Motivational Factors of Student Nurse Athletes Attributing to Academic Success.
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.
Personal factors that influence deaf college students' academic success.
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.
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…
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.…
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…
"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…
Predicting academic success among deaf college students.
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.
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…
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…
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…
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…
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…
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
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…
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…
Challenges of Dental Assisting Students in Their Pursuit of Academic Success.
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.
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
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.
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),…
Relationship of academic success of medical students with motivation and pre-admission grades.
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.
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…
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…
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…
Factors associated with the academic success of first year health science students.
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.
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…
Shifting the Curve: Fostering Academic Success in a Diverse Student Body.
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.
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…
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…
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…
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…
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…
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…
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,…
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.
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…
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…
Academic success or failure in nursing students: results of a retrospective observational study.
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
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…
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…
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.
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…
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…
Shifting the Curve: Fostering Academic Success in a Diverse Student Body
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
Linking academic social environments, ego-identity formation, ego virtues, and academic success.
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.
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…
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…
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,…
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…
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…
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.
Predictors of Attrition and Academic Success of Medical Students: A 30-Year Retrospective Study
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
[Factors associated with academic success of medical students at Buenos Aires University].
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.
Academic Entitlement and Academic Performance in Graduating Pharmacy Students
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
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…
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…
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)…
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…
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.
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.
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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
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…
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.…
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…
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…
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…
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…
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…
Student nurse selection and predictability of academic success: The Multiple Mini Interview project.
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.
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
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.
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…
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…
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.
Pedagogy and Academic Success in Prelicensure Nursing Education.
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.
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…
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…
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.
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…
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…
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…
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…
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.
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…
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…
Peer tutoring program for academic success of returning nursing students.
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.
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…
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…
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…
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.
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…
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,…
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…
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.
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…
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.
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…
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…
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…
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…
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…
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…
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…
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…
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…
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?"…
Effects of comprehensive educational reforms on academic success in a diverse student body.
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
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…
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…
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…
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.
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…
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…
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…
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…
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…
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.…
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.
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…
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…
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…
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…
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…
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…
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…
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
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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…
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.
Modeling Student Success in Engineering Education
ERIC Educational Resources Information Center
Jin, Qu
2013-01-01
In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation.…
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…
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.
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…
Student academic achievement in college chemistry
NASA Astrophysics Data System (ADS)
Tabibzadeh, Kiana S.
General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.
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.
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,…
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,…
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
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…
Integrating an Academic Electronic Health Record: Challenges and Success Strategies.
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.
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…
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…
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…
Predicting Success of Developmental Math Students
ERIC Educational Resources Information Center
Martinez, Isaac
2017-01-01
Addressing the needs of developmental math students has been one of the most challenging problems in higher education. Administrators at a private university were concerned about poor academic performance of math-deficient students and sought to identify factors that influenced students' successful progression from developmental to college-level…
Martin, Andrew J
2014-03-01
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. This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students. Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. © 2012 The British Psychological Society.
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…
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…
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…
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.
Sources of support and psychological distress among academically successful inner-city youth.
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.
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…
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…
Modeling student success in engineering education
NASA Astrophysics Data System (ADS)
Jin, Qu
In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation. However, there are only a limited number of works that have systematically developed models to investigate important factors and to predict student success in engineering. Therefore, this research presents three separate but highly connected investigations to address this gap. The first investigation involves explaining and predicting engineering students' success in Calculus I courses using statistical models. The participants were more than 4000 first-year engineering students (cohort years 2004 - 2008) who enrolled in Calculus I courses during the first semester in a large Midwestern university. Predictions from statistical models were proposed to be used to place engineering students into calculus courses. The success rates were improved by 12% in Calculus IA using predictions from models developed over traditional placement method. The results showed that these statistical models provided a more accurate calculus placement method than traditional placement methods and help improve success rates in those courses. In the second investigation, multi-outcome and single-outcome neural network models were designed to understand and to predict first-year retention and first-year GPA of engineering students. The participants were more than 3000 first year engineering students (cohort years 2004 - 2005) enrolled in a large Midwestern university. The independent variables include both high school academic performance factors and affective factors measured prior to entry. The prediction performances of the multi-outcome and single-outcome models were comparable. The ability to predict cumulative GPA at the end of an engineering
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…
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…
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.
Understanding Student Development Tasks Related to Sophomores and Their Academic Success
ERIC Educational Resources Information Center
D'Arcangelo, Michael Thayer
2013-01-01
Historically, retaining students and maximizing their academic achievement has been a challenge for administrators in American colleges and universities. Since the mid-twentieth century, the sophomore year has increasingly been suspected of being a gateway to declining grades, decreased morale, and increased attrition among college students.…
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.
Authentic Leadership and Emotional Intelligence: Predicting Student Success
ERIC Educational Resources Information Center
Jasso, Sonia Lizette
2016-01-01
Student success has been predicted conservatively, using academic, demographic, and economic variables. Since many colleges are feeling the pressure to produce more graduates, student success is at the forefront of all universities. This study looks to find a relationship between traditional and non-traditional variables. The objective of the…
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…
The relationship between sleep habits and academic performance in dental students in Croatia.
Valic, M; Pecotic, R; Lusic, L; Peros, K; Pribudic, Z; Dogas, Z
2014-11-01
It is well accepted that sleep and lifestyle habits affect academic success in students. However, sleep patterns and sleep problems amongst dental students have been insufficiently addressed in the literature. The purpose of this study was to evaluate sleep habits of dental students and the relationship between sleep habits and academic performance. A self-administered questionnaire on sleep habits, academic performance and lifestyle was administered. The participants were 447 dental students from Split University Dental Medicine School and Zagreb University Dental Medicine School from the six academic years. The subjects were classified into two groups based on academic success (high-performing vs. low-performing students) for comparison of sleep and lifestyle habits. Amongst the whole group of students, average bedtime and wake time during weekday was significantly earlier compared with weekend. Main findings indicate that students with high academic performance had earlier bedtimes during weekdays and weekends, earlier wake times during weekends and shorter sleep latency compared with low academic performing students. Self-reported academic performance of dental students in Croatia is associated with timing of sleep and wakefulness, rather than with total sleep time duration. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
The Relationship between Religiosity and Academic Performance amongst Accounting Students
ERIC Educational Resources Information Center
Zubairu, Umaru Mustapha; Sakariyau, Olalekan Busra
2016-01-01
In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic…
Academic Performance of Transfer Versus "Native" Students in Natural Resources & Sciences
ERIC Educational Resources Information Center
Johnson, Matthew D.
2005-01-01
Transfer students comprise a substantial component of the student body in many 4-year academic colleges, but the factors affecting students' success once they have transferred are poorly understood. Using data from standard university records, academic performance was examined for 2,467 students enrolled in natural resource majors at a mid-sized…
Personality Type and Academic Achievement of Secondary School Students
ERIC Educational Resources Information Center
Lawrence, Arul A. S.; Lawrence, John A.
2014-01-01
Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…
Seeding Success: Schools That Work for Aboriginal Students
ERIC Educational Resources Information Center
Munns, Geoff; O'Rourke, Virginia; Bodkin-Andrews, Gawaian
2013-01-01
This article reports on a large mixed methods research project that investigated the conditions of success for Aboriginal school students. The article presents the qualitative case study component of the research. It details the work of four schools identified as successful for Aboriginal students with respect to social and academic outcomes, and…
Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats.
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.
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.
Creating a Successful Academic Climate for Urban Students
ERIC Educational Resources Information Center
Slaughter, Terri
2009-01-01
Teaching students in the inner city has been likened to hugging a porcupine--teachers nudge them toward success while getting pricked along the way. Many urban students perform below proficiency level and are difficult to manage. Their apathy toward completing class assignments, let alone homework, compounds the problem. As a whole, educators do…
Latino adolescents' academic success: the role of discrimination, academic motivation, and gender.
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.
Self-reported extracurricular activity, academic success, and quality of life in UK medical students
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
Personality and academic performance of three cohorts of veterinary students in South Africa.
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.
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…
Supporting Success for All Students
NASA Astrophysics Data System (ADS)
Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.
2015-12-01
The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.
Have Students Self-Manage Their Academic Performance
ERIC Educational Resources Information Center
Joseph, Laurice M.; Konrad, Moira
2009-01-01
Self-management skills are critical to achieving academic success, yet students with disabilities often fail to execute these skills because they have not learned appropriate strategies. After a thorough review of the professional literature, several conversations with educators, and observations of students, the authors identified many effective…
The Seven Secrets of Successful Urban School Students: The Evidence Continues to Grow
ERIC Educational Resources Information Center
Hampton, Frederick M.
2016-01-01
This article identifies seven specific attitudes, behaviors, and skills among academically successful urban Black students and explores the relationship to their achievement. This study examines the academic achievement of 157 Black students and finds that when specific "Successful Learner Characteristics" are present, above-average…
Thriving in Transitions: A Research-Based Approach to College Student Success
ERIC Educational Resources Information Center
Schreiner, Laurie A., Ed.; Louis, Michelle C., Ed.; Nelson, Denise D., Ed.
2012-01-01
"Thriving in Transitions: A Research-Based Approach to College Student Success" represents a paradigm shift in the student success literature. Grounded in positive psychology, the thriving concept reframes the student success conversation by focusing on the characteristics amenable to change and that promote high levels of academic,…
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…
Dressed and Groomed for Success in Elementary School: Student Appearance and Academic Adjustment
ERIC Educational Resources Information Center
Fitzpatrick, Caroline; Blair, Clancy; Côté-Lussier, Carolyn
2016-01-01
Teacher judgments of student competence can influence student achievement. Clothes, behavior, and physical appearance may all be used to infer student competence. We examined how fourth-grade teacher ratings of student physical appearance (e.g., appropriateness of clothing) relate to concurrent academic adjustment in terms of achievement,…
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…
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…
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…
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.
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…
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…
Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students
ERIC Educational Resources Information Center
Merriman, Lauren
2012-01-01
Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…
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)…
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,…
[Predictors of success among first-year medical students at the University of Parakou].
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.
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…
[How medical students perform academically by admission types?].
Kim, Se-Hoon; Lee, Keumho; Hur, Yera; Kim, Ji-Ha
2013-09-01
Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. The rolling students showed higher academic achievement from year 1 to 3 than regular students (p < 0.01). Using admission type variable as control variable in multiple regression model similar results were shown. But unlike the results of ANOVA, GPA differences by admission types were shown not only in lower academic years but also in year 6 (p < 0.01). From the regression analysis of flunk and dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p < 0.01). The rolling admissions type students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.
The Social Costs of Academic Success across Ethnic Groups
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
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…
Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.
Swindle, Nicholas; Wimsatt, Leslie
2015-11-01
Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.
Organized music instruction as a predictor of nursing student success.
Cesario, Sandra K; Cesario, Robert J; Cesario, Anthony R
2013-01-01
Stringent admission criteria exist for nursing programs in the United States, but better predictors of success are needed to reduce student attrition. Research indicates that organized music experiences are associated with greater academic success. This exploratory study examined the association between early music experiences and undergraduate nursing student success. Findings suggest that students with a music background were more likely to graduate, have higher grade point averages, and pass the licensure examination. Previous music education might be considered as an additional predictor of nursing student success.
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…
ERIC Educational Resources Information Center
Cole, Darnell; Espinoza, Araceli
2008-01-01
Using a longitudinal sample of 146 Latino students' in science, technology, engineering, and mathematics majors, the purpose of the study was to examine factors that affect their academic performance. The main premise supporting this study suggested that Latino students perform better academically when they have cultural congruity within their…
An Examination of the Flipped Classroom Approach on College Student Academic Involvement
ERIC Educational Resources Information Center
McCallum, Shelly; Schultz, Janel; Sellke, Kristen; Spartz, Jason
2015-01-01
Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered…
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.…
Academically at-risk students' perceptions of a constructivist high school biology pedagogy
NASA Astrophysics Data System (ADS)
Sweeney, Heidi
Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.
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…
ERIC Educational Resources Information Center
Townend, Geraldine; Pendergast, Donna
2015-01-01
Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement…
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.
Student Success Skills: A Structured Group Intervention for School Counselors
ERIC Educational Resources Information Center
Webb, Linda; Brigman, Greg A.
2007-01-01
This article describes the Student Success Skills (SSS) small group intervention developed for school counselors targeting academic outcomes. The SSS program is based on extensive reviews of research about the skills students need to be successful. Studies supporting program effectiveness are briefly reviewed and show consistent patterns of…
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.
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…
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…
An Investigation of Institutional Enhancement Factors on Student College Success
ERIC Educational Resources Information Center
Nwaokoro, Amaechi Nkemakolem
2010-01-01
This study focuses on the importance of students' hard work and institutional factors--technology, advising, mentoring, and tutoring on student's academic performance. It is important for institutions to emphasize both students' hard work and effective institutional factors that will have positive impact on student success.
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.
To What Students Attribute Their Academic Success and Unsuccess
ERIC Educational Resources Information Center
Lebedina-Manzoni, Marija
2004-01-01
Working with students who manifest learning difficulties there are many questions which have to be asked. One of these question is--how they explain their failure and success. Answers to these questions can help in understanding the cause of their problems as well as finding the method to improve effectiveness, success and personal satisfaction.…
ERIC Educational Resources Information Center
Hall, Mark Monroe
2017-01-01
The purpose of this study was to examine the effects of proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, semester GPA and semester-to-semester student persistence were the investigated outcomes. Uniquely, the community college focused the intervention on only…
Using Emotional and Social Factors To Predict Student Success.
ERIC Educational Resources Information Center
Pritchard, Mary E.; Wilson, Gregory S.
2003-01-01
College academic success and retention have traditionally been predicted using demographic and academic variables. This study moved beyond traditional predictors. A survey of 218 undergraduate students revealed that emotional and social factors (e.g., stress, frequency of alcohol consumption) related to GPA and emotional factors (e.g.,…
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…
Supporting Educational Success for Aboriginal Students: Identifying Key Influences
ERIC Educational Resources Information Center
Whitley, Jessica
2014-01-01
The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to…
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.
Personality Types as an Indicator of Online Student Success and Retention
ERIC Educational Resources Information Center
Meredith, Ben P.
2011-01-01
With online education courses within public institutions realizing lower than average retention and success rates for students, current retention practices and models are falling woefully short of providing workable, viable answers to keeping students and helping them be successful without lowering academic standards. While a relationship between…
ERIC Educational Resources Information Center
Rutschow, Elizabeth Zachry; Cullinan, Dan; Welbeck, Rashida
2012-01-01
Improving the success of academically underprepared students who are in need of developmental (or remedial) education is a key challenge facing community colleges today. Many of these students enter college with little awareness of these institutions' expectations or a clear model for how to make effective decisions about their academic careers.…
Asian American College Students' Mathematics Success and the Model Minority Stereotype
ERIC Educational Resources Information Center
Jo, Lydia
2012-01-01
The often aggregated reports of academic excellence of Asian American students as a whole, compared to students from other ethnic groups offers compelling evidence that Asian Americans are more academically successful than their ethnic counterparts, particularly in the area of mathematics. These comparative data have generated many topics of…
Attachment and Student Success during the Transition to College
ERIC Educational Resources Information Center
Kurland, Robert M.; Siegel, Harold I.
2013-01-01
We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing…
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…
School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes
ERIC Educational Resources Information Center
Kwong, Darren; Davis, Jonathan Ryan
2015-01-01
This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…
ERIC Educational Resources Information Center
Zhang, Yi Leaf; Dinh, Trang V.
2017-01-01
In recent years, an increasing number of international students have enrolled in engineering programs in U.S. colleges and universities. These students often encounter challenges, and academic advisors play a significant role in international students' academic success. Using a model of intercultural communication competence, we explored attitudes…
Tribal College Transfer Student Success at Four-Year Predominantly White Institutions
ERIC Educational Resources Information Center
Makomenaw, Matthew Van Alstine
2010-01-01
Tribal colleges, which are often community colleges, have been successful in helping American Indian students achieve academic success. The current study was designed to understand what happens to American Indian tribal college students when they transfer to four-year Predominantly White Institutions (PWIs). The research question that guides the…
Exploring the Challenges of Academic Advising for Student Veterans
ERIC Educational Resources Information Center
Parks, Rodney; Walker, Erin; Smith, Carol
2015-01-01
As troops return to the United States from conflicts in Iraq and Afghanistan, many student veterans are expected to utilize their education benefits and enroll in higher education. A key element in their success in college will be the quality of academic advising they receive. Student veterans are much more likely than traditional students to drop…
Clicking Your Way to Student Success!
ERIC Educational Resources Information Center
Bostwick, Dianna; Foster, John; Bloomfield, Amie; Rutledge, Paul
2013-01-01
According to the authors, their field has been in a constant state of change and evolution, from manual arts to vocational education to career and technical education (CTE). In a recent effort to increase academic and occupational achievement and success for all CTE students through targeted improvement plans, the state of Pennsylvania implemented…
Leadership and Students' Academic Success: Mediating Effects of Self-Efficacy and Self-Determination
ERIC Educational Resources Information Center
Gannouni, Kais; Ramboarison-Lalao, Lovanirina
2018-01-01
When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students' academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students'…
The association between academic engagement and achievement in health sciences students
2013-01-01
Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005
Learning styles and academic achievement among undergraduate medical students in Thailand.
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
2015-01-01
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.
How do veterinary students' motivation and study practices relate to academic success?
Mikkonen, Johanna; Ruohoniemi, Mirja
2011-01-01
The aim of the present study was to explore the factors associated with veterinary students' study success. All veterinary students who began their studies at the University of Helsinki in 2005 participated in this qualitative longitudinal study (N=52). The data consisted of assignments that the students completed at the beginning of their studies and again after three years of studying. The focus was on differences in motivation and study practices as well as possible changes in these over the three-year period. The students were divided into three groups according to their study success (grade point average and study progress). These groups were compared according to group-level differences in the categorized data. The most successful students already described themselves using more positive words than other students at the beginning of their veterinary studies. In addition, they seemed more adaptive in relation to the study's demands. However, there were drops in both the most and least successful students' motivation during their studies. The findings suggest that it is possible to predict forthcoming study problems by analyzing students' study practices and their own descriptions of themselves as learners. In addition, the results show that veterinary students' high motivation cannot be taken for granted. The comparative and longitudinal perspective of the present study can be useful in the development of curricula and in student support.
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…
High-Risk Drinking and Academic Performance among College Student Veterans
ERIC Educational Resources Information Center
Grossbard, Joel R.; Widome, Rachel; Lust, Katherine; Simpson, Tracy L.; Lostutter, Ty W.; Saxon, Andrew
2014-01-01
Heavy drinking and psychiatric symptoms pose challenges to college student Veterans and may undermine academic success. We used Boynton College Student Health Survey data to assess highrisk drinking (HRD), psychiatric symptoms, and psychosocial stressors among student Veterans (N = 1,679) with and without prior deployment. Rates of HRD and…
The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs
ERIC Educational Resources Information Center
Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean
2016-01-01
Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…
An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics
ERIC Educational Resources Information Center
Threeton, Mark D.; Pellock, Cynthia
2010-01-01
Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…
Learning styles and academic achievement among undergraduate medical students in Thailand
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
2015-01-01
Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948
ERIC Educational Resources Information Center
Fischer-Kinney, Julie A.
2012-01-01
This study attempted to contribute to national research on biracial/multiracial students, a growing diverse population in higher education. A lack of literature exists on biracial/multiracial college students, particularly as it pertains to student academic success at predominantly white institutions (PWI). The purpose of this study was to explore…
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…
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,…
Van Soom, Carolien; Donche, Vincent
2014-01-01
The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.
Van Soom, Carolien; Donche, Vincent
2014-01-01
The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942
Sifting for Success: A Grounded Theory Approach to Sponsorship of Black Student Academic Success
ERIC Educational Resources Information Center
Powell, Shameka N.
2015-01-01
Numerous findings and theories have been used to make sense of African Americans students' educational successes and experiences. Along those lines, the purpose of this study is to generate a theoretical framework of sponsorship that is grounded in Black students' educational experiences. Sponsorship is taken to be the process through which agents…
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…
ERIC Educational Resources Information Center
Anctil, Tina M.; Ishikawa, Michele E.; Tao Scott, Amy
2008-01-01
This study provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization. Nineteen self-determined and high-achieving participants were interviewed. The participants' stories illustrate how…
Virtue, Shannon Myers; Pendergast, Laura; Tellez, Marisol; Waldron, Elizabeth; Ismail, Amid
2017-03-01
The aims of this study were to identify noncognitive factors that dental faculty members perceived to contribute to dental students' success and to assess dental faculty members' ratings of the relative importance of these factors to academic performance, clinical performance, and overall success. Out of 184 eligible faculty members at one U.S. dental school, 43 respondents (23.3%) completed a survey in 2015-16. The survey asked respondents to rank the importance of seven noncognitive factors to academic performance, clinical performance, and overall success. Descriptive analysis was conducted to determine the ratings on importance of each noncognitive factor. Two additional open-ended questions asked faculty members to 1) think of dental students who performed very well and list the noncognitive factors they believed contributed to those students' success and 2) identify the two most important of those factors that contributed to success. Qualitative analysis was conducted to identify themes in the open-ended responses. The respondents rated professionalism and preparedness highest in importance for overall success. Preparedness was rated highest in importance for academic performance, and communication was highest in importance for clinical performance. Six themes were identified in the open-ended responses: communication/interpersonal skills, approach to learning, personal characteristics, professionalism, diverse experiences, and technical abilities. On both open-ended items, the most frequently cited noncognitive skill was communication/interpersonal skills followed by approach to learning. In this study, dental faculty members perceived communication, preparedness, and professionalism as important skills contributing to dental students' success.
Academic Success for Student Veterans Enrolled in Two-Year Colleges
ERIC Educational Resources Information Center
Chan, Hsun-Yu
2018-01-01
This study examined the relationship between college readiness of student veterans and retention, graduation, or transfer. I analyzed transcript and administrative data for student veterans who used GI Bill benefits at a public two-year college in Wisconsin. Results from logistic regression show that successful course completion rate (earning a C…
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…
ERIC Educational Resources Information Center
Foshee, Cecile Mary
2013-01-01
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are…
Education Reform as if Student Agency Mattered: Academic Microcultures and Student Identity.
ERIC Educational Resources Information Center
Jackson, D. Bruce
2003-01-01
Argues that identity-sensitive education, focused on improving students' attitudes and beliefs about their own learning, is essential for academic success. Describes three models of identity-sensitive education: charismatic teacher, "together we'll make it," and "intellectual hothouse." Identifies common characteristics of…
Visualizing Student Flows: Busting Myths about Student Movement and Success
ERIC Educational Resources Information Center
Heileman, Gregory L.; Babbitt, Terry H.; Abdallah, Chaouki T.
2015-01-01
Many institutions are trying to better understand the factors that drive student success and failure in order to improve the efficiency of degree production. Traditional academic reporting systems are not adequate for this purpose, since they are designed to measure outcomes, not to uncover the factors that influence them. To address this problem,…
Summer Bridge's Effects on College Student Success
ERIC Educational Resources Information Center
Bir, Beth; Myrick, Mondrail
2015-01-01
This study considered whether participation in a rigorous, intense summer bridge program had a significant effect on the academic success of African-American male and female students in developmental education, compared to nonparticipants, at a four-year Historically Black University in terms of retention, progression, and graduation from…
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…
Helping Students Take Control: A Model of Advising. Student Success Center.
ERIC Educational Resources Information Center
Moon, Brenda G.; Boland, Reginald
This handbook presents Rowan-Cabarrus Community College's (North Carolina) model of academic advising as embodied by its Student Success Center. Divided into seven parts, this handbook contains the following sections: a mission statement, Early Alert forms, evaluation tool, forms section, organizational chart of pre-college program, brochure, and…
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…
ERIC Educational Resources Information Center
Rutschow, Elizabeth Zachry; Cullinan, Dan; Welbeck, Rashida
2012-01-01
Improving the success of academically underprepared students who are in need of developmental (or remedial) education is a key challenge facing community colleges today. Many of these students enter college with little awareness of these institutions' expectations or a clear model for how to make effective decisions about their academic careers.…
Student Success Skills: An Evidence-Based Cognitive and Social Change Theory for Student Achievement
ERIC Educational Resources Information Center
Lemberger, Matthew E.; Brigman, Greg; Webb, Linda; Moore, Molly M.
2012-01-01
An overview of the Student Success Skills program is offered, including descriptions of the curricular structure, extant research support related to SSS effectiveness for academic achievement and improved school behaviors, and a theory of change for student development. Recent research has demonstrated the value of the SSS program as it connects…
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…
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…
Promoting Student Engagement with Academic Literacy Feedback: An Institute Wide Initiative
ERIC Educational Resources Information Center
Cleary, Ann; Delahunt, Brid; Fox, Claire; Maguire, Moira; O'Connor, Lorna; Ward, Jamie
2018-01-01
The transition to Higher Education, while often exciting, is demanding for many students. Successful transition necessitates learning the conventions of scholarly conversation, including how to read and create work in an academic context. Knowledge of academic literacy practices is an important part of this process but these discourses and…
Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H
2008-01-01
We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.
Barton, Alison L; Hirsch, Jameson K
2016-01-01
Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants were 524 undergraduate students at a single institution (52% female; age range = 18-22). Data collection was completed in May 2011. Cross-sectional design. Participants completed online self-report measures of parenting styles, academic entitlement, stress, depressive symptoms, and well-being. Permissive parenting was associated with greater academic entitlement and, in turn, to more perceived stress and poorer mental health. Mother/father differences were found in some cases. Academic entitlement may partially explain why permissive parenting is detrimentally related to mental health for college students. Implications for academic affairs and counseling include helping students develop an appreciation of the role of self-regulation in college success.
ERIC Educational Resources Information Center
Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.
2014-01-01
Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…
The Role of Professional Identity in Graduate School Success for Under-Represented Minority Students
ERIC Educational Resources Information Center
Kim-Prieto, Chu; Copeland, H. Liesel; Hopson, Rodney; Simmons, Toya; Leibowitz, Michael J.
2013-01-01
We examined the relationship between sense of professional identity and academic success among under-represented minority graduate students in a biomedical doctoral program. We found that a sense of professional identity is related to science success among under-represented minority students, but not for non-underrepresented minority students.…
Impediments to Academic Performance of Bisexual College Students
ERIC Educational Resources Information Center
Klein, Nicole Aydt; Dudley, Michael G.
2014-01-01
Objective: To investigate health-related impediments to academic success for bisexual college students. Participants: Respondents to the Fall 2011 American College Health Association-National College Health Assessment II (ACHA-NCHA II) survey who self-identified as bisexual, heterosexual, gay, or lesbian. Methods: Secondary analyses of the…
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…
Focus on Student Success: Components for Effective Summer Bridge Programs
ERIC Educational Resources Information Center
Gonzalez Quiroz, Alicia; Garza, Nora R.
2018-01-01
Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for…
How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation
ERIC Educational Resources Information Center
Yang, Yanxian; Badger, Richard
2015-01-01
IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…
Use of Admissions Data to Predict Student Success in Postsecondary Freshman Science
ERIC Educational Resources Information Center
Anderson, Amie K.
2014-01-01
The purpose of this study was to determine if significant relationships exist for any of the variables, age, gender, previous GPA, test scores (ACT, Compass), number of accumulated credits, and student success in Biology. This study strived to determine what academic/admissions data can be used to determine the likelihood of student success in…
ERIC Educational Resources Information Center
Swart, Arthur James; Lombard, Kobus; de Jager, Henk
2010-01-01
Poor academic success by African engineering students is currently experienced in many higher educational institutions, contributing to lower financial subsidies by local governments. One of the contributing factors to this low academic success may be the poor time management skills of these students. This article endeavours to explore this…
Factors that Contribute to Undergraduate Student Success
ERIC Educational Resources Information Center
Dearnley, Christine; Matthew, Bob
2007-01-01
In this paper, we report on the outcomes of a study that was designed to explore the significant characteristics of a nursing professional development programme, which was perceived as having a successful outcome in terms of student attrition, academic attainment, practice development, and motivation for study. We provide a rational for the study,…
ERIC Educational Resources Information Center
Burns, Sharon L.
2010-01-01
Students' conceptualizations of academic writing are often based on their cultural and social expectations of what it means to be a student or an instructor in the academy. These expectations are as varied as any target population and continue to grow as multi-cultural heritages continue to expand. First-year student writers' performances are…
Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair
2014-04-01
Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.
Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning
ERIC Educational Resources Information Center
Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.
2016-01-01
Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…
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…
ERIC Educational Resources Information Center
van Rooij, Els C. M.; Jansen, Ellen P. W. A.; van de Grift, Wim J. C. M.
2017-01-01
Academic self-efficacy is a crucial predictor of first-year university study success, which makes it a key intended outcome of pre-university education. Students with high academic self-efficacy at the end of secondary education likely experience a better transition to university. This study aimed to investigate which factors relate to Dutch…
Tanner-Smith, Emily E; Fisher, Benjamin W
2016-01-01
Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.
The Impact of HECS Debt on Australian Students' Tertiary Academic Performance
ERIC Educational Resources Information Center
Birch, Elisa R.; Miller, Paul W.
2006-01-01
The Australian literature suggests that students' academic success in tertiary education is principally influenced by their university entrance score. Personal, secondary school and university characteristics have more minor impacts on tertiary outcomes. Little research has been undertaken into the relationship between students' marks and the…
Low-Income Student Persistence to Timely Graduation as a Function of the Academic Experience
ERIC Educational Resources Information Center
Johnson, Troy; Collins, Sarah
2009-01-01
This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income…
Physical fitness and academic performance in middle school students.
Bass, Ronald W; Brown, Dale D; Laurson, Kelly R; Coleman, Margaret M
2013-08-01
The purpose of this study was to determine whether physical fitness is linked to academic success in middle school students. The FITNESSGRAM test battery assessed students (n = 838) in the five components of health-related fitness. The Illinois Standardized Achievement Test (ISAT) was used to assess academic achievement in reading and math. The largest correlations were seen for aerobic fitness and muscular endurance (ranging from 0.12 to 0.27, all p < 0.05). Boys in the Healthy Fitness Zone (HFZ) for aerobic fitness or muscular endurance were 2.5-3 times more likely to pass their math or reading exams. Girls in the HFZ for aerobic fitness were approximately 2-4 times as likely to meet or exceed reading and math test standards. Aerobic capacity and muscular endurance seem to positively affect academic achievement in middle school students. ©2013 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
ERIC Educational Resources Information Center
Shaw, Steven R.; Gomes, Paul; Polotskaia, Anna; Jankowska, Anna M.
2015-01-01
Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition,…
ERIC Educational Resources Information Center
Zhou, Ying-Xue; Ou, Chun-Quan; Zhao, Zhi-Tao; Wan, Cheng-Song; Guo, Cui; Li, Li; Chen, Ping-Yan
2015-01-01
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…
ERIC Educational Resources Information Center
Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.
2015-01-01
In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…
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…
ERIC Educational Resources Information Center
Fenollar, Pedro; Roman, Sergio; Cuestas, Pedro J.
2007-01-01
Background: The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims: The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of…
How Does Grit Impact College Students' Academic Achievement in Science?
ERIC Educational Resources Information Center
Bazelais, Paul; Lemay, David John; Doleck, Tenzin
2016-01-01
Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects student academic performance and success in first-year college physics students in the context of a Quebec Collège d'enseignement…
Student Perceptions of Online Course Quality: A Comparison by Academic Discipline
ERIC Educational Resources Information Center
Wilcox, Brian Riley
2013-01-01
The recent rapid proliferation of distance education necessitates the need for strong levels of academic accountability. An important factor found to influence and predict student success is students' perceptions of their online courses. Understanding how learners perceive their online learning environment is paramount to effective course design…
Academic Coping Skills and College Expectations of Learning Disabled High School Students.
ERIC Educational Resources Information Center
Dietrich, Amy P.; Kelly, Susan M.
This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities.…
Measuring faculty retention and success in academic medicine.
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.
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…
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…
Career and Technical Education (CTE) Student Success in Community Colleges: A Conceptual Model
ERIC Educational Resources Information Center
Hirschy, Amy S.; Bremer, Christine D.; Castellano, Marisa
2011-01-01
Career and technical education (CTE) students pursuing occupational associate's degrees or certificates differ from students seeking academic majors at 2-year institutions in several ways. This article examines several theoretical models of student persistence and offers a conceptual model of student success focused on CTE students in community…
Assessment and Placement: Supporting Student Success in College Gateway Courses
ERIC Educational Resources Information Center
Vandal, Bruce
2014-01-01
Evidence is mounting that the vast majority of students who are currently placed into prerequisite remedial education could be successful in gateway college-level courses if they receive additional academic support as a corequisite. Recent research on college placement exams reveals that the exams are unreliable at predicting college success, and…
The Academic Success of East Asian American Youth: The Role of Shadow Education
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
Student Health, Student Success.
ERIC Educational Resources Information Center
Broderick, Susan
2003-01-01
Describes the Student Health Services and Wellness Program at Santa Barbara City College, California. The program is funded by student health fees, and offers mental health services, health education, and academic services. The program also presents professional development seminars, offers program development consultations, and offers services in…
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)
Academic Relevance: College Students' Perspective
ERIC Educational Resources Information Center
Pisarik, Christopher; Whelchel, Taylor
2018-01-01
This study examined academic relevance from the perspective of college students. A qualitative focus group method was used to explore how students perceived the applicability and usefulness of their academic courses and coursework. Two focus groups of college students (N = 22) with varied class rank and academic majors were conducted. Data…
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…
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).
[The relationship between academic self-efficacy and academic burnout in medical students].
Lee, Su Hyun; Jeon, Woo Taek
2015-03-01
The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.
First-Generation College Student Success in Higher Education
ERIC Educational Resources Information Center
Ricks, Jonathan Ryan
2016-01-01
A college education is an essential component to obtaining many successful careers which lead to financial stability. Entering college can be a stressful transition that involves academic, emotional, and social adjustments for adolescents, and can be especially challenging for first-generation college students. A wealth of research has found that…
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.
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.…
Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success
NASA Astrophysics Data System (ADS)
McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.
2013-12-01
Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before
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…
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…
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…
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
ERIC Educational Resources Information Center
Tanner-Smith, Emily E.; Fisher, Benjamin W.
2015-01-01
Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance,…
Scott, Jessica A; Hoffmeister, Robert J
2018-04-01
Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision, the taxonomical categorization of a term. Currently there is no research that examines DHH students' proficiency with superordinate precision. Middle and high school DHH students enrolled in bilingual schools for the deaf were assessed on their ASL proficiency, academic English proficiency, reading comprehension, and use of superordinate precision in definitions writing. Findings indicate that student use of superordinate precision in definitions writing was correlated with ASL proficiency, reading comprehension, and academic English proficiency. It is possible that degree of mastery of superordinate precision may indicate a higher overall level of proficiency with academic English. This may have important implications for assessment of and instruction in academic English literacy.
ERIC Educational Resources Information Center
Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E.
2012-01-01
The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life…
Student Success in Intensive versus Traditional Introductory College Chemistry Courses
ERIC Educational Resources Information Center
Hall, Mildred V.; Wilson, Linda A.; Sanger, Michael J.
2012-01-01
The goal of this study was to determine whether students would be more successful in a traditional 15-week introductory college chemistry course or an intensive three-week version of the same course. In addition to course format, we also analyzed whether the students' academic experience (measured as the number of college credit hours taken by…
ERIC Educational Resources Information Center
Leshinskie, Eric C.
2017-01-01
Community colleges are open access institutions, striving to meet the needs of all students regardless of level of academic preparation or achievement. Community college student enrollment continues to rise; however, the success of community college students has not increased accordingly. A significant number of students begin at community…
College Success of Students with Psychiatric Disabilities: Barriers of Access and Distraction
ERIC Educational Resources Information Center
McEwan, Robert C.; Downie, Robert
2013-01-01
This study explored the barriers to success experienced by students with psychiatric disabilities (PD) enrolled in college programs. The students in the PD group were compared to a matched group of students with learning disabilities (LD) on graduation rates, endurance levels, grade point averages, self-assessment of cognitive, academic, and…
ERIC Educational Resources Information Center
Kuehn, Phyllis
Addressing the problem of the language-related barriers to successful postsecondary education for underprepared college students, an assessment of academic language proficiency and a curriculum to help students improve their academic language skills were developed. The nature of the language tasks required in the undergraduate curriculum was…
Students' perceptions of communication ease and engagement. How they relate to academic success.
Long, G; Stinson, M S; Braeges, J
1991-12-01
The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.
ERIC Educational Resources Information Center
Robbins, Steven B.; Wallis, Amy Birtel; Dunston, Kwesi T.
2003-01-01
This article reports on a qualitative approach used to identify developmental and contextual factors associated with academic success and career aspirations of 13 Black Zulu South African students transitioning into college or in their first year of college. Students were queried on their aspirations and values, definitions of success, and…
Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.
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.
Physics learning identity of a successful student: A plot twist
NASA Astrophysics Data System (ADS)
Li, Sissi L.; Demaree, Dedra
2013-01-01
Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals.
ERIC Educational Resources Information Center
Nguyen, David H. K.
2016-01-01
There is scarce research that examines the leadership experiences of international students on campus. Leadership capacity and efficacy are important indicators of success in higher education and are linked to important academic, career, and life benefits, such as career and leadership aspirations, work performance, the ability to cope and…
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…
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.…
Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.
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.
Attrition and success rates of accelerated students in nursing courses: a systematic review.
Doggrell, Sheila Anne; Schaffer, Sally
2016-01-01
There is a comprehensive literature on the academic outcomes (attrition and success) of students in traditional/baccalaureate nursing programs, but much less is known about the academic outcomes of students in accelerated nursing programs. The aim of this systematic review is to report on the attrition and success rates (either internal examination or NCLEX-RN) of accelerated students, compared to traditional students. For the systematic review, the databases (Pubmed, Cinahl and PsychINFO) and Google Scholar were searched using the search terms 'accelerated' or 'accreditation for prior learning', 'fast-track' or 'top up' and 'nursing' with 'attrition' or 'retention' or 'withdrawal' or 'success' from 1994 to January 2016. All relevant articles were included, regardless of quality. The findings of 19 studies of attrition rates and/or success rates for accelerated students are reported. For international accelerated students, there were only three studies, which are heterogeneous, and have major limitations. One of three studies has lower attrition rates, and one has shown higher success rates, than traditional students. In contrast, another study has shown high attrition and low success for international accelerated students. For graduate accelerated students, most of the studies are high quality, and showed that they have rates similar or better than traditional students. Thus, five of six studies have shown similar or lower attrition rates. Four of these studies with graduate accelerated students and an additional seven studies of success rates only, have shown similar or better success rates, than traditional students. There are only three studies of non-university graduate accelerated students, and these had weaknesses, but were consistent in reporting higher attrition rates than traditional students. The paucity and weakness of information available makes it unclear as to the attrition and/or success of international accelerated students in nursing programs. The
Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support
ERIC Educational Resources Information Center
Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa
2014-01-01
Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…
Identifying and Articulating Library Connections to Student Success
ERIC Educational Resources Information Center
Massengale, Lisa; Piotrowski, Pattie; Savage, Devin
2016-01-01
Engaging in ongoing assessment is key to libraries demonstrating their value to their institutions. This study is an initial step in a STEM library's long-term goal of measuring the library's connection to, and impact on, student academic success markers such as retention and persistence. Initial results showed that any library usage was always…
Academic versus Non-Academic Emerging Adult College Student Technology Use
ERIC Educational Resources Information Center
Swanson, Joan Ann; Walker, Erica
2014-01-01
Emerging adult college students have developmental and educational needs which are unique to their phase of life. The purpose of this study was to examine academic and non-academic technology use by emerging adult college students. Survey results (N = 235) provided insights into emerging adult college student technology preferences and frequency…
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…
Facilitating Classroom Success for the Closed Head Injured Student.
ERIC Educational Resources Information Center
DePompei, Roberta; Blosser, Jean L.
Intended for special educators and administrators, the paper addresses the educational implications of closed head injury in children. Characteristics of head injured students are noted, including previous successful experiences in social and academic settings, inconsistent performance patterns, and cognitive deficits which are present as in other…
ERIC Educational Resources Information Center
Mei, Wu; Parkay, Forrest W.; Pitre, Paul E.
2016-01-01
This study examines the academic performance and "engagement" of ethnic minority students at a leading university in southwest China. Results indicate that ethnic minority students have significantly lower grades, lower class ranking, and have failed more courses than majority Han students. Results also show that the level of…
ERIC Educational Resources Information Center
Korobova, Nadia
2012-01-01
Higher education is becoming increasingly globalized and internationalized, and the number of international students studying in U.S. institutions of higher education is continuously growing. International students contribute to their own success, campus diversity, campus internationalization, and the U.S. economy. However, it is not merely enough…
Factors That Promote the Academic Success of African American Male Students in High School Math
ERIC Educational Resources Information Center
Allen, Tyrone J.
2014-01-01
Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may…
NASA Astrophysics Data System (ADS)
Coleman, Bobbie
The majority of urban minority students, particularly Black students, continue to perform below proficiency on standardized state and national testing in all areas that seriously impact economically advanced career options, especially in areas involving science. If education is viewed as a way out of poverty, there is a need to identify pedagogical methodologies that assist Black students in achieving higher levels of success in science, and in school in general. The purpose of this study was to explore White teachers' and Black students' perceptions about the teaching strategies used in their low socioeconomic status (LSES) urban science classrooms, that led to academic success for Black students. Participants included three urban middle school White teachers thought to be the best science teachers in the school, and five randomly selected Black students from each of their classrooms. Methods of inquiry involving tenets of grounded theory were used to examine strategies teachers used to inspire Black students into academic success. Data collection included teacher and student interviews, field notes from classroom observations, group discussions, and questionaires. Data were analyzed using open, axial, and selective coding. The teachers' perceptions indicated that their prior belief systems, effective academic and personal communication, caring and nurturing strategies, using relevant and meaningful hands-on activities in small learner-centered groups, enhanced the learning capabilities of all students in their classrooms, especially the Black students. Black students' perceptions indicated that their academic success was attributable to what teachers personally thought about them, demonstrated that they cared, communicated with them on a personal and academic level, gave affirmative feedback, simplified, and explained content matter. Black students labeled teachers who had these attributes as "nice" teachers. The nurturing and caring behaviors of "nice" teachers
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…
Lemma, Seblewengel; Berhane, Yemane; Worku, Alemayehu; Gelaye, Bizu; Williams, Michelle A
2014-05-01
This study assessed the association of sleep quality with academic performance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academic performance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academic performance (P value = 0.001), while sleep duration was not associated with academic performance in the final model. Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.
Gifted students' academic performance in medical school: a study of Olympiad winners.
Kim, Kyong-Jee; Kee, Changwon
2012-01-01
The present study examines the performance of academically talented students (i.e., those who received awards in Olympiads, the international competitions for gifted students in science or mathematics) in medical school. The goal is to investigate whether students exceptionally talented in science and mathematics excel in medical school. A retrospective analysis of 13 cohorts of medical students (N = 475) was conducted to compare learning outcomes of academically talented students (ATS) with their peers in terms of their grade point averages (GPAs) and national licensing exam (KMLE) scores. ATS outperformed their peers in total GPAs (p < .001); yet there was a statistical trend of gradually diminishing performance gap between the groups as they progressed into the later years of the program. KMLE scores were comparable between the groups (p = .89). In addition, there was no significant difference in GPAs and KLME scores among ATS regardless of their areas of excellence. Academic merit alone is not a strong predictor of success in medical school, even among those with exceptional talent. Better understanding of nonacademic factors associated with medical school performance is warranted to improve our selection processes and to better help academically talented students succeed in medical school.
Students' Motivation to Access Academic Advising Services
ERIC Educational Resources Information Center
Henning, Marcus A.
2009-01-01
The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were…
ERIC Educational Resources Information Center
Stohs, Mark Hoven
2016-01-01
The author analyzed the academic performance of 197 business students in their first required finance course. He postulated that the students' performance related to whether their academic strategy was one of two types: satisficing or maximizing. Satisficers seemed content with getting Cs to earn their degree, while maximizers aimed for the…
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…
Relationship between student selection criteria and learner success for medical dosimetry students
DOE Office of Scientific and Technical Information (OSTI.GOV)
Baker, Jamie, E-mail: jabaker@mdanderson.org; Tucker, Debra; Raynes, Edilberto
Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force medical dosimetry educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average (GPA), science grade point average (SGPA), prior experience as a radiation therapist, and previous academic degrees)more » and the successful completion of a medical dosimetry program, as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student's previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample, representative of more medical dosimetry student populations, and additional studies concerning the relationship of previous work as a radiation therapist and the effect on success as a medical dosimetry student. Based on the quantitative correlation analysis, medical dosimetry leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant's undergraduate cumulative GPA and increase the weight assigned to previous degrees.« less
Verniers, Catherine; Martinot, Delphine
2015-09-01
Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief. We examined whether secondary school students are knowledgeable about others' beliefs describing female students' intelligence as less malleable than male students' intelligence. A sample of 85 French ninth graders were asked to rate to what extent others perceived: (1) female or male students' intelligence as malleable and fixed; (2) female or male students as making efforts for their current achievement; and (3) female or male students as having potential for future success. Participants reported that others perceived girls' intelligence as less malleable than boys' intelligence. Moreover, the relationship between current efforts and potential for future achievement depended on the target's gender. The more hardworking a female student was perceived to be in school, the less she was considered to have potential to succeed in the future, whereas such a link was not observed for a male student. Secondary school students seem to be knowledgeable about a gender stereotype regarding intelligence and potential for academic success which is unfavourable for female students. Implications for students' academic trajectories are discussed. © 2015 The British Psychological Society.
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…
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…
Teaching Smarter: An Unconventional Guide to Boosting Student Success
ERIC Educational Resources Information Center
Kelley, Patrick
2015-01-01
This refreshingly frank handbook shows teachers how to close the achievement gap in their classrooms by teaching students innovative paths to academic success. Drawing on over 20 years' experience, Kelley presents straightforward strategies for helping learners improve their grades and test scores and experience greater school engagement--all…
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…
[Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan].
Li, Cheng-Chieh; Wei, Chi-Fang; Tung, Yuk-Ying
2017-10-01
Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.
ERIC Educational Resources Information Center
Contrino, Jacline L.
2016-01-01
Demonstrating library impact on student success is critical for all academic libraries today. This article discusses how the library of a large online university serving non-traditional students evaluated how customized point-of-need learning objects (LOs) embedded in the learning management system impacted student learning. Using a comprehensive…
Predicting Academic Success for Students of Color within STEM Majors
ERIC Educational Resources Information Center
Gipson, John
2016-01-01
Purpose: The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach: To increase the…
Academic Students' Attitudes toward Students with Learning Disabilities
ERIC Educational Resources Information Center
Gonen, Ayala; Grinberg, Keren
2016-01-01
Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…
ERIC Educational Resources Information Center
Gonzalez, Laura McLaughlin; Ting, Siu-Man Raymond
2008-01-01
College campuses in the southeast United States are striving to understand and serve their newly arriving Latino students to promote adjustment and academic success. The purpose of this article is to outline the cultural components of academic and social integration of Latino college students at one southeastern campus, based on descriptive survey…
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…
A comparative study on undergraduate students' academic motivation and academic self-concept.
Isiksal, Mine
2010-11-01
The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.
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.
Keith, L; Hollar, D
2012-07-01
This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn
Relationship between student selection criteria and learner success for medical dosimetry students.
Baker, Jamie; Tucker, Debra; Raynes, Edilberto; Aitken, Florence; Allen, Pamela
2016-01-01
Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force medical dosimetry educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average (GPA), science grade point average (SGPA), prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program, as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student׳s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample, representative of more medical dosimetry student populations, and additional studies concerning the relationship of previous work as a radiation therapist and the effect on success as a medical dosimetry student. Based on the quantitative correlation analysis, medical dosimetry leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant׳s undergraduate cumulative GPA and increase the weight assigned to previous degrees. Copyright © 2016 American Association of Medical Dosimetrists. Published by Elsevier Inc. All rights reserved.
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…
Understanding Roles of Social Media in Academic Engagement and Satisfaction for Graduate Students
DOE Office of Scientific and Technical Information (OSTI.GOV)
Han, Kyungsik; Volkova, Svitlana; Corley, Courtney D.
Research indicates positive effects of social media in academia and education. However its main populations have been faculty, teachers, high school or college students, and its primary contexts have been course or classroom settings. We realized there exists a lack of studies on how Ph.D. (broadly graduate) students use social media for academic purposes and how its use is associated with academic motivation, engagement, and satisfaction, which are salient factors for the success of their graduate degrees and life. Based on the survey responses from 91 current Ph.D. students, our study results highlight that (1) students mainly use social mediamore » for broadcasting and keeping up with up-to-date academic and research information; yet, making connections and developing professional networks is one of the primary reasons, and (2) social media use is positively associated with their academic engagement and satisfaction. We discuss implications and future work of our study.« less
Emotional variables, dropout and academic performance in Spanish nursing students.
Roso-Bas, Fátima; Pades Jiménez, Antonia; García-Buades, Esther
2016-02-01
The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success. Copyright © 2015 Elsevier Ltd. All rights reserved.
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)
Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport
ERIC Educational Resources Information Center
Bimper, Albert Y., Jr.; Harrison, Louis, Jr.; Clark, Langston
2013-01-01
Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals…
Investigating the relationship between information literacy and academic performance among students.
Soleymani, Mohammad Reza
2014-01-01
Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academic performance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.
The Texas Successful Schools Study: Quality Education for Limited English Proficient Students.
ERIC Educational Resources Information Center
Texas Education Agency, Austin.
A study by the Texas Education Agency examined the variables contributing to the academic success of economically disadvantaged and language minority students. Data were collected from seven high-achieving elementary schools with high poverty rates and high percentages of limited English proficient (LEP) students via teacher questionnaires;…
Strategies to promote a climate of academic integrity and minimize student cheating and plagiarism.
Scanlan, Craig L
2006-01-01
Student academic misconduct is a growing problem for colleges and universities, including those responsible for preparing health professionals. Although the implementation of honor codes has had a positive impact on this problem, further reduction in student cheating and plagiarism can be achieved only via a comprehensive strategy that promotes an institutional culture of academic integrity. Such a strategy must combine efforts both to deter and detect academic misconduct, along with fair but rigorous application of sanctions against such behaviors. Methods useful in preventing or deterring dishonest behaviors among students include early integrity training complemented with course-level reinforcement, faculty role-modeling, and the application of selected testing/assignment preventive strategies, including honor pledges and honesty declarations. Giving students more responsibility for oversight of academic integrity also may help address this problem and better promote the culture needed to uphold its principles. Successful enforcement requires that academic administration provide strong and visible support for upholding academic integrity standards, including the provision of a clear and fair process and the consistent application of appropriate sanctions against those whose conduct is found to violate these standards.
Understanding Community College Students' Learning Styles and the Link to Academic Achievement
ERIC Educational Resources Information Center
Peters, Kathleen
2012-01-01
Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…
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…
Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.
2009-01-01
This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students. PMID:20011458
ERIC Educational Resources Information Center
Scott, Jessica A.; Hoffmeister, Robert J.
2018-01-01
Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an…
ERIC Educational Resources Information Center
Kim, Yeonwoo; Calzada, Esther J.; Barajas-Gonzalez, R. Gabriela; Huang, Keng-Yen; Brotman, Laurie M.; Castro, Ashley; Pichardo, Catherine
2018-01-01
Early academic achievement has been shown to predict high school completion, but there have been few studies of the predictors of early academic success focused on Latino students. Using longitudinal data from 750 Mexican and Dominican American families, this study examined a cultural model of parenting and early academic achievement. While Latino…
Mentoring For Success: REU Program That Help Every Student Succeed
NASA Astrophysics Data System (ADS)
Bingham, B. L.
2015-12-01
NSF REU site programs provide remarkable opportunities for students to experience first-hand the challenges and rewards of science research. Because REU positions are relatively scarce, applicant pools are large, and it is easy to fill available positions with students who already have well-developed research skills and proven abilities to excel academically. Advisors bringing REU participants into their labs may see this as the ideal situation. However, using experience and academic record as the primary selection criteria ignores an enormous pool of talented students who have simply never been in a position to show, or discover themselves, what they can do. Reaching this audience requires a shift in strategy: recruiting in ways that reach students who are unaware of REU opportunities; adjusting our selection criteria to look beyond academics and experience, putting as much emphasis on future potential as we do on past performance; finding, or developing, mentors who share this broader vision of working with students; and providing an institutional culture that ensure every student has the kind of multi-node support network that maximizes his or her success. REU programs should be primary tools to developing a deeper and broader science workforce. Achieving that goal will require innovative approaches to finding, recruiting, and mentoring participants.
ERIC Educational Resources Information Center
McCarron, Elizabeth C.
2017-01-01
Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This…
Academic Help-Seeking Behavior Among Student Pharmacists
Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.
2013-01-01
Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559
ERIC Educational Resources Information Center
Erden, Hale
2016-01-01
Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university…
ERIC Educational Resources Information Center
Williams-Bonds, Carmen
2013-01-01
The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban…
Motivation and academic achievement in medical students.
Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh
2012-01-01
Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.
Academic Resilience among Undocumented Latino Students
ERIC Educational Resources Information Center
Perez, William; Espinoza, Roberta; Ramos, Karina; Coronado, Heidi M.; Cortes, Richard
2009-01-01
This study examined the academic resilience of undocumented immigrant Latino students. It was hypothesized that due to their legal and social marginalization, students who experienced high risk accompanied by high levels of both personal and environmental protective factors would have higher academic outcomes than students with lower levels of…
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…
ERIC Educational Resources Information Center
Davis, Mary M.
2009-01-01
The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics" (paragraph 4). Furthermore,…
Embedded academic writing support for nursing students with English as a second language.
Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra
2010-02-01
This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.
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…
University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter.
Wach, F-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M
2016-01-01
Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M age = 20.77; SD age = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.
University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter
Wach, F.-Sophie; Karbach, Julia; Ruffing, Stephanie; Brünken, Roland; Spinath, Frank M.
2016-01-01
Although there is consensus about the importance of students' satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; Mage = 20.77; SDage = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level. PMID:26909049
Academic self-concept, learning motivation, and test anxiety of the underestimated student.
Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela
2011-03-01
BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.
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…
Engaging Families at the Secondary Level: An Underused Resource for Student Success
ERIC Educational Resources Information Center
Jensen, Krista L.; Minke, Kathleen M.
2017-01-01
Parent engagement in education has been shown to have positive effects on students' academic and social/emotional success. However, much of the research has focused on younger students. Less attention has been given to parent engagement at the secondary level, especially with respect to how parents choose to engage and how adolescents perceive…
Beyond Honour Codes: Bringing Students into the Academic Integrity Equation
ERIC Educational Resources Information Center
Richards, Deborah; Saddiqui, Sonia; McGuigan, Nicholas; Homewood, Judi
2016-01-01
Honour codes represent a successful and unique, student-led, "bottom-up" approach to the promotion of academic integrity (AI). With increased flexibility, globalisation and distance or blended education options, most institutions operate in very different climates and cultures from the US institutions that have a long-established culture…
First Generation College Students in STEM: Counter Stories of Success
NASA Astrophysics Data System (ADS)
Hernandez, Carol D.
First-generation community college Science, Technology, Engineering, and Mathematics (STEM) students have unique challenges in transferring to a four-year college. This is especially true for Latin and African American students who may experience multiple challenges, including discrimination, immigration issues and language issues, and sometimes poor academic preparation in their K-12 education. This project used a grounded theory approach to explore through an equity lens the educational journey of seven Los Medanos College students who have successfully transferred to a four-year institution were interviewed. All of these students that participated in this project were former Mathematics Engineering Science Achievement Program (MESA) students at Los Medanos College. The MESA Program is a learning community that provides academic support for "educationally and economically disadvantaged" students so they can excel in math and science, transfer to four-year institutions as majors in math-based fields, and graduate with baccalaureate degrees in STEM majors. Several intervention strategies are embedded into the program, including: counseling, mentors, a learning center, tutors, financial aid and transfer workshops, and internship and scholarship opportunities. The students were interviewed and asked several questions regarding their high school life, MESA, and community college and transfer experiences. The main theoretical framework utilized to analyze the interviews was Border Lands theory because these students created a safe space that allowed them to straddle their life at home and their life at school. Interviews with these students reveal seven successful, happy, and engaged students. Several themes emerged with respect to the importance of students' finding a major that they love, finding community, and the importance of teachers, family, and engagement in their success. The results of this project also emphasize the importance of hiring passionate teachers
ERIC Educational Resources Information Center
Blazer, Christie
2011-01-01
Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their…
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…
Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.
Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
2016-01-01
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).
Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro
2016-01-01
There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928
ERIC Educational Resources Information Center
Ocal, Kubilay
2016-01-01
The purpose of this study was to examine the role of burnout, academic self-efficacy and academic success in predicting procrastination and university life satisfaction among sports schools students. The study sample comprised of 224 participants aged from 18 to 30 years with a mean age of 21.71 (SD = 1.94) who were attending various departments…
Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success
ERIC Educational Resources Information Center
Williams, Donna Elizabeth
2012-01-01
Preparation, Development, and Transition of Learning-Disabled Students for Workforce Success. Donna Elizabeth Williams, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Learning Disabilities, Community Based Instruction, Academic Advising, Career Counseling, Career Planning. This…
How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.
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.
Self-Efficacy's Influence on Student Academic Achievement in the Medical Anatomy Curriculum
ERIC Educational Resources Information Center
Burgoon, Jennifer Marie; Meece, Judith L.; Granger, Noelle A.
2012-01-01
Self-efficacy is defined as a person's beliefs in his or her own abilities to successfully complete a task and has been shown to influence student motivation and academic behaviors. More specifically, anatomical self-efficacy is defined as an individual's judgment of his or her ability to successfully complete tasks related to the anatomy…
ERIC Educational Resources Information Center
Iwai, Yuko; Filce, Hollie; Ramp, Ellen
2011-01-01
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…
Can Multiple Mini-Interviews Predict Academic Performance of Dental Students? A Two-Year Follow-Up.
Alaki, Sumer M; Yamany, Ibrahim A; Shinawi, Lana A; Hassan, Mona H A; Tekian, Ara
2016-11-01
Prior research has shown that students' previous grade point average (GPA) is the best predictor for future academic success. However, it can only partly predict the variability in dental school performance. The aim of this study was to assess the predictive value of multiple mini-interviews (MMI) as an admission criterion by comparing them with the academic performance of dental students over a two-year period. All incoming undergraduate dental students at the King Abdulaziz University Faculty of Dentistry (KAUFD) during academic year 2013-14 were invited to participate in MMI. Students rotated through six objective structured clinical exam (OSCE)-like stations for 30 minutes total and were interviewed by two trained faculty interviewers at each station. The stations were focused on noncognitive skills thought to be essential to academic performance at KAUFD. The academic performance of these students was then followed for two years and linked to their MMI scores. A total of 146 students (71 males and 75 females) participated in an interview (response rate=92.9%). Most students scored in the acceptable range at each MMI station. Students' total MMI score, ambitions, and motives were significant predictors of GPA during the two years of follow-up (p<0.038 and p<0.001, respectively). In this study, MMI was found to be able to predict future academic performance of undergraduate dental students.
Hierarchical and Multidimensional Academic Self-Concept of Commercial Students.
Yeung; Chui; Lau
1999-10-01
Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.
ERIC Educational Resources Information Center
Arcuino, Cathy Lee T.
2013-01-01
The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…
Factors that affect academic performance among pharmacy students.
Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita
2006-10-15
The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.
An Examination of Academic Advising Style Preference in Undergraduate Students
ERIC Educational Resources Information Center
Yarbrough, Elizabeth Kendrick
2010-01-01
As universities put increasing pressure on student retention and success, academic advising has become an increasingly visible and important part of the university. One of the first examinations of advising contrasted two major styles: prescriptive and developmental (Crookston, 1972). Prescriptive styles are based on the expertise of the advisor.…
Investigating the relationship between information literacy and academic performance among students
Soleymani, Mohammad Reza
2014-01-01
Background: Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. Materials and Methods: This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. Results: The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students’ information literacy. We also found out that there was a significant positive relationship between information literacy and students’ academic performance in Isfahan University of Medical Sciences. Conclusion: Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students’ academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their
ERIC Educational Resources Information Center
Toohey, Kelleen; Derwing, Tracey M.
2008-01-01
Data from ESL students' records in Vancouver are examined in the light of the BC Ministry of Education's claim that ESL high school students are more successful than students whose first language is English. We argue that the academic achievement of well-to-do students whose parents are skilled workers or entrepreneurs may mask the completion…
Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students
ERIC Educational Resources Information Center
Rudasill, Kathleen Moritz; Callahan, Carolyn M.
2010-01-01
The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…
ERIC Educational Resources Information Center
Riazantseva, Anastasia
2012-01-01
The purpose of this case-study was to understand the relationship between success in college and L2 academic writing of three Generation 1.5 Russian-speaking middle-class college students and to describe the factors that could have contributed to the levels of academic literacy that these students developed. The following research questions were…
Giving Students Extra Support to Meet Standards in Challenging Academic and Career Courses.
ERIC Educational Resources Information Center
Southern Regional Education Board (SREB), 2010
2010-01-01
Successful schools at all levels provide extra-help strategies to assist students in meeting high standards in both academic and career/technical courses. Some schools design a flexible schedule and offer virtual learning opportunities to enable at-risk students to complete high school. Middle grades schools can provide an accelerated curriculum…
Bergey, Bradley W; Deacon, S Hélène; Parrila, Rauno K
2017-01-01
University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties (n = 244) compared to students with no such history (n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success. © Hammill Institute on Disabilities 2015.
Success and Persistence of Developmental Mathematics Students Based on Age and Ethnicity
ERIC Educational Resources Information Center
Wolfle, James D.
2012-01-01
This ex post facto study examined the fall-to-fall persistence and academic success of students in a medium-sized Virginia community college. The variables of age and ethnicity in combination with whether a student's first mathematics course was developmental were used to examine the effects of each. It was found that neither the interaction of…
VET-in-School for Indigenous Students: Success through "Cultural Fit."
ERIC Educational Resources Information Center
Schwab, R. G.
Two innovative approaches to delivering vocational education and training (VET) in schools were examined to identify ways of helping Australia's indigenous students achieve academic success by ensuring a close cultural fit between course content and the realities of local employment opportunities. The first VET-in-School program, which was located…
Preparing Graduate Students for Non-Academic Careers
NASA Astrophysics Data System (ADS)
Woolf, Lawrence
2014-03-01
One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.
Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading
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
Student Academic Optimism: A Confirmatory Factor Analysis
ERIC Educational Resources Information Center
Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.
2013-01-01
Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…
Perceptions of Academic Advising and Student Retention
ERIC Educational Resources Information Center
Soden, Stacy Renaee
2017-01-01
The purpose of this research study was to examine student and academic advisors' perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution…
NASA Astrophysics Data System (ADS)
Foster, Regina
Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.
ERIC Educational Resources Information Center
Yu, Baohua; Wright, Ewan
2017-01-01
Internationalisation has been actively pursued by Hong Kong's universities. Recent years have witnessed quantitative growth in non-local students. To ensure a qualitative success of internationalisation, it is crucial that universities cater for students with diverse academic backgrounds. This research explored challenges to academic adaptation.…
Factors That Affect Academic Performance Among Pharmacy Students
Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita
2006-01-01
Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433
ERIC Educational Resources Information Center
Tominey, Matthew F.
This report discusses a study of 31 postsecondary students (20 males and 11 females) with learning disabilities (LD) and/or with attention deficit hyperactivity disorder (ADHD) that examined college achievement and attributional styles. Students completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire.…
Academic Deficiency: Student Experiences of Institutional Labeling
ERIC Educational Resources Information Center
Barouch-Gilbert, Abraham
2015-01-01
Limited existing research examines how undergraduate students in the United States experience the process of being identified as deficient due to their academic performance. The purpose of this phenomenological study was to explore the lived experiences of college students on academic probation who were labeled academically deficient. Students…
Student Academic Support as a Predictor of Life Satisfaction in University Students
ERIC Educational Resources Information Center
Akin, Ahmet; Arslan, Serhat; Çelik, Eyüp; Kaya, Çinar; Arslan, Nihan
2015-01-01
The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support…
NASA Astrophysics Data System (ADS)
Hall, Mildred V.
Part I. Intensive courses have been shown to be associated with equal or greater student success than traditional-length courses in a wide variety of disciplines and education levels. Student records from intensive and traditional-length introductory general chemistry courses were analyzed to determine the effects, of the course format, the level of academic experience, life experience (age), GPA, academic major and gender on student success in the course. Pretest scores, GPA and ACT composite scores were used as measures of academic ability and prior knowledge; t-tests comparing the means of these variables were used to establish that the populations were comparable prior to the course. Final exam scores, total course points and pretest-posttest differences were used as measures of student success; t-tests were used to determine if differences existed between the populations. ANCOVA analyses revealed that student GPA, pretest scores and course format were the only variables tested that were significant in accounting for the variance of the academic success measures. In general, the results indicate that students achieved greater academic success in the intensive-format course, regardless of the level of academic experience, life experience, academic major or gender. Part II. Weakly coordinating anions have many important applications, one of which is to function as co-catalysts in the polymerization of olefins by zirconocene. The structure of tris(tetrachlorobenzenedialato) phosphate(V) or "trisphat" anion suggests that it might be an outstanding example of a weakly coordinating anion. Trisphat acid was synthesized and immediately used to prepare the stable tributylammonium trisphat, which was further reacted to produce trisphat salts of Group I metal cations in high yields. Results of the 35Cl NQR analysis of these trisphat salts indicate only very weak coordination between the metal cations and the chlorine atoms of the trisphat anion.
ERIC Educational Resources Information Center
Betts, Kelly J.; Shirley, Janet A.; Kennedy, Robert
2017-01-01
Background: Student success in a baccalaureate nursing program is of utmost importance at a southern College of Nursing (CON).CON faculty wanted to understand better what academic/ social risk factors attributed to attrition in the first year of the nursing program. The purpose of this study was to determine academic and social risk factors…
ERIC Educational Resources Information Center
Ivers, Nathaniel N.; Milsom, Amy; Newsome, Deborah W.
2012-01-01
Academic success among Latino youth is low relative to other racial/ethnic groups in the United States. It is important that school counselors recognize factors that influence school success among Latino youth and develop strategies to assist those students in reaching their potential. The authors discuss Gottfredson's theory of circumscription…
Beating the Odds: Untold Stories of Fifteen African American Parents of Successful Students
ERIC Educational Resources Information Center
Leffall, Sonia E.
2017-01-01
The purpose of this narrative analysis study is to explore how fifteen African American parents of successful middle and high school students constructed their parental roles and what parental involvement strategies they employed to support their children's academic success. Based on their narratives, the findings are as follows: (a) The process…
ERIC Educational Resources Information Center
Pérez, David, II
2017-01-01
Discourse about Latino male college students centers on their low enrollment, persistence, and graduation rates. Two asset-based theoretical frameworks were used to understand how 21 Latino males' academic determination was nurtured and sustained by cultural wealth at selective institutions. Although most participants entered college with unclear…
ERIC Educational Resources Information Center
Tucker, Richard
2013-01-01
This paper considers the relationship between architecture and construction management students' overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building…
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…
ERIC Educational Resources Information Center
Pfitzer, Bryan A.
2010-01-01
Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…
NASA Astrophysics Data System (ADS)
Swart, Arthur James; Lombard, Kobus; de Jager, Henk
2010-03-01
Poor academic success by African engineering students is currently experienced in many higher educational institutions, contributing to lower financial subsidies by local governments. One of the contributing factors to this low academic success may be the poor time management skills of these students. This article endeavours to explore this relationship by means of a theoretical literature review and an empirical study. Numerous studies have been conducted in this regard, but with mixed results. The case study of this article involves a design module termed Design Projects III, where the empirical study incorporated an ex post facto study involving a pre-experimental/exploratory design using descriptive statistics. The results of this study were applied to various tests, which indicated no statistically significant relationship between time management skills and the academic achievement of African engineering students.
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…
The Formative Five: Fostering Grit, Empathy, and Other Success Skills Every Student Needs
ERIC Educational Resources Information Center
Hoerr, Thomas R.
2016-01-01
For success in school and in life, students need more than academic proficiency and good test scores. Author Tom Hoerr shows how to foster the "Formative Five" attributes that today's students need: (1) Empathy: learning to see the world through others' perspectives. (2) Self control: cultivating the abilities to focus and delay self…
Predicting Community College Student Success by Participation in a First-Year Experience Course
ERIC Educational Resources Information Center
Gardner, Andy Franklin
2013-01-01
A first-year experience is a collaborative effort of many initiatives, with varying names that have the greatest impact on student success during the first year of college. A first-year experience course, a feature of the first-year experience, is an intervention program designed to increase student academic performance and integration (Braxton…
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.
ERIC Educational Resources Information Center
Maguire, Richard K.; Corbin, Thomas Philip, Jr.
2015-01-01
The natural symbiotic relationship between intrinsic and extrinsic factors and how they contribute to student success is undeniable. A plethora of work including self-determination, attribution, and social cognitive theories speak about academic achievement by students having a reciprocity relationship between the extrinsic factors that underline…
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.
Causal Attributions for Success or Failure of Students in College Algebra
ERIC Educational Resources Information Center
Cortes-Suarez, Gina; Sandiford, Janice R.
2008-01-01
Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance.…
Depression and academic impairment in college students.
Heiligenstein, E; Guenther, G; Hsu, K; Herman, K
1996-09-01
Impairment from depression and its impact on productivity are of profound societal importance. We report the results of an evaluation of depression and academic impairment in university students, using standardized measures. Sixty-three students completed the Beck Depression Inventory and the work role section from the Social Adjustment Scale-Self Report. Academic impairment, manifested as missed time from class, decreased academic productivity, and significant interpersonal problems at school, was seen in 92% of the students. More severe depression was related to a higher level of impairment. At all levels of depression, affective impairment-inadequacy, distress, and disinterest in school-was more prevalent than was academic impairment. The risk of academic impairment became likely at only moderate-to-severe levels of depression. Discussing the implications of depression with students and aggressively pursuing both medication and nonmedication therapies are essential in preventing the high morbidity associated with untreated depression.
Factors affecting student success in a first-year mathematics course: a South African experience
NASA Astrophysics Data System (ADS)
Kizito, Rita; Munyakazi, Justin; Basuayi, Clement
2016-01-01
In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.
Fenollar, Pedro; Román, Sergio; Cuestas, Pedro J
2007-12-01
The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self-efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies. Participants were 553 students of different faculties from a university in Spain. Pre-existing scales were used to develop the questionnaire. Questionnaires were group-administered in 21 classes during the first 2 weeks of May (i.e. about 1 month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course. Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self-efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data. Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.
Self-Esteem and Academic Stress among Nursing Students.
Acharya Pandey, R; Chalise, H N
2015-01-01
Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons' life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress. Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students. Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg's Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis. Result This study shows mean age of the respondent's was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress. Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.
Admission Models for At-Risk Graduate Students in Different Academic Disciplines.
ERIC Educational Resources Information Center
Nelson, C. Van; Nelson, Jacquelyn S.; Malone, Bobby G.
In this study, models were constructed for eight academic areas, including applied sciences, communication sciences, education, physical sciences, life sciences, humanities and arts, psychology, and social sciences, to predict whether or not an at-risk graduate student would be successful in obtaining a master's degree. Records were available for…
ERIC Educational Resources Information Center
Solomon, Irwin E.
This 1993-1997 study had two objectives: to inquire into the post-transfer academic at a four-year university, and to answer the call for continued research into articulation and transfer. The author found that (1) a group of 561 Northern Virginia Community College (NVCC) students who transferred to George Mason University (GMU) over a 5-year…
ERIC Educational Resources Information Center
Goldman, Zachary W.; Martin, Matthew M.
2016-01-01
Academic entitlement (AE) refers to the expectation of educational success despite the input of personal effort needed to earn it (Boswell, 2012). Entitled students feel that learning should require minimal work and that difficulties encountered during the learning process should be attributed to instructors, rather than themselves. AE has become…
The Multiple Worlds of Ghanaian-Born Immigrant Students and Academic Success
ERIC Educational Resources Information Center
Kumi-Yeboah, Alex
2018-01-01
Background/Context: The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the…
NASA Astrophysics Data System (ADS)
Johnson, Candace A.
Developmental education for the academically underprepared college student has been aimed at helping students succeed in college. However, developmental education courses have traditionally focused on reading, writing and math. This quantitative study examined the relationship between a developmental science course for underprepared health science students on grades achieved in college level medical terminology courses. The effect was measured by analyzing student grades retrieved from a college database of official school records through the use of correlation research methodology during a previous 2-year academic period at a selected independent 4-year right-to-try college. The results yielded a weakly positive correlation, but not statistically significant coefficient of 0.325 between grades for students who successfully completed the developmental science course and their subsequent success in a college-level science course. The study added to the gap in knowledge in terms of the effect a developmental science course has on grades in college-level science courses.
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…
ERIC Educational Resources Information Center
Tapp, Jane
2014-01-01
Academic literacy practices can be alienating for new undergraduates, yet academic success depends on writing in ways that the academy deems acceptable and is related to the identity positions available to students. I describe an intervention in which aspects of academic practice were made visible and students participated collaboratively in…
An ecological perspective of science and math academic achievement among African American students
NASA Astrophysics Data System (ADS)
Stewart, Endya Bentley
Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.
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),…
ERIC Educational Resources Information Center
Wang, Chih-hsuan; Harrison, Jamie; Cardullo, Victoria; Lin, Xi
2018-01-01
One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively…
ERIC Educational Resources Information Center
Khanehkeshi, Ali; Basavarajappa
2011-01-01
This paper investigates the relationship of academic stress with aggression, depression and academic performance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry…
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…
NASA Astrophysics Data System (ADS)
Burger, Catherine E.
As the number of international students studying in the United States continues to grow, it is important that educators and administrators at postsecondary institutions understand the diverse educational backgrounds of these students, which has the potential to influence their chances for academic success. Nowhere is this truer than at the graduate-level, where international students now earn more than one-quarter of all doctoral research degrees. Through the lens of academic integrity, this study explores the undergraduate educational experiences of incoming Indian graduate students in engineering and computing disciplines at one southeastern research university, and compares the academic preparedness of these students to the expectations of the graduate faculty. This project demonstrates that the nature of undergraduate education at Indian institutions does not adequately prepare incoming graduate students for the expectations present at US institutions, specifically regarding academic writing and cheating. However, this lack of cultural capital does not appear to disadvantage the student population over the course of their academic careers, as the graduate faculty working with these students spend a significant amount of time and energy helping them socialize into Western educational practices.
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…
Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.
Custer, Nicole
Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.
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…
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…
ERIC Educational Resources Information Center
Liu, Feng; Cavanaugh, Cathy
2011-01-01
This paper describes a study of success factors in high enrollment courses in a K-12 virtual school learning environment. The influence of variables: time student spent in the learning management system (LMS), number of times logged into the LMS, teacher comment, participation in free or reduced lunch programs, student status in the virtual school…
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,…
A Residence Life Plan for Success for At-Risk College Students: Reviving "In Loco Parentis"
ERIC Educational Resources Information Center
Johnson, Marques; Flynn, Ellen; Monroe, Maxine
2016-01-01
In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk…
ERIC Educational Resources Information Center
Brigman, Greg; Wells, Craig; Webb, Linda; Villares, Elizabeth; Carey, John C.; Harrington, Karen
2015-01-01
This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students' use of strategies and skills associated with enhanced academic learning and achievement.
Interrogating Reality in Terms of Retention and Student Success at a South Texas University
ERIC Educational Resources Information Center
Bain, Steve F.; Gandy, Rex F.; Golightly, Vivian H.
2012-01-01
Student retention has become the most significant issue facing American colleges and universities. For the student, retention has everything to do with academic success and the completion of the most lofty of educational goals--the acquiring of a degree. For the educational institution, college, or university, retention impacts federal funding,…
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…
A pilot study of nursing student's perceptions of academic dishonesty: a generation Y perspective.
Arhin, Afua O
2009-01-01
As a result of the proliferation of technology, academic dishonesty in colleges and universities is becoming a major global problem of higher education. Unfortunately, it is documented in published research that today's student appears to normalize academic dishonest behaviors. This paper reports on a pilot study that tested an instrument that explored the perceptions of cheating in undergraduate nursing students. The instrument explored scenarios that represented dishonest behaviors in examination situations; dishonest behaviors relevant to classroom assignments; and scenarios that represented dishonest behaviors towards practical laboratory experiences. The participants in this study were quite clear on the definition of academic dishonesty in examination situations but had difficulty identifying academic dishonest behaviors during classroom and laboratory assignments. This paper further discusses these findings from the unique point of view of the characteristics of Generation Yers and the resulting implications for successful strategies that may curtail academic dishonesty.
Developing a Student Conception of Academic Rigor
ERIC Educational Resources Information Center
Draeger, John; del Prado Hill, Pixita; Mahler, Ronnie
2015-01-01
In this article we describe models of academic rigor from the student point of view. Drawing on a campus-wide survey, focus groups, and interviews with students, we found that students explained academic rigor in terms of workload, grading standards, level of difficulty, level of interest, and perceived relevance to future goals. These findings…
Associate Degree Student Satisfaction with Academic Advising
ERIC Educational Resources Information Center
Walleser, Diane K.
2014-01-01
The purpose of this study was to identify the determinants of student satisfaction with associate degree academic advising satisfaction with Madison Area Technical College students. During spring of 2013 an electronic survey was conducted to collect data from credit students in the college's academic programs. A survey was sent to 14,776 full time…
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
ERIC Educational Resources Information Center
Ling, Thomson Joseph
2006-01-01
Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of 163 first-year transfer students at a large mid-Atlantic university. The mean age of the participants…
Theme: Teaching Academically Disadvantaged Students.
ERIC Educational Resources Information Center
Iverson, Maynard J.; And Others
1993-01-01
Includes "Will We Serve the Academically Disadvantaged?" (Iverson); "Using Centers of Learning to Reach Academically Disadvantaged Students" (Gentry); "Georgia's Special Lamb Project Adoption Program" (Farmer); "Teacher Expectations" (Powers); "Providing Instruction for Special Populations" (Jewell); and "The Educational Reform Movement and…
ERIC Educational Resources Information Center
Novera, Isvet Amri
2004-01-01
Prior studies suggest that adjustment is a significant contributor to the academic success of international students, and cultural differences can lead to adjustment problems. However, while Australia takes many international students from Indonesia, and there are substantial cultural differences between Indonesia and Australia, there has been…
Using latent class analysis to identify academic and behavioral risk status in elementary students.
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).
ERIC Educational Resources Information Center
Kinney, Adam R.; Eakman, Aaron M.
2017-01-01
Veterans of Operation Enduring Freedom, Operation Iraqi Freedom, and Operation New Dawn enrolled in postsecondary education may experience disabilities that impact their successful participation in the academic environment. Accommodations are made available to college students with disabilities to provide opportunities for success in this…
ERIC Educational Resources Information Center
Dryer, Rachel; Henning, Marcus A.; Tyson, Graham A.; Shaw, Rosemary
2016-01-01
This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…
ERIC Educational Resources Information Center
Lizzio, Alf; Wilson, Keithia
2013-01-01
The widening participation agenda and related concerns about student retention require a more systematic focus on supporting student success. This paper describes a process designed with the dual goals of supporting the short-term academic recovery of students at risk of non-continuation due to early difficulties with assessment and developing…
"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.…
ERIC Educational Resources Information Center
Kim, Eunhee; Newton, Fred B.; Downey, Ronald G.; Benton, Stephen L.
2010-01-01
The College Learning Effectiveness Inventory, a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The exploratory and confirmatory studies revealed the six-underlying factors: Academic Self-Efficacy, Organization and Attention to…
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…
ERIC Educational Resources Information Center
Thompson, Blair; Mazer, Joseph P.
2009-01-01
Research suggests that student academic support plays a vital role at the college level as students often view communication with peers as their primary source of academic support (Thompson, 2008). This research advances the Student Academic Support Scale (SASS) as a method of assessing the frequency, importance, and mode of communicating academic…
Jimerson, Shane R; Haddock, Aaron D
2015-12-01
Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development. (c) 2015 APA, all rights reserved).
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
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…
ERIC Educational Resources Information Center
Baker, Christina N.
2013-01-01
This study focuses on how personal support from the college environment influences the academic performance of African American and Latino college students attending selective colleges. Under-represented students at selective colleges continue to face challenges to their academic success, and support from the college environment is a key factor in…
Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak
2015-01-01
Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (P<0.001). Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001). This is related to the enjoyment of passing academic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the
Childhood obesity and academic achievement among male students in public primary schools in Kuwait.
Abdelalim, Ahmed; Ajaj, Nawras; Al-Tmimy, Abdulrahman; Alyousefi, Maytham; Al-Rashaidan, Sulaiman; Hammoud, Majeda S; Al-Taiar, Abdullah
2012-01-01
The aim of this study was to investigate the association between childhood obesity and student academic performance in the classroom setting. A multi-stage cluster random sampling was used to select a representative sample of 1,213 fifth-grade students in male public schools. Height and weight were measured using a standard protocol. Overweight was defined as BMI ≥85th but <95th percentile, while obesity as ≥95th BMI percentile, using growth charts provided by the Centre for Disease Control and Prevention (2000). Data on each student's academic performance and sociodemographic factors were extracted from school records. Of the 1,213 students, 147 were absent on the day the survey was conducted. Therefore, the analysis was based on 1,066 students. Of the 1,066 students, 67 did not have previous school records because they were new in the school; hence the association between school performance and obesity was based on 999 students. The prevalence of obesity was 186 (17.4%, 95% CI: 15.2-19.9%) while the prevalence of overweight was 232 (21.8%, 95% CI: 19.3-24.4%). There was no significant association between obesity and academic performance after adjusting for sociodemographic factors. Parental education was the most important predictor for high academic performance in the classroom setting. There is no association between obesity and academic performance in the classroom setting among boys in Kuwait. With the lack of evidence of a relationship between childhood obesity and academic performance, using high performance as a measure of success in prevention initiatives cannot be justified. Copyright © 2011 S. Karger AG, Basel.
Satisfaction of Students and Academic Performance in Benadir University
ERIC Educational Resources Information Center
Dhaqane, Mahad Khalif; Afrah, Nor Abdulle
2016-01-01
This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…
ERIC Educational Resources Information Center
Brown, Tisha J.
2012-01-01
Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of Inventory…