiliar with the grounding literature that defines educational scholarship. In this article, the authors aim to summarize five key papers which outline education scholarship in the setting of academic contributions for emerging clinician educators. Methods The authors conducted a consensus-building process to generate a list of key papers that describe the importance and significance of academic scholarship, informed by social media sources. They then used a three-round voting methodology, akin to a Delphi study, to determine the most useful papers. Results A summary of the five most important papers on the topic of academic scholarship, as determined by this mixed group of junior faculty members and faculty developers, is presented in this paper. These authors subsequently wrote a summary of these five papers and discussed their relevance to both junior faculty members and faculty developers. Conclusion Five papers on education scholarship, deemed essential by the authors’ consensus process, are presented in this paper. These papers may help provide the foundational background to help junior faculty members gain a grasp of the academic scholarly environment. This list may also inform senior faculty and faculty developers on the needs of junior educators in the nascent stages of their careers. PMID:27625714

  14. Short-term, informal, and low-stakes scientific laboratory and field experiences improve STEM student retention and academic success

    NASA Astrophysics Data System (ADS)

    Hintz, C.; Pride, C. J.; Cox, T.

    2017-12-01

    Formal internship experiences strongly improve student success in the STEM fields. Classical programs like NSF's Research Experiences for Undergraduates are highly successful for traditional and non-traditional students. Moreover when early undergraduate and at-risk (e.g., low income, academically-challenged) students engage in these experiences, their career paths are re-enforced or changed, academic progress and retention improves, and they are encouraged to continue into graduate school. Students build connections to their course-based learning and experience the life of a working scientist. However, NSF formal experiences are relatively expensive to provide (>5000 per student per experience) and are available to fewer than 5% of geoscience majors each year. Although other funded formal internship opportunities exist, they are likely available to no more than 10% of total enrolled geoscience students. These high-quality programs cannot impact enough early undergraduate students to encourage their remaining in science and improve the current overall retention and graduation rates in the US. Savannah State University faculty successfully completed multiple grants funding low-stakes undergraduate field-science experiences. These short-term (semester to year), part-time (5-10h/week) experiences provide similar classroom-to-real-world science connections, offer students direct laboratory and field experiences, build skill sets, and provide a small source of revenue assisting financially-challenged students to stay on campus rather than seeking off-campus employment. For a much lower investment in time and grant resources (500-1500 per student per experience), participant graduation rates exceeded 80%, well above the university 27-34% graduation rate during the same time period. Relatively small infusions of research dollars targeting undergraduate experiences in the field and laboratory could significantly impact long-term student outcomes in STEM disciplines. These

  15. The Impact of NCAA Reclassification on Academic Success Rates

    ERIC Educational Resources Information Center

    Chandler, Jason I.

    2014-01-01

    Higher education institutions choose to invest in upward reclassification for their athletics program with anticipation of generating increased revenue and exposure for their school; however, this could have a detrimental effect on their student-athletes' academic progress. This study examined the relationship between four classifications of…

  16. Black Students' School Success: Coping with the "Burden of 'Acting White.'"

    ERIC Educational Resources Information Center

    Fordham, Signithia

    Black adolescents have learned a well-defined fear of "acting white": a fear of excelling in academic arenas which traditionally have been defined as the prerogative of white Americans. The focus of this analysis is the resulting conflict experienced by academically successful and unsuccessful black students in one predominantly black high school…

  17. Cognitive Skills Training Improves Listening and Visual Memory for Academic and Career Success.

    ERIC Educational Resources Information Center

    Erland, Jan

    The Mem-ExSpan Accelerative Cognitive Training System (MESACTS) is described as a cognitive skills training program for schools, businesses, and industry. The program achieves extraordinary academic results in reading and mathematics with 1 semester of input 4 days a week for 30 minutes a day. Intensive versions of the program accelerate…

  18. The Odds of Success: Predicting Registered Health Information Administrator Exam Success

    PubMed Central

    Dolezel, Diane; McLeod, Alexander

    2017-01-01

    The purpose of this study was to craft a predictive model to examine the relationship between grades in specific academic courses, overall grade point average (GPA), on-campus versus online course delivery, and success in passing the Registered Health Information Administrator (RHIA) exam on the first attempt. Because student success in passing the exam on the first attempt is assessed as part of the accreditation process, this study is important to health information management (HIM) programs. Furthermore, passing the exam greatly expands the graduate's job possibilities because the demand for credentialed graduates far exceeds the supply of credentialed graduates. Binary logistic regression was utilized to explore the relationships between the predictor variables and success in passing the RHIA exam on the first attempt. Results indicate that the student's cumulative GPA, specific HIM course grades, and course delivery method were predictive of success. PMID:28566994

  19. Cognitive Factors in Academic Achievement.

    ERIC Educational Resources Information Center

    Cuasay, Peter

    1992-01-01

    This review explores the factors of cognitive processing, style, and metacognitive organization as they contribute to academic success. Specific discussions consider aspects of short- and long-term memory, including how these affect learning and academic performance, and the keys to attaining long-term memory capability by involving redundancy,…

  20. From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

    NASA Astrophysics Data System (ADS)

    Aldridge, Jacqueline Nouvelle

    The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

  1. Setting the Stage for Academic Success through Antecedent Intervention

    ERIC Educational Resources Information Center

    Kruger, Alicia M.; Strong, Whitney; Daly, Edward J., III; O'Connor, Maureen; Sommerhalder, Mackenzie S.; Holtz, Jill; Weis, Nicole; Kane, Elizabeth J.; Hoff, Natalie; Heifner, Allison

    2016-01-01

    Behavior-analytic academic intervention research has gained popularity among school psychologists because it offers a unique combination of robust principles of behavior and a degree of clarity and precision about functional relationships that is unparalleled in other learning paradigms. This article reviews the literature for a type of antecedent…

  2. Multilingual Faculty across Academic Disciplines: Language Difference in Scholarship

    ERIC Educational Resources Information Center

    Cavazos, Alyssa G.

    2015-01-01

    Due to the dominance of the English language in scholarship, multilingual academics often encounter challenges in achieving academic biliteracy and identifying successful language negotiation practices in academia. Through personal interviews with self-identified multilingual academics across academic disciplines, this paper explores how they…

  3. Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

    2012-01-01

    Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

  4. An Examination of the Relationship between Collegiate Student-Athlete's Leadership Role in the Athletic Setting and Their Academic Success

    ERIC Educational Resources Information Center

    Baumgarten, Darla K.

    2013-01-01

    Academic performance of collegiate student-athletes compared to non-athletes has been studied extensively. Results of these studies have been mixed in their findings of student-athletes academic performance in comparison to the nonstudent-athlete population. These conflicting results may be due to differences in level of competition or demographic…

  5. Computer Technology and Academic Skill Training for Improving Disabled Students' Academic Performance: Applications and Limitations.

    ERIC Educational Resources Information Center

    Severs, Mary K.

    The Educational Center for Disabled Students at the University of Nebraska-Lincoln is designed to improve the academic performance and attitudes toward success of disabled students through computer technology and academic skills training. Adaptive equipment interventions take into account keyboard access and screen and voice output. Non-adaptive…

  6. Balancing Managerial and Academic Values: Mid-Level Academic Management at a Private University in Malaysia

    ERIC Educational Resources Information Center

    Thian, Lok Boon; Alam, Gazi Mahabubul; Idris, Abdul Rahman

    2016-01-01

    Purpose: Representing both "central university administration" and academics, deans are increasingly being confronted with the competing managerial and academic values. Being able to manage the competing values is pivotal to the success of a dean. However, there is dearth of research studying this. Considering the for-profit private…

  7. Psychosocial Factors Predicting First-Year College Student Success

    ERIC Educational Resources Information Center

    Krumrei-Mancuso, Elizabeth J.; Newton, Fred B.; Kim, Eunhee; Wilcox, Dan

    2013-01-01

    This study made use of a model of college success that involves students achieving academic goals and life satisfaction. Hierarchical regressions examined the role of six psychosocial factors for college success among 579 first-year college students. Academic self-efficacy and organization and attention to study were predictive of first semester…

  8. Product line development: a strategy for clinical success in academic centers.

    PubMed

    Turnipseed, William D; Lund, Dennis P; Sollenberger, Donna

    2007-10-01

    Academic medical centers, which have traditionally been relatively inefficient, have increasing difficulty in meeting the missions of patient care, teaching, and research in a progressively competitive medical marketplace. One strategy for improved efficiency in patient care while keeping quality high is utilization of a product line matrix. This study addresses the outcome of utilizing a product line strategy consisting of 3 service lines during the past 5 years at the University of Wisconsin Hospital and Clinics (UWHC). Service lines in heart and vascular surgery, oncology, and pediatrics have been organized since 2001, and report directly to hospital leadership as a product line. Service line leadership consists of a combination of medical leaders plus representatives of hospital administration, and service lines are allowed direct access to resources for program development, marketing, and resource allocation. Measurements of patient numbers, market share, length of stay, net margin, and patient satisfaction have been gathered and compared with the preproduct line era. In the 3 service lines, UWHC has seen variable but steady growth in patient numbers, enhanced market share, positive net margins, and improved patient satisfaction during the period of measurement. During this same period, the insurance milieu has resulted in consistent downward pressure on reimbursement, which has been offset by improved patient care efficiency as measured by length of stay, enhanced preferred provider status, and gains in market share. Scorecard measures of quality are also being developed and show enhanced teaching and research opportunities for students and trainees as well as improved Press Ganey patient satisfaction scores. At UWHC, the development of a product line matrix consisting of 3 service lines has resulted in more patient care efficiency, enhanced patient satisfaction, improved margin for the hospital, and enlargement of teaching and research opportunities. The key

  9. Role of sex in academic dermatology: results from a national survey.

    PubMed

    Sadeghpour, Mona; Bernstein, Ira; Ko, Christine; Jacobe, Heidi

    2012-07-01

    To determine whether there is an association between sex and academic rank and track, leadership, productivity, income, and career satisfaction. National cross-sectional survey. Academic dermatologists across the United States. A total of 1263 full-time academic dermatologists. The association of sex with the following predictive variables: rank, promotion, academic productivity, leadership, salary, and career satisfaction. Of the 343 respondents (27.2% response rate), 259 were full-time academic dermatologists, of whom 159 (61.4%) were men. Men held more senior positions (P < .001) even after adjustment for age (P < .02) and number of years since completion of residency (P < .05). Men were also more likely to occupy investigative career tracks (26.5% vs 11.1%), whereas women predominantly occupied clinical educator tracks (81.5% vs 50.0%) (P = .03). There was no significant difference in the hours worked between men and women (P = .052), and after controlling for academic rank, there was no difference in number of publications (P = .06) or grants received (P = .19). Difference in yearly salary became insignificant when adjusted for rank and other variables ($20 000 decrement for women; P = .12). Although most men (90.3%) and women (82.8%) were satisfied with their career, women were 24.6% more likely than men to consider leaving academia (P < .001). Sex-based differences in academic dermatology, including career track, academic rank distribution, leadership, and career satisfaction, persist. Measures that enhance the subjective rewards (eg, influence, collegiality, and mentorship) of academics and increased family-friendly measures for early-career academicians are important to close these gaps.

  10. Recreation Center Participation and Its Relationship to Academic Success

    ERIC Educational Resources Information Center

    Knepp, Douglas S.

    2011-01-01

    Many colleges and universities are engaged in developing enrollment strategies in higher education that focus on student retention. Using concepts based on Astin's (1993) theory of involvement and Tinto's (1975) theory of social interaction, this study focused on how participation in recreation center activities is related to the academic success…

  11. The Effect of Learning Style on Academic Student Success

    ERIC Educational Resources Information Center

    Stackhouse, Omega N.

    2009-01-01

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study…

  12. The impact of self-concept and college involvement on the first-year success of medical students in China.

    PubMed

    Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan

    2015-03-01

    Students' first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students' first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students' pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students' college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student's ability to interact with his or her collegiate environment and to experience academic success.

  13. Student Perception of Emotional Intelligence on College Success

    ERIC Educational Resources Information Center

    Stowell, Michael S.

    2017-01-01

    Currently there is an emerging body of literature indicating a relationship between Emotional Intelligence (EI) and academic success in college (i.e., GPA). There is speculation as to how EI impacts college success, and there is a need to comprehend how EI impacts academic achievement from the students' perspective. The specific study problem…

  14. The Marketing Concept in an Academic Environment

    NASA Astrophysics Data System (ADS)

    Rešetová, Kvetoslava

    2013-01-01

    Universities, as subjects of the academic environment, are institutions with the priority of education and research. The task of the marketing concept in the academic field is to communicate with all important target groups to support a stronger position and their perception of the school. The aim of the intervention is to increase the prestige, improve awareness, support positive attitudes, and present successful results in all areas of activity. This means creation and protection of a positive image, which enables higher interest of all target groups and secures better awareness about it.

  15. Does private tutoring increase students' academic performance? Evidence from Turkey

    NASA Astrophysics Data System (ADS)

    Berberoğlu, Giray; Tansel, Aysit

    2014-10-01

    This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

  16. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  17. The Self Concept Change as a Tool for Developmental Academic Advising

    ERIC Educational Resources Information Center

    Ugur, Hasan

    2015-01-01

    The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students'…

  18. The physics of an academic career.

    PubMed

    Lindsey, Merry L; de Castro Brás, Lisandra E

    2017-12-01

    We adopted well-known physics equations to illustrate concepts for developing a successful academic career plan. Formulas for distance, force, momentum, and power are used to explain how to define goals and set a pace that maximizes success potential. Formulas for synergy, balance, and stress are used to highlight common obstacles encountered by both junior (untenured and early career) and established faculty and provide ways to circumvent or limit damage from setbacks. Combined, these formulas provide tips for thriving in an academic environment.

  19. A psychoecological model of academic performance among Hispanic adolescents.

    PubMed

    Chun, Heejung; Dickson, Ginger

    2011-12-01

    Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner's ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological model to inform educators and psychologists who seek to meet the needs of Hispanic students.

  20. Student Success Survey: Supporting Academic Success for At-Risk Nursing Students Through Early Intervention.

    PubMed

    McLain, Rhonda M; Fifolt, Matthew; Dawson, Martha A; Su, Wei; Milligan, Gary; Davis, Sandra; Hites, Lisle

    Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. This study assessed the construct validity of a self-assessment tool that can be used by faculty advisors to determine individual academic needs of students.

  1. The Role of Social Networks in the Adjustment and Academic Success of International Students: A Case Study of a University in the Southwest

    ERIC Educational Resources Information Center

    Kisang, Benjamin

    2010-01-01

    This study is a qualitative investigation of the role that social networks play in the adjustment and academic success of international students. With large numbers of international students enrolled on US campuses, it is important for practitioners to prepare, understand and address their dynamic needs. Based on social network, social capital and…

  2. Academic Linkage and Credentialing. Drug Program Report.

    ERIC Educational Resources Information Center

    Contee, Jerome A., Ed.

    This report describes several examples of successful academic linkages between state training offices and postsecondary institutions that result in enhanced professional development opportunities for drug abuse workers. The role of federal and state governments in drug abuse training is discussed along with several articles that are designed to…

  3. Third Graders' Performance Predictions: Calibration Deflections and Academic Success

    ERIC Educational Resources Information Center

    Ots, Aivar

    2013-01-01

    This study focuses on third grade pupils' (9 to 10 years old) ability to predict their performance in a given task and on the correspondence between the accuracy and adequacy of the predictions on the one hand, and the academic achievement on the other. The study involved 713 pupils from 29 Estonian schools. The pupils' performance predictions…

  4. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

    PubMed Central

    Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A.; Pina, Violeta; Puga, Jorge L.; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J.

    2018-01-01

    Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills. PMID:29375442

  5. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

    PubMed

    Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

    2017-01-01

    Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

  6. Perceptions of Engineering Students, Lecturers and Academic Development Practitioners about Academic Development Classes at a University of Technology

    ERIC Educational Resources Information Center

    Shange, Thembeka G. C.

    2015-01-01

    With the increase in student enrolments in higher education, which has resulted in changes to student profiles, academic development has become important in terms of students' success. This article is a report on a qualitative study that used in-depth interviews to investigate the perceptions of Engineering students and staff to academic…

  7. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    ERIC Educational Resources Information Center

    van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    2017-01-01

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

  8. Sex differences in academic advancement. Results of a national study of pediatricians.

    PubMed

    Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

    1996-10-24

    Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

  9. How to make an academic poster.

    PubMed

    Gundogan, Buket; Koshy, Kiron; Kurar, Langhit; Whitehurst, Katharine

    2016-11-01

    Academic posters are an excellent way to showcase your work at conferences and meetings. They can be used in poster presentations and serve as a summary of your project. In this how to article, we demonstrate how trainees can make and deliver a successful academic poster.

  10. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

    PubMed Central

    Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2010-01-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  11. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.

    PubMed

    Gordon, Derrick M; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2009-07-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed.

  12. What does it take to be a successful pediatric surgeon-scientist?

    PubMed

    Watson, Carey; King, Alice; Mitra, Shaheel; Shaaban, Aimen F; Goldstein, Allan M; Morowitz, Michael J; Warner, Brad W; Crombleholme, Timothy M; Keswani, Sundeep G

    2015-06-01

    The factors that contribute to success as a pediatric surgeon-scientist are not well defined. The purpose of this study is to define a group of NIH-funded pediatric surgeons, assess their academic productivity, and elucidate factors that have contributed to their success. Pediatric surgeons were queried in the NIH report database to determine NIH funding awarded. Academic productivity was then assessed. An online survey was then targeted to NIH-funded pediatric surgeons. Since 1988, 83 pediatric surgeon-investigators have received major NIH funding. Currently, there are 37 pediatric surgeons with 43 NIH-sponsored awards. The mean h-index of this group of pediatric surgeons was 18 ± 1.1, mean number of publications (since 2001) was 21 ± 2.1, and both increase commensurate with academic rank. In response to the survey, 81% engaged in research during their surgical residency, and 48% were mentored by a pediatric surgeon-scientist. More than 60% of respondents had significant protected time and financial support. Factors felt to be most significant for academic success included mentorship, perseverance, and protected time. Mentorship, perseverance, institutional commitment to protected research time, and financial support are considered to be important to facilitate the successes of pediatric surgeon-scientists. These results will be useful to aspiring pediatric surgeon-scientists and departments wishing to develop a robust research program. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement

    PubMed Central

    Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

    2010-01-01

    Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments PMID:20221417

  14. Adolescent Same-Sex Attraction and Academic Outcomes: The Role of School Attachment and Engagement.

    PubMed

    Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey

    2007-11-01

    Schools create environments in which some sexual feelings, behaviors, and relationships are stigmatized, and this may have negative consequences for adolescents with nonheterosexual romantic attractions. This stigma can lead them to withdraw and disengage from school at a critical time of preparation for adulthood, which can compromise opportunities for future success. Previous research has demonstrated that sexual minority youth report greater levels of school-related problems, including a weaker sense of attachment to school and more trouble with teachers and peers. This lack of social integration is likely to affect their educational success. Data from the National Longitudinal Study of Adolescent Health and the newly collected Adolescent Health and Academic Achievement study provide the first opportunity to fully explore whether and to what extent same-sex attracted youth enter adulthood with an educational disadvantage. In this study, we examine (1) whether same-sex attracted adolescents have lower levels of academic success, (2) if their lower academic success is explained by a lack of social integration at school, and (3) whether these relationships differ for boys and girls. Results suggest that same-sex attracted students, particularly boys, do suffer academically, and that this is in part a result of school-related problems and risk factors such as emotional distress and substance use; however, a great deal of the disadvantage fails to be explained by these factors. Additionally, while same-sex attracted boys show poorer academic performance, same-sex attracted girls do not, suggesting that gender may shape how sexual minority youth experience and respond to marginalizing school environments.

  15. The Role of Assessment Feedback in Developing Academic Buoyancy

    ERIC Educational Resources Information Center

    ahmed Shafi, Adeela; Hatley, Jenny; Middleton, Tristan; Millican, Richard; Templeton, Sian

    2018-01-01

    This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students' learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment…

  16. The Student Success Coach

    ERIC Educational Resources Information Center

    Neuhauser, Claudia; Weber, Kendra

    2011-01-01

    An innovative position, a Student Success Coach, was created in response to a newly developed undergraduate-degree program on the recently established University of Minnesota Rochester campus. Student Success Coaches serve as the link between the academic and student affairs sides of the campus. They interact closely with students and faculty to…

  17. The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties.

    PubMed

    Chevalier, Thérèse M; Parrila, Rauno; Ritchie, Krista C; Deacon, S Hélène

    2017-01-01

    We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed. © Hammill Institute on Disabilities 2015.

  18. Predictors of White and Minority Student Success at a Private Women's College

    ERIC Educational Resources Information Center

    Kirby, Elizabeth; White, Samantha; Aruguete, Mara

    2007-01-01

    This study examines predictors of academic success in a private women's college. We investigated academic factors (e.g., high school grade point average, standardized test scores) and socioeconomic status (e.g., parents' occupation, need for financial aid) as possible predictors of academic success among White and non-White students. Data was…

  19. Challenges of using Hospital Information Systems by nurses: comparing academic and non-academic hospitals.

    PubMed

    Ahmadian, Leila; Dorosti, Nafise; Khajouei, Reza; Gohari, Sadrieh Hajesmaeel

    2017-06-01

    Hospital Information Systems (HIS) are used for easy access to information, improvement of documentation and reducing errors. Nonetheless, using these systems is faced with some barriers and obstacles. This study identifies the challenges and the obstacles of using these systems in the academic and non-academic hospitals in Kerman. This is a cross-sectional study which was carried out in 2015. The statistical population in this study consisted of the nurses who had been working in the academic and non-academic hospitals in Kerman. A questionnaire consisting of two sections was used. The first section consisted of the demographic information of the participants and the second section comprised 34 questions about the challenges of HIS use. Data were analyzed by the descriptive and statistical analysis (t-test, and ANOVA) using SPSS 19 software. The most common and important challenges in the academic hospitals were about human environment factors, particularly "negative attitude of society toward using HIS". In the non-academic hospitals, the most common and important challenges were related to human factors, and among them, "no incentive to use system" was the main factor. The results of the t-test method revealed that there was a significant relationship between gender and the mean score of challenges related to the organizational environment category in the academic hospitals and between familiarity with HIS and mean score of human environment factors (p<0.05). The results of the ANOVA test also revealed that the educational degree and work experience in the healthcare environment (years) in the academic hospitals have a significant relationship with the mean score related to the hardware challenges, as well, experience with HIS has a significant relationship, with the mean score related to the human challenges (p<0.05). The most important challenges in using the information systems are the factors related to the human environment and the human factors. The

  20. School-age adopted Chinese girls' behavioral adjustment, academic performance, and social skills: longitudinal results.

    PubMed

    Tan, Tony Xing

    2009-04-01

    Longitudinal data on 177 school-age adopted Chinese girls (Time 1: mean age = 8.92 years, SD = 1.76; Time 2: mean age = 11.18 years, SD = 1.79) were analyzed to determine their long-term outcomes in behavioral adjustment, academic performance (measured with the Child Behavior Checklist/6-18), and social skills (measured with the Social Skills Rating System) and how these outcomes were related to preadoption adversity. More than 90% of the girls were adopted at 24 months or younger (M = 19.25, SD = 21.67). Results revealed that over a 2-year period, there was a moderate to strong stability in the children's behavioral adjustment and academic performance. However, there was a significant increase in the number of children with deviant internalizing problems. At both times, higher degrees of preadoption adversity were related to more internalizing problems and poorer academic performance. Children who were adopted at older ages had poorer academic performance. Children who were older had a lower level of assertion and a higher level of responsibility. Children's attention problems at Time 1 mediated the effect of preadoption adversity on academic performance at Time 2. (c) 2009 APA, all rights reserved.

  1. Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

    PubMed

    Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

    2018-01-01

    Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

  2. Test anxiety and cardiovascular responses to daily academic stressors.

    PubMed

    Conley, Kristen M; Lehman, Barbara J

    2012-02-01

    Routine academic events may cause stress and produce temporary elevations in blood pressure. Students who experience test anxiety may be especially prone to cardiovascular activation in response to academic stress. This study drew on self-reported stress and ambulatory blood pressure measurements provided by 99 undergraduate participants (30% men, mean age=21 years) who participated over 4 days. Posture, activity level, recent consumption and the previous same-day reading were considered as covariates in a series of hierarchical linear models. Results indicate elevations in systolic blood pressure at times of acute academic stressors; neither diastolic blood pressure nor heart rate was linked with academic stress. In addition, those participants higher in test anxiety exhibited especially pronounced elevations in systolic blood pressure during times of acute academic stress. This research suggests that everyday academic stressors are linked with temporary increases in blood pressure and that test anxiety may contribute to these elevations. Test anxiety has implications for future academic and job success, and cardiovascular responses to everyday stress may contribute to health problems later in life. Copyright © 2011 John Wiley & Sons, Ltd.

  3. Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement

    ERIC Educational Resources Information Center

    McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne

    2016-01-01

    Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…

  4. International Academic Success: Institutional Planning & Analysis

    ERIC Educational Resources Information Center

    Hamilton, Kristen; Kennedy, Matthew; Crespin-Mueller, Dorys

    2010-01-01

    This study was requested by the Senate International Affairs Committee. The research questions included: (1) What factors affect the cumulative GPA (CGPA) of International students at TRU?; (2) What factors affect the retention of International students at TRU?; and (3) Are Student Success Courses among the significant factors for GPA and…

  5. Personal Factors Predicting College Student Success

    ERIC Educational Resources Information Center

    Aydin, Gokcen

    2017-01-01

    Purpose: With the changing perspective in modern education systems, success means more than grades and includes emotional, social, cognitive, and academic development. The aim of this study was to investigate the role of personal factors (academic self-efficacy, organization and attention to study, time utilization, classroom communication, stress…

  6. Predictors of Academic Achievement and Retention among College Freshmen: A Longitudinal Study

    ERIC Educational Resources Information Center

    DeBerard, M. Scott; Spielmans, Glen I.; Julka, Deana L.

    2004-01-01

    The freshman year represents a stressful transition for college students. Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success. Other students are less able to successfully manage this transition and decide to leave higher education…

  7. Interactive Decision Support for Academic Advising

    ERIC Educational Resources Information Center

    Mohamed, Abdallah

    2016-01-01

    Purpose: This paper aims to support academic advising, which plays a crucial role in student success and retention. The paper focuses on one of the most challenging tasks involved in academic advising: individual course scheduling. This task includes not only careful planning for different courses over several semesters according to students'…

  8. Developmental Education: Resilience and Academic Success in Rural Appalachian Students

    ERIC Educational Resources Information Center

    Holbrook, Sandy

    2016-01-01

    The need for developmental education is ever present in higher education as more students annually enter college underprepared for entry level college coursework. Underpreparedness is a pervasive concern in higher education. Community colleges in particular are the primary means of shepherding developmental education. Academic underpreparedness is…

  9. Predicting Academic Success Using Admission Profiles

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Soen, Dan

    2015-01-01

    This study, conducted at a tertiary education institution in Israel, following two previous studies, was designed to deal again with a question that is a topic of debate in Israel and worldwide: Is there justification for the approach that considers restrictive university admission policies an efficient tool for predicting students' success at the…

  10. A Comparison of Perceptions of Barriers to Academic Success among High-Ability Students from High- and Low-Income Groups: Exposing Poverty of a Different Kind

    ERIC Educational Resources Information Center

    Cross, Jennifer Riedl; Frazier, Andrea Dawn; Kim, Mihyeon; Cross, Tracy L.

    2018-01-01

    In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: "Constraining Environments, Integration versus Isolation," and…

  11. Succession Planning for Library Instruction

    ERIC Educational Resources Information Center

    Sobel, Karen; Drewry, Josiah

    2015-01-01

    Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic…

  12. Factors contributing to academic achievement: a Bayesian structure equation modelling study

    NASA Astrophysics Data System (ADS)

    Payandeh Najafabadi, Amir T.; Omidi Najafabadi, Maryam; Farid-Rohani, Mohammad Reza

    2013-06-01

    In Iran, high school graduates enter university after taking a very difficult entrance exam called the Konkoor. Therefore, only the top-performing students are admitted by universities to continue their bachelor's education in statistics. Surprisingly, statistically, most of such students fall into the following categories: (1) do not succeed in their education despite their excellent performance on the Konkoor and in high school; (2) graduate with a grade point average (GPA) that is considerably lower than their high school GPA; (3) continue their master's education in majors other than statistics and (4) try to find jobs unrelated to statistics. This article employs the well-known and powerful statistical technique, the Bayesian structural equation modelling (SEM), to study the academic success of recent graduates who have studied statistics at Shahid Beheshti University in Iran. This research: (i) considered academic success as a latent variable, which was measured by GPA and other academic success (see below) of students in the target population; (ii) employed the Bayesian SEM, which works properly for small sample sizes and ordinal variables; (iii), which is taken from the literature, developed five main factors that affected academic success and (iv) considered several standard psychological tests and measured characteristics such as 'self-esteem' and 'anxiety'. We then study the impact of such factors on the academic success of the target population. Six factors that positively impact student academic success were identified in the following order of relative impact (from greatest to least): 'Teaching-Evaluation', 'Learner', 'Environment', 'Family', 'Curriculum' and 'Teaching Knowledge'. Particularly, influential variables within each factor have also been noted.

  13. The role biomedical science laboratories can play in improving science knowledge and promoting first-year nursing academic success

    NASA Astrophysics Data System (ADS)

    Arneson, Pam

    The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p

  14. Academic self-concept in high school: predictors and effects on adjustment in higher education.

    PubMed

    Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

    2011-12-01

    Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

  15. Self-reported extracurricular activity, academic success, and quality of life in UK medical students.

    PubMed

    Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P

    2015-09-19

    To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p < 0.0001), more hours academic study during term and revision periods (rho=-0.1, p < 0.01), and involvement in teaching or research. Increased hours of study was associated with lower QoL (rho = -0.13, p < 0.01). Study skills may be more important than duration spent studying, for academic achievement and QoL. Graduate-entry students attain higher decile scores despite similar self-reported duration of study.

  16. Emotional Intelligence as a Predictor for Success in Online Learning

    ERIC Educational Resources Information Center

    Berenson, Robin; Boyles, Gary; Weaver, Ann

    2008-01-01

    As students increasingly opt for online classes, it becomes more important for administrators to predict levels of potential academic success. This study examined the intrinsic factors of emotional intelligence (EI) and personality to determine the extent to which they predict grade point average (GPA), a measure of academic success, among…

  17. 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…

  18. Improving Student Academic Success through the Promotion of Listening Skills.

    ERIC Educational Resources Information Center

    Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

    This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

  19. Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

    ERIC Educational Resources Information Center

    Capri, Burhan

    2013-01-01

    The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

  20. 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…

  1. Success course intervention for students on academic probation in science majors: A longitudinal quantitative examination of the treatment effects on performance, persistence, and graduation

    NASA Astrophysics Data System (ADS)

    Marshall, Zachary L.

    2011-12-01

    With increasing external and internal pressure to increase retention and graduation rates in select colleges along with increasing numbers of college-going populations over time, student affairs professionals have responded with a variety of programs to support students' transition to college. This study sought to examine freshman students in science majors went on academic probation at the end of their first semester. If these students did not raise their GPAs quickly, they faced academic dismissal from the institution. Consequently, the institution would not be able to retain them, and ultimately, they would not graduate. Managerial professionals at the institution created, implemented, and evaluated an intervention in the form of a success course for these students to help get them back on track, retain them, and ultimately graduate from the institution. The literatures drawn upon for this study included retention theory, probationary student behaviors and attitudes, interventions, success courses, fear appeal theories, academic capitalism, and institutional isomorphism. The study employed tests including chi-square, logistic regressions, and differences-in-differences fixed effects regressions to identify the differences and effects on performance, persistence, and graduation rates of the treatment and comparison groups. The findings of this study showed significant differences between the persistence and graduation rates of the treatment and control groups, and regression effects showed a short-term causal effect on performance as well as significant likelihoods of persisting and graduating within four or five years. Recommendations for further improvements to interventions are discussed in the final chapter.

  2. [Predictors of success among first-year medical students at the University of Parakou].

    PubMed

    Adoukonou, Thierry; Tognon-Tchegnonsi, Francis; Mensah, Emile; Allodé, Alexandre; Adovoekpe, Jean-Marie; Gandaho, Prosper; Akpona, Simon

    2016-01-01

    Several factors including grades obtained in the Baccalaureate can influence academic performance of first year medical students. The aim of this study was to evaluate the relationship between results achieved by students taking Baccalaureate exam and student academic success during the first year of medical school. We conducted an analytical study that included the whole number of students regularly enrolled in their first year of medical school at the university of Parakou in the academic year 2010-2011. Data for the scores for each academic discipline and distinction obtained in the Baccalaureate were collected. Multivariate analysis using logistic regression and multiple linear regression made it possible to determine the best predictors of success and grade point average obtained by students at the end of the year. SPSS Statistics 17.0 was used to analyse data and a p value p < 0.05 was considered significant. Among the 414 students regularly enrolled, we could exploit the data on 407 students. They were aged 15-31 years; 262 (64.4%) were male. 98 were enrolled with a success rate of 23.7%. Concerning men, the scores obtained in mathematics, in physical sciences, the grade point average obtained in the Baccalaureate and honors obtained in the Baccalaureate were associated with their success at the end of the year, but in multivariate analysis only a score in physical sciences > 15/20 was associated with success (OR: 2,8 [1,32-6,00]). Concerning the general average grade obtained at the end of the year, only an honor obtained in the Baccalaureate was associated (standard error of the correlation coefficient: 0,130 Beta =0,370 and p=0,00001). The best predictors of student academic success during the first year were a good grade point average in physical sciences during the Baccalaureate and an honor obtained in the Baccalaureate The inclusion of these elements in the enrollement of first-year students could improve academic performance.

  3. Trialing a contextual approach to academic honesty.

    PubMed

    Coffey, Sue; Anyinam, Charles

    2012-01-01

    Concerns about academic honesty in higher education are widespread. To address this issue, faculty took part in a 3-year trial of a highly successful approach to academic honesty. Guiding this approach were an appreciation of student context, faculty orientation to student engagement, and available antiplagiarism technology.

  4. The reproducibility issue and preclinical academic drug discovery: educational and institutional initiatives fostering translation success.

    PubMed

    Janero, David R

    2016-09-01

    Drug discovery depends critically upon published results from the academy. The reproducibility of preclinical research findings reported by academia in the peer-reviewed literature has been called into question, seriously jeopardizing the value of academic science for inventing therapeutics. The corrosive effects of the reproducibility issue on drug discovery are considered. Purported correctives imposed upon academia from the outside deal mainly with expunging fraudulent literature and imposing punitive sanctions on the responsible authors. The salutary influence of such post facto actions on the reproducibility of discovery-relevant preclinical research data from academia appears limited. Rather, intentional doctoral-scientist education focused on data replicability and translationally-meaningful science and active participation of university entities charged with research innovation and asset commercialization toward ensuring data quality are advocated as key academic initiatives for addressing the reproducibility issue. A mindset shift on the part of both senior university faculty and the academy to take responsibility for the data reproducibility crisis and commit proactively to positive educational, incentivization, and risk- and reward-sharing practices will be fundamental for improving the value of published preclinical academic research to drug discovery.

  5. 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…

  6. Gender Differences in Publication Productivity among Academic Urologists in the United States

    PubMed Central

    Mayer, Erik N.; Lenherr, Sara M.; Hanson, Heidi A.; Jessop, Terry C.; Lowrance, William T.

    2017-01-01

    Objective To describe the publication productivity of academic urologists in the United States by gender. Materials and Methods Gender inequality is prevalent in most surgical subspecialties, including urology. Despite small numbers of women in academic positions, differences in scholarly impact by gender are relatively unknown. We assembled a list of 1922 academic urologists (1686 male (87.7%), 236 female (12.3%)) at 124 academic institutions throughout the United States as of February 2016. Scopus and Google Scholar were queried for bibliometric data on each individual, including h-index and m-quotient. We analyzed these metrics for both genders by educational background, subspecialty, NIH funding, and academic rank. Results Men had higher median h-indices than women overall (p<0.05), and by successive academic ranks (p<0.05). Proportionally fewer women attained senior academic ranking (professor/chair), (p<0.05). There was no difference in research productivity by successive rank after controlling for career duration (m-quotient). Women were more likely to choose a practice that specialized in pediatric urology or female urology/pelvic reconstructive surgery than their male counterparts (p<0.05). Conclusions and Relevance Women represent a growing proportion of academic urology faculty, but despite the recent increase in number entering the field, relatively few women occupy senior leadership positions. Improving psychosocial barriers to advancement such as lack of mentorship or discriminatory policies may help pioneering female urologists as they progress in their careers. PMID:28232174

  7. Are Quantitative Measures of Academic Productivity Correlated with Academic Rank in Plastic Surgery? A National Study.

    PubMed

    Susarla, Srinivas M; Lopez, Joseph; Swanson, Edward W; Miller, Devin; O'Brien-Coon, Devin; Zins, James E; Serletti, Joseph M; Yaremchuk, Michael J; Manson, Paul N; Gordon, Chad R

    2015-09-01

    The purpose of this study was to investigate the correlation between quantitative measures of academic productivity and academic rank among full-time academic plastic surgeons. Bibliometric indices were computed for all full-time academic plastic surgeons in the United States. The primary study variable was academic rank. Bibliometric predictors included the Hirsch index, I-10 index, number of publications, number of citations, and highest number of citations for a single publication. Descriptive, bivariate, and correlation analyses were computed. Multiple comparisons testing was used to calculate adjusted associations for subgroups. For all analyses, a value of p < 0.05 was considered significant. The cohort consisted of 607 plastic surgeons across 91 Accreditation Council for Graduate Medical Education-approved programs. Of them, 4.1 percent were instructors/lecturers, 43.7 percent were assistant professors, 22.1 percent were associate professors, 25.7 percent were professors, and 4.4 percent were endowed professors. Mean values were as follows: Hirsch index, 10.2 ± 9.0; I-10 index, 17.2 ± 10.2; total number of publications, 45.5 ± 69.4; total number of citations, 725.0 ± 1448.8; and highest number of citations for a single work, 117.8 ± 262.4. Correlation analyses revealed strong associations of the Hirsch index, I-10 index, number of publications, and number of citations with academic rank (rs = 0.62 to 0.64; p < 0.001). Academic rank in plastic surgery is strongly correlated with several quantitative metrics of research productivity. Although academic promotion is the result of success in multiple different areas, bibliometric measures may be useful adjuncts for assessment of research productivity.

  8. Critical Care Organizations: Building and Integrating Academic Programs.

    PubMed

    Moore, Jason E; Oropello, John M; Stoltzfus, Daniel; Masur, Henry; Coopersmith, Craig M; Nates, Joseph; Doig, Christopher; Christman, John; Hite, R Duncan; Angus, Derek C; Pastores, Stephen M; Kvetan, Vladimir

    2018-04-01

    Academic medical centers in North America are expanding their missions from the traditional triad of patient care, research, and education to include the broader issue of healthcare delivery improvement. In recent years, integrated Critical Care Organizations have developed within academic centers to better meet the challenges of this broadening mission. The goal of this article was to provide interested administrators and intensivists with the proper resources, lines of communication, and organizational approach to accomplish integration and Critical Care Organization formation effectively. The Academic Critical Care Organization Building section workgroup of the taskforce established regular monthly conference calls to reach consensus on the development of a toolkit utilizing methods proven to advance the development of their own academic Critical Care Organizations. Relevant medical literature was reviewed by literature search. Materials from federal agencies and other national organizations were accessed through the Internet. The Society of Critical Care Medicine convened a taskforce entitled "Academic Leaders in Critical Care Medicine" on February 22, 2016 at the 45th Critical Care Congress using the expertise of successful leaders of advanced governance Critical Care Organizations in North America to develop a toolkit for advancing Critical Care Organizations. Key elements of an academic Critical Care Organization are outlined. The vital missions of multidisciplinary patient care, safety, and quality are linked to the research, education, and professional development missions that enhance the value of such organizations. Core features, benefits, barriers, and recommendations for integration of academic programs within Critical Care Organizations are described. Selected readings and resources to successfully implement the recommendations are provided. Communication with medical school and hospital leadership is discussed. We present the rationale for critical

  9. The Impact of Using Mobile-Supported Learning Management Systems in Teaching Web Design on the Academic Success of Students and Their Opinions on the Course

    ERIC Educational Resources Information Center

    Tezer, Murat; Çimsir, Burcu Turan

    2018-01-01

    This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer…

  10. Academic freedom and academic-industry relationships in biotechnology.

    PubMed

    Streiffer, Robert

    2006-06-01

    Commercial academic-industry relationships (AIRs) are widespread in biotechnology and have resulted in a wide array of restrictions on academic research. Objections to such restrictions have centered on the charge that they violate academic freedom. I argue that these objections are almost invariably unsuccessful. On a consequentialist understanding of the value of academic freedom, they rely on unfounded empirical claims about the overall effects that AIRs have on academic research. And on a rights-based understanding of the value of academic freedom, they rely on excessively lavish assumptions about the kinds of activities that academic freedom protects.

  11. Parenting Practices and Children's Academic Success in Low-SES Families

    ERIC Educational Resources Information Center

    Mayo, Aziza; Siraj, Iram

    2015-01-01

    Given the disadvantaged position of working-class children in the education system, it is important to understand how parents and families might support their children to succeed academically. This paper reports on 35 case studies that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16)…

  12. Predicting Successful Mathematics Remediation among Latina/o Students

    ERIC Educational Resources Information Center

    Crisp, Gloria; Reyes, Nicole Alia Salis; Doran, Erin

    2017-01-01

    This study examines Latina/o students' remedial math needs and outcomes. Data were drawn from a national sample of Latina/o students. Hierarchical generalized linear modeling techniques were used to predict three successful remediation outcomes. Results highlight the importance of providing financial aid and academic support to Latina/o students,…

  13. Prepharmacy predictors of success in pharmacy school: grade point averages, pharmacy college admissions test, communication abilities, and critical thinking skills.

    PubMed

    Allen, D D; Bond, C A

    2001-07-01

    Good admissions decisions are essential for identifying successful students and good practitioners. Various parameters have been shown to have predictive power for academic success. Previous academic performance, the Pharmacy College Admissions Test (PCAT), and specific prepharmacy courses have been suggested as academic performance indicators. However, critical thinking abilities have not been evaluated. We evaluated the connection between academic success and each of the following predictive parameters: the California Critical Thinking Skills Test (CCTST) score, PCAT score, interview score, overall academic performance prior to admission at a pharmacy school, and performance in specific prepharmacy courses. We confirmed previous reports but demonstrated intriguing results in predicting practice-based skills. Critical thinking skills predict practice-based course success. Also, the CCTST and PCAT scores (Pearson correlation [pc] = 0.448, p < 0.001) were closely related in our students. The strongest predictors of practice-related courses and clerkship success were PCAT (pc=0.237, p<0.001) and CCTST (pc = 0.201, p < 0.001). These findings and other analyses suggest that PCAT may predict critical thinking skills in pharmacy practice courses and clerkships. Further study is needed to confirm this finding and determine which PCAT components predict critical thinking abilities.

  14. Theory to Practice: Cultivating Academic Language Proficiency in Developmental Reading Classrooms

    ERIC Educational Resources Information Center

    Neal, Heather N.

    2015-01-01

    Academic language plays a key role in reading comprehension, disciplinary thinking, and overall academic success. However, many approaches to teaching academic language, such as a focus on academic vocabulary, overlook other language features that can pose challenges for students. Systemic Functional Linguistics (SFL), arguably one of the three…

  15. The polity of academic medicine: evidence-based democracy.

    PubMed

    Willing, Steven J; Gunderman, Richard B; Cochran, Philip L; Saxton, Todd

    2005-04-01

    The authors consider the empirical data examining relationships between democratic governance and organizational success. There is overwhelming evidence that democratically run organizations excel in key parameters of success, such as business valuation, productivity, responsiveness, innovation, decision making, and worker morale and satisfaction. A review of physician surveys shows that discontent with academic administration is a major contributor to faculty turnover. Other data indicate that the basic concepts justifying autocratic governance of a department are deeply flawed and that autocratic governance is counterproductive. The authors conclude that the democratic governance of academic departments is the only model that is scientifically valid and would greatly enhance all missions of academic medicine in the 21st century.

  16. Acknowleding attributes that enable the career academic nurse to thrive in the tertiary education sector: A qualitative systematic review.

    PubMed

    Wyllie, Aileen; DiGiacomo, Michelle; Jackson, Debra; Davidson, Patricia; Phillips, Jane

    2016-10-01

    To optimise the career development in early career academic nurses by providing an overview of the attributes necessary for success. Evidence of early prospective career planning is necessary to optimise success in the tertiary sector. This is particularly important for nurse academics given the profession's later entry into academia, the ageing nursing workforce and the continuing global shortage of nurses. A qualitative systematic review. Academic Search Complete, CINAHL, Medline, ERIC, Professional Development Collection and Google Scholar databases were searched; resulting in the inclusion of nine qualitative nurse-only focussed studies published between 2004 and 2014. The studies were critically appraised and the data thematically analysed. Three abilities were identified as important to the early career academic nurse: a willingness to adapt to change, an intention to pursue support and embodying resilience. These abilities give rise to attributes that are recommended as key to successful academic career development for those employed on a continuing academic basis. The capacity to rely on one's own capabilities is becoming seen as increasingly important. It is proposed that recognition of these attributes, their skilful application and monitoring outlined in the review are recommended for a successful career in academia. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  17. The Effect of Class Size on Inclusion Student Academic Success

    ERIC Educational Resources Information Center

    Arico, Anthony, III

    2011-01-01

    The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can improve individual outcomes in education. Under NCLB, states are required to develop assessments in basic skills to be given to all students in certain grades if those states are to receive federal…

  18. A Qualitative Study: The Impact of Selected Non-Cognitive Variables on the Academic Success and Achievement of Culturally Diverse Academic Scholarship Students

    ERIC Educational Resources Information Center

    Wilson, Linda Louise

    2009-01-01

    The study examined whether select non-cognitive variables such as, (Sedlacek, 1989, 1991, 1993, 2004; Tracey & Sedlacek 1984, 1985, 1987, 1989) impacted the academic achievement, retention and graduation rates of culturally diverse academic scholarship students at a predominantly white higher education institutions. The subjects of the study…

  19. Using latent class analysis to identify academic and behavioral risk status in elementary students.

    PubMed

    King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

    2016-03-01

    Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  20. How will the economic downturn affect academic bioethics?

    PubMed

    Epstein, Miran

    2010-06-01

    An educated guess about the future of academic bioethics can only be made on the basis of the historical conditions of its success. According to its official history, which attributes its success primarily to the service it has done for the patient, it should be safe at least as long as the patient still needs its service. Like many other academic disciplines, it might suffer under the present economic downturn. However, in the plausible assumption that its social role has not been exhausted yet, it should recover as soon as the economy does. But if, as this paper tries to argue, the success of academic bioethics should be attributed first and foremost to the service it has done for the neoliberal agenda, then its future would have to depend on the fate of the latter. The exact implications of the downturn for the neoliberal agenda are obviously impossible to predict. Among the various options, however, the one of going back to 'normal' seems to be the least likely. The other options suggest that the future of academic bioethics, as we have known it, is bleak.