Science.gov

Sample records for academic performance attendance

  1. Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents.

    PubMed

    Cosgrove, Jonathan M; Chen, Yen T; Castelli, Darla M

    2018-01-01

    The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Adolescents ( N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Adolescents with higher grit scores ( r s = 0.21, P < 0.001) and less total absences ( r s = -0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP ( β = 0.13, P < 0.01 and β = -0.35, P < 0.001, resp.). Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

  2. Attendance and achievement in medicine: investigating the impact of attendance policies on academic performance of medical students.

    PubMed

    Subramaniam, Bs; Hande, S; Komattil, R

    2013-04-01

    The attendance mandate for the medical course in Melaka Manipal Medical College, Manipal, India was increased from 75% to 90% based on the assumption that the mandatory increase will improve the students' performance. To find out whether there is any correlation between class attendance and academic performance. This was an institution based retrospective analytical study. Students who have completed Phase I (first two and a half years) of the MBBS course were included in the study. Student marks and attendance, from the database were obtained from three random batches, each, from two clusters A and B respectively. Those who had a mandatory attendance requirement of 75% belonged to A (n = 243), and those who had a mandatory attendance percentage of 90% belonged to B (n = 360). Statistical analyses performed included, Pearson 2 tailed correlation to correlate class attendance with student performance; Cluster analysis to classify group average in a similarity matrix; t-test to determine significance of difference in percentage of students who attained 100% when the college changed mandatory attendance from 75% to 90%; Mann-Whitney test to find out if there was a better performance in university exam when attendance policy changed. There was a significant correlation between attendance and the students who passed in the University exam. The number of students in the pass category was maximum (>90%) compared to students in distinction and failed categories. Percentage of students with 100% attendance rose from 4% (n = 10) to 11% (n = 40) when the mandatory attendance was increased from 75% to 90%. Attendance policy correlated with better academic performance. Reducing absenteeism, probably contributed to the improved academic performance of the students. But the link between attendance and best and worst performances could not be predicted because of small numbers in every batch.

  3. Impact of Attendance on Academic Performance in Prenursing Students.

    PubMed

    Branson, Marietta; Loftin, Collette; Hadley, Lance; Hartin, Vicki; Devkota, Shravan

    2016-01-01

    A descriptive-correlational design was used to explore the relationship between attendance and course grade in a prenursing course. Findings revealed that attendance was positively associated with final course grades (r443 = 0.54, P < .001). Traditional students attended a significantly higher percentage of classes than their nontraditional counterparts. These findings support the long-held belief by nursing faculty that attendance positively impacts course outcomes.

  4. Class attendance, peer similarity, and academic performance in a large field study

    PubMed Central

    Bjerre-Nielsen, Andreas; Mones, Enys; Lehmann, Sune; Lassen, David Dreyer

    2017-01-01

    Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods which have well-known systematic biases that lead to limitations on conclusions and generalizability as well as being costly to implement. Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors. Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0.5), suggesting either an important peer effect or homophily with respect to attendance. PMID:29117190

  5. Class attendance, peer similarity, and academic performance in a large field study.

    PubMed

    Kassarnig, Valentin; Bjerre-Nielsen, Andreas; Mones, Enys; Lehmann, Sune; Lassen, David Dreyer

    2017-01-01

    Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods which have well-known systematic biases that lead to limitations on conclusions and generalizability as well as being costly to implement. Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors. Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0.5), suggesting either an important peer effect or homophily with respect to attendance.

  6. Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations

    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,…

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

    ERIC Educational Resources Information Center

    Daniels, Dianne Yow

    2008-01-01

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

  8. Association between attendance and overall academic performance on a module within a professional pharmacy degree.

    PubMed

    Irwin, Nigel; Burnett, Kathryn M; McCarron, Paul A

    2018-03-01

    As the higher education (HE) classroom begins to adopt newer internet-based technologies, the relationship between attendance and performance needs to be re-evaluated, particularly for professional degree courses such as pharmacy. In the present study, we aimed to establish if an association exists between attendance at all timetabled classes and academic performance, in a Clinical Pharmacology and Therapeutics (CPT) module, as part of the Master of Pharmacy (MPharm) degree course at Ulster University. Data on attendance, final examination and coursework performance were collected over two academic years (2013-14 and 2014-15) of the CPT module at Ulster. In total 67 students were analysed. The MPharm degree at Ulster University implements an attendance policy, both as a pastoral support tool and to reinforce the need for professional conduct as a pharmacist. Student (2013-14 and 2014-15, n = 35 and 32, respectively) attendance on the module across both year groups was approximately 80%. We observed positive, and statistically significant relationships between attendance and performance on the examination, and especially in the coursework elements of the module. Student failure (below 40%) in the final examination was linked to attendance below an 80% threshold in nine of 12 cases. Reasons for not attending class varied, but illness was unquestionably the most commonly cited extenuation. Taken together, these data confirm a convincing association between student attendance and academic achievement. Our studies promote the use of attendance monitoring policies for professional degree courses such as pharmacy. Copyright © 2017 Elsevier Inc. All rights reserved.

  9. Lecture Attendance, Study Time, and Academic Performance: A Panel Data Study

    ERIC Educational Resources Information Center

    Andrietti, Vincenzo; Velasco, Carlos

    2015-01-01

    The authors analyze matched administrative survey data on economics students enrolled in two econometrics courses offered in consecutive terms at a major public university in Spain to assess the impact of lecture attendance and study time on academic performance. Using proxy variables in a cross-sectional regression setting, they find a positive…

  10. Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations.

    PubMed

    Deane, Richard P; Murphy, Deirdre J

    2013-12-04

    Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P < .001). Both clinical attendance (r = 0.50 [95% CI, 0.32-0.64]; P < .001) and tutorial

  11. Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations.

    PubMed

    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.

  12. Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.

    PubMed

    Shumway, Brian S; Bernstein, Mark L; Qian, Chen; Kulkarni, Manjiri Y; Rai, Shesh N

    2018-03-01

    Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.

  13. Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

    PubMed Central

    Gonçalves, Lia Lopes; de Almeida, Maria Helena Morgani

    2017-01-01

    Background Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method Three groups (n = 35 children in each group) of the second grade participated (aged 6.5–8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention (p < 0.05). PMID:29097967

  14. Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School.

    PubMed

    Gonçalves, Lia Lopes; Voos, Mariana Callil; de Almeida, Maria Helena Morgani; Caromano, Fátima Aparecida

    2017-01-01

    Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Three groups ( n = 35 children in each group) of the second grade participated (aged 6.5-8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention ( p < 0.05).

  15. Combined Iron Deficiency and Low Aerobic Fitness Doubly Burden Academic Performance among Women Attending University.

    PubMed

    Scott, Samuel P; De Souza, Mary Jane; Koehler, Karsten; Murray-Kolb, Laura E

    2017-01-01

    Academic success is a key determinant of future prospects for students. Cognitive functioning has been related to nutritional and physical factors. Here, we focus on iron status and aerobic fitness in young-adult female students given the high rate of iron deficiency and declines in fitness reported in this population. We sought to explore the combined effects of iron status and fitness on academic success and to determine whether these associations are mediated by cognitive performance. Women (n = 105) aged 18-35 y were recruited for this cross-sectional study. Data were obtained for iron biomarkers, peak oxygen uptake (VO 2peak ), grade point average (GPA), performance on computerized attention and memory tasks, and motivation and parental occupation. We compared the GPA of groups 1) with low compared with normal iron status, 2) among different fitness levels, and 3) by using a combined iron status and fitness designation. Mediation analysis was applied to determine whether iron status and VO 2peak influence GPA through attentional and mnemonic function. After controlling for age, parental occupation, and motivation, GPA was higher in women with normal compared with low ferritin (3.66 ± 0.06 compared with 3.39 ± 0.06; P = 0.01). In analyses of combined effects of iron status and fitness, GPA was higher in women with normal ferritin and higher fitness (3.70 ± 0.08) than in those with 1) low ferritin and lower fitness (3.36 ± 0.08; P = 0.02) and 2) low ferritin and higher fitness (3.44 ± 0.09; P = 0.04). Path analysis revealed that working memory mediated the association between VO 2peak and GPA. Low iron stores and low aerobic fitness may prevent female college students from achieving their full academic potential. Investigators should explore whether integrated lifestyle interventions targeting nutritional status and fitness can benefit cognitive function, academic success, and postgraduate prospects. © 2017 American Society for Nutrition.

  16. High School Graduates: The Influence of Academics and Attendance

    ERIC Educational Resources Information Center

    Hardnett, Sharon G.

    2013-01-01

    Public awareness of the severity of the high school completion problem in terms of its educational, social, psychological, and economic impacts has grown in recent years. Using ex post facto data, this non-experimental, correlational study was designed to determine whether there are differences in academic performance and school attendance between…

  17. The Effects of a Ninth Grade Academy on Dropout Rates, Attendance Rates, and Academic Performance of Ninth-Grade Students

    ERIC Educational Resources Information Center

    Cole, Partricka L.

    2013-01-01

    This study investigated data from 5 high schools in West Tennessee. The study examined whether a ninth-grade transition program (i.e., the Ninth-grade Academy) had an effect on student achievement and engagement, which was measured by English I End-of-Course Test Scores, attendance rates, and dropout rates. All of the schools were treatment…

  18. Lecture Attendance Is a Pivotal Factor for Improving Prospective Teachers' Academic Performance in Teaching and Learning Mathematics

    ERIC Educational Resources Information Center

    Alzhanova-Ericsson, Alla T.; Bergman, Christina; Dinnétz, Patrik

    2017-01-01

    The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended…

  19. The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria

    ERIC Educational Resources Information Center

    Essien, Ekpenyong Essien; Akpan, Okon Edem; Obot, Imo Martin

    2016-01-01

    This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students' academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five…

  20. Family Income, School Attendance, and Academic Achievement in Elementary School

    ERIC Educational Resources Information Center

    Morrissey, Taryn W.; Hutchison, Lindsey; Winsler, Adam

    2014-01-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and…

  1. Deployments, Stress, and Soldiers' Academic Performance

    ERIC Educational Resources Information Center

    Perot, Mindy

    2012-01-01

    This study focused on identifying whether certain factors affected the academic performance of Soldiers attending an Army educational institution. Academic performance was measured by the grade percentile average of the participant upon the completion of their course of enrollment. Factors that were considered within the study through…

  2. Academic Work and Performativity

    ERIC Educational Resources Information Center

    Kenny, John

    2017-01-01

    Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper…

  3. Does Mandatory Attendance Improve Student Performance?

    ERIC Educational Resources Information Center

    Marburger, Daniel R.

    2006-01-01

    Previous empirical literature indicates that student performance is inversely correlated with absenteeism. The author investigates the impact of enforcing an attendance policy on absenteeism and student performance. The evidence suggests that an enforced mandatory attendance policy significantly reduces absenteeism and improves exam performance.

  4. Family income, school attendance, and academic achievement in elementary school.

    PubMed

    Morrissey, Taryn W; Hutchison, Lindsey; Winsler, Adam

    2014-03-01

    Low family income is associated with poor academic achievement among children. Higher rates of school absence and tardiness may be one mechanism through which low family income impacts children's academic success. This study examines relations between family income, as measured by receipt of free or reduced-price lunch, school attendance, and academic achievement among a diverse sample of children from kindergarten to 4th grade (N = 35,419) using both random and within-child fixed-effects models. Generally, results suggest that the receipt of free or reduced-price lunch and duration of receipt have small but positive associations with school absences and tardies. Poor attendance patterns predict poorer grades, with absences more associated with grades than tardies. Given the small associations between receipt of free or reduced-price lunch and school attendance, and between the duration of receipt of free or reduced-price lunch and children's grades, results do not provide strong evidence that absences and tardies meaningfully attenuate relations between the duration of low family income and student achievement; poorer attendance and persistent low income independently predict poorer grades. Implications for policy and future research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  5. A Study of Asthma, School Attendance, Academic Performance, and Quality of Life in Predominantly Minority Children in 3rd to 5th Grades

    ERIC Educational Resources Information Center

    Agrawal, Seema

    2018-01-01

    Asthma is an inflammatory disorder (Koterba & Saltoun, 2012) and a common chronic condition of childhood (McCowan, Bryce, Neville, Crombie, & Clark, 1996) that can cause children to experience poorer academic outcomes (Stingone & Claudio, 2006), a lower quality of life (Everhart & Fiese, 2009), hospitalizations, and in some cases…

  6. Music and academic performance.

    PubMed

    Arnaud Cabanac; Perlovsky, Leonid; Bonniot-Cabanac, Marie-Claude; Cabanac, Michel

    2013-11-01

    In a previous study we demonstrated that listening to a pleasant music while performing an academic test helped students to overcome stress, to devote more time to more stressful and more complicated task and the grades were higher. Yet, there remained ambiguities as for the causes of the higher test performance of these students: do they perform better because they hear music during their examinations, or would they perform better anyway because they are more gifted/motivated? This motivated the current study as a preliminary step toward that general question: Do students who like/perform music have better grades than the others? Our results confirmed this hypothesis: students studying music have better grades in all subjects. Copyright © 2013 Elsevier B.V. All rights reserved.

  7. Service Station Attendant. Performance Objectives. Basic Course.

    ERIC Educational Resources Information Center

    Davis, John

    Several intermediate performance objectives and corresponding criterion measures are listed for each of 24 terminal objectives for a basic secondary level service station attendant course. The materials were developed for a two-semester course (2 and 3 hours daily). The specialized classroom and shop experiences are designed to enable the student…

  8. Diet Quality and Academic Performance

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  9. Entrepreneurship Education and Academic Performance

    ERIC Educational Resources Information Center

    Johansen, Vegard

    2014-01-01

    The significant increase of entrepreneurship education (EE) is a trend in Europe. Entrepreneurship education is supposed to promote general and specific entrepreneurial abilities and improve academic performance. This paper evaluates whether EE influences academic performance, measured by Grade Point Average. The main indicator used for EE is the…

  10. Academic Work and Performance

    ERIC Educational Resources Information Center

    Gunter, Helen M.

    2012-01-01

    Reading current accounts of higher education demonstrates the flux and damage of rapid neoliberal changes to the type and conduct of academic work. Opening the Times Higher Education magazine on the 28 April 2011 shows articles about cuts in staffing and undergraduate provision in England, concerns about the quality of for-profit higher education…

  11. Flight Attendant Fatigue Recommendation 2: Flight Attendant Work/Rest Patterns, Alertness, and Performance Assessment

    DTIC Science & Technology

    2010-12-01

    Recommendation II: Flight Attendant Work/Rest Patterns, Alertness, and Performance Assessment DOT/FAA/AM-10/22 Office of Aerospace Medicine Washington, DC...Recipient’s Catalog No. DOT/FAA/AM-10/22 4. Title and Subtitle 5. Report Date December 2010 6. Performing Organization Code Flight...Attendant Fatigue Recommendation II: Flight Attendant Work/Rest Patterns, Alertness, and Performance Assessment 7. Author(s) 8. Performing

  12. The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance

    ERIC Educational Resources Information Center

    Davenport, Kevin O.

    2010-01-01

    This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration…

  13. Improving Academic Achievement of Students with Problematic Attendance by Implementing a Multisystemic School-Based Model

    ERIC Educational Resources Information Center

    Kay, James Edward

    2010-01-01

    This study addressed the problem of poor attendance adversely affecting grades and learning. Current school policies do not address problematic attendance for all school-aged children, perpetuating trends of academic failure. The research objective was to determine if unexcused absences had a greater negative impact on a high-stakes test compared…

  14. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    PubMed Central

    Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

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

  15. [Quality of sleep and academic performance in high school students].

    PubMed

    Bugueño, Maithe; Curihual, Carolina; Olivares, Paulina; Wallace, Josefa; López-AlegrÍa, Fanny; Rivera-López, Gonzalo; Oyanedel, Juan Carlos

    2017-09-01

    Sleeping and studying are the day-to-day activities of a teenager attending school. To determine the quality of sleep and its relationship to the academic performance among students attending morning and afternoon shifts in a public high school. Students of the first and second year of high school answered an interview about socio-demographic background, academic performance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academic performance. A bad sleep quality influences academic performance in these students.

  16. Gaming Frequency and Academic Performance

    ERIC Educational Resources Information Center

    Ip, Barry; Jacobs, Gabriel; Watkins, Alan

    2008-01-01

    There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academic performance. This paper explores the issue by analysing the relationships between gaming frequency--measured as the…

  17. Psychiatric Hospitalization and Academic Performance

    ERIC Educational Resources Information Center

    Ganz, Varda Peller; Pao, Jane

    1978-01-01

    Studies of college students hospitalized for psychiatric disturbances revealed that diagnosis did not significantly affect academic performance, nor did leave of absence following hospitalization ensure better re-entry adjustment. It is recommended that students be evaluated individually and be allowed to re-enter as soon as the acute illness…

  18. Foreign-born Peers and Academic Performance.

    PubMed

    Conger, Dylan

    2015-04-01

    The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance.

  19. Class Attendance and Performance in Principles of Economics

    ERIC Educational Resources Information Center

    Cohn, Elchanan; Johnson, Eric

    2006-01-01

    A sample of 347 students, enrolled in principles of economics classes during the period 1997-2001, is used to examine the relation between class attendance and student performance on examinations. Among the questions examined are: Is attendance related to performance, with and without controls for other factors? Do only substantial levels of…

  20. Personality traits affect teaching performance of attending physicians: results of a multi-center observational study.

    PubMed

    Scheepers, Renée A; Lombarts, Kiki M J M H; van Aken, Marcel A G; Heineman, Maas Jan; Arah, Onyebuchi A

    2014-01-01

    Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: -0.10, 95% CI: -0.15 to -0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback

  1. Food Insecurity and Behavioral Characteristics for Academic Success in Young Adults Attending an Appalachian University.

    PubMed

    Hagedorn, Rebecca L; Olfert, Melissa D

    2018-03-16

    In order to investigate the impact of food insecurity on college students in a highly health disparate region we (1) assessed the prevalence of food insecurity among young adults at a large, rural university in Appalachia, and (2) investigated the relationship between food insecurity and behavioral characteristics including academic performance, coping strategies, and money expenditure. A cross-sectional design was used to capture a representative sample of young adults attending a large, central Appalachian university in Fall 2016. The United States Department of Agriculture (USDA) Adult Food Security Survey was used to measure food insecurity. Independent variables include money expenditure (MES), coping strategies (CSS), academic performance (APS), and demographic, health, economic and culinary variables. Participant responses ( n = 692) showed one third (36.6%) of respondents were food-insecure. Students with higher scores for MES and CSS had significantly higher odds of being food-insecure (odds ratio (OR) = 2.07; 95% confidence interval (CI) 1.81 to 2.38 and OR = 1.20; 95% CI 1.16 to 1.23, respectively). The odds of high APS scores (OR = 0.79; 95% CI 0.73 to 0.86) were inversely related to food insecurity. Results of the logistic regression showed MES, CSS, health, and school year remained a significant predictor of food insecurity in college students. These findings suggest behavioral differences in terms of coping strategies, money expenditure, and academic progress among food-insecure students and can be used to identify and target at-risk students to promote student food security and well-being.

  2. Factors Affecting Academic Achievement in Single Mothers Attending Public Two-Year Institutions

    ERIC Educational Resources Information Center

    Young, Shakebra L.

    2012-01-01

    This quantitative, cross-sectional, correlation research study explored the relationships between self-efficacy, social support, and academic achievement among single mothers aged 18 and older attending Mississippi public two-year institutions. A total of 82 single mothers provided data for this study by completing the following research…

  3. Psychological Characteristics Of Academically Gifted Adolescents Attending A Residential Academy: A Longitudinal Study

    ERIC Educational Resources Information Center

    Cross, Tracy L.; Adams, Cheryll; Dixon, Felicia; Holland, Jason

    2004-01-01

    Students attending a state-supported residential academy for academically gifted adolescents (N = 139) completed the Minnesota Multiphasic Personality Inventory for Adolescents (MMPI-A; Butcher et al., 1992) upon entrance to document their psychological characteristics. The same students completed a postadministration of the MMPI-A at the end of…

  4. American Delegation Is Blocked from Attending an Academic Conference in Cuba.

    ERIC Educational Resources Information Center

    Haworth, Karla

    1997-01-01

    American academics planning to attend an international conference on operations research in Cuba, including the keynote speaker, had to cancel plans when the Treasury Department did not approve licenses they needed to spend money in Cuba. They claim the lack of approval was for political reasons, but the government claims the application was…

  5. Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Kjellstrand, Elizabeth K.; Thompson, Aaron M.

    2014-01-01

    Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment…

  6. Effects of Check & Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial

    ERIC Educational Resources Information Center

    Maynard, Brandy R.; Kjellstrand, Elizabeth K.; Thompson, Aaron M.

    2014-01-01

    The present study evaluates the effectiveness of Check & Connect (C&C) in a randomly assigned sample of students who were all receiving Communities in Schools (CIS) services. The research questions for the study include: Are there differences in attendance, academics, and behavior for CIS students who also receive C&C compared to…

  7. Noncognitive Predictors of Student Athletes' Academic Performance.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Van Rheenen, Derek

    2000-01-01

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

  8. Pharmacy student absenteeism and academic performance.

    PubMed

    Hidayat, Levita; Vansal, Sandeep; Kim, Esther; Sullivan, Maureen; Salbu, Rebecca

    2012-02-10

    To assess the association of pharmacy students' personal characteristics with absenteeism and academic performance. A survey instrument was distributed to first- (P1) and second-year (P2) pharmacy students to gather characteristics including employment status, travel time to school, and primary source of educational funding. In addition, absences from specific courses and reasons for not attending classes were assessed. Participants were divided into "high" and "low" performers based on grade point average. One hundred sixty survey instruments were completed and 135 (84.3%) were included in the study analysis. Low performers were significantly more likely than high performers to have missed more than 8 hours in therapeutics courses. Low performers were significantly more likely than high performers to miss class when the class was held before or after an examination and low performers were significantly more likely to believe that participating in class did not benefit them. There was a negative association between the number of hours students' missed and their performance in specific courses. These findings provide further insight into the reasons for students' absenteeism in a college or school of pharmacy setting.

  9. Pharmacy Student Absenteeism and Academic Performance

    PubMed Central

    Hidayat, Levita; Vansal, Sandeep; Kim, Esther; Sullivan, Maureen; Salbu, Rebecca

    2012-01-01

    Objectives. To assess the association of pharmacy students’ personal characteristics with absenteeism and academic performance. Methods. A survey instrument was distributed to first- (P1) and second-year (P2) pharmacy students to gather characteristics including employment status, travel time to school, and primary source of educational funding. In addition, absences from specific courses and reasons for not attending classes were assessed. Participants were divided into “high” and “low” performers based on grade point average. Results. One hundred sixty survey instruments were completed and 135 (84.3%) were included in the study analysis. Low performers were significantly more likely than high performers to have missed more than 8 hours in therapeutics courses. Low performers were significantly more likely than high performers to miss class when the class was held before or after an examination and low performers were significantly more likely to believe that participating in class did not benefit them. Conclusions. There was a negative association between the number of hours students’ missed and their performance in specific courses. These findings provide further insight into the reasons for students’ absenteeism in a college or school of pharmacy setting. PMID:22412207

  10. Attendance and Exam Performance at University: A Case Study

    ERIC Educational Resources Information Center

    Allen, David O.; Webber, Don J.

    2010-01-01

    The link between absenteeism and students' academic performance at university is perpetually a hot topic for teaching academics. Most studies suggest the effect is negative, although the strength of this effect is in dispute. The issue is complicated further when researchers draw their inferences from different angles, such as the removal of a…

  11. Academic procrastination and academic performance: An initial basis for intervention.

    PubMed

    Goroshit, Marina

    2018-01-01

    Academic procrastination is a prevalent phenomenon with a range of negative outcomes. Many studies focused on causes and correlates of academic procrastination; however, the study of interventions for academic procrastination is scarce. The present study is an initial effort to study the relationship between academic procrastination, online course participation, and achievement, as a basis for developing an intervention for academic procrastination. Findings indicated that studying procrastination was negatively associated with final exam grade as well as with the three online course participation measures. Final exam grade was positively associated with two of the online course participation measures, and they positively correlated with each other. In addition, results indicated that studying procrastination, in combination with online course participation measures, explained about 50% of variance in final exam's grade. Frequency of activities in course Web site had the strongest positive effect on final exam's grade. These findings strengthen the notion that studying procrastination is an impediment to students' academic performance and outcomes and clarifies the need to develop and study academic interventions for academic procrastination as a means to decrease its prevalence in academic settings.

  12. Attendance and Student Performance in Undergraduate Chemistry Courses

    ERIC Educational Resources Information Center

    Lyubartseva, Ganna; Mallik, Uma Prasad

    2012-01-01

    Numerous studies suggest that attendance may be one of the key factors which influence student performance. Although there have been many studies in introductory science courses, there have been virtually no studies which analyze and compare students' performance from different types of institutions as well as different level of classes. Our study…

  13. Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

    PubMed Central

    Scheepers, Renée A.; Lombarts, Kiki M. J. M. H.; van Aken, Marcel A. G.; Heineman, Maas Jan; Arah, Onyebuchi A.

    2014-01-01

    Background Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties. Method We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness. Results Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: −0.10, 95% CI: −0.15 to −0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01). Conclusions Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of

  14. Perceived effects of attending physician workload in academic medical intensive care units: a national survey of training program directors.

    PubMed

    Ward, Nicholas S; Read, Richard; Afessa, Bekele; Kahn, Jeremy M

    2012-02-01

    Increases in the size and number of American intensive care units have not been accompanied by a comparable increase in the critical care physician workforce, raising concerns that intensivists are becoming overburdened by workload. This is especially concerning in academic intensive care units where attending physicians must couple teaching duties with patient care. We performed an in-person and electronic survey of the membership of the Association of Pulmonary and Critical Care Medicine Program Directors, soliciting information about patient workload, other hospital and medical education duties, and perceptions of the workplace and teaching environment of their intensive care units. Eighty-four out of a total 121 possible responses were received from program directors or their delegates, resulting in a response rate of 69%. The average daily (SD) census (as perceived by the respondents) was 18.8 ± 8.9 patients, and average (SD) maximum service size recalled was 24.1 ± 9.9 patients. Twenty-seven percent reported no policy setting an upper limit for the daily census. Twenty-eight percent of respondents felt the average census was "too many" and 71% felt the maximum size was "too many." The median (interquartile range) patient-to-attending physician ratio was 13 (10-16). When categorized according to this median, respondents from intensive care units with high patient/physician ratios (n = 31) perceived significantly more time constraints, more stress, and difficulties with teaching trainees than respondents with low patient/physician ratios (n = 40). The total number of non-nursing healthcare workers per patient was similar in both groups, suggesting that having more nonattending physician staff does not alleviate perceptions of overwork and stress in the attending physician. Academic intensive care unit physicians that direct fellowship programs frequently perceived being overburdened in the intensive care unit. Understaffing intensive care units with attending

  15. School Discipline, School Uniforms and Academic Performance

    ERIC Educational Resources Information Center

    Baumann, Chris; Krskova, Hana

    2016-01-01

    Purpose: The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive "vis-à-vis" authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed…

  16. Social Networking and Academic Performance: A Review

    ERIC Educational Resources Information Center

    Doleck, Tenzin; Lajoie, Susanne

    2018-01-01

    The ubiquitous use of social networking sites by students and the potential impacts of such use on academic performance are of both theoretical and practical importance. Hence, this paper addresses the question: how does the use of social networking sites influence academic performance? The present review synthesizes the empirical findings of the…

  17. Academic and Occupational Performance: A Quantitative Synthesis.

    ERIC Educational Resources Information Center

    Samson, Gordon E.; And Others

    1984-01-01

    A synthesis of results from 35 studies of the association between academic and occupational performance in various fields indicated that academic indicators such as grades and test scores account for only 2.4 percent of the variance in occupational performance criteria such as income, job satisfaction, and effectiveness ratings. (Author/BW)

  18. Predictors of Academic Performance among Indian Students

    ERIC Educational Resources Information Center

    Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

    2017-01-01

    There are two dominant strains in the literature on academic performance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academic performance of engineering undergraduate students in India. Time management and perceived stress were included in the model to…

  19. Life Events and Academic Performance: Instrument Design.

    ERIC Educational Resources Information Center

    Burke, Janet; Cartwright, Noel

    In April 1987, a pilot study was undertaken to develop an instrument designed to assess the effects of life events on undergraduate students' academic performance. Focus was on the design and construction of the instrument--the Life Events and Academic Performance Questionnaire (LEAPQ). Subjects were 75 male and 75 female undergraduates at a large…

  20. 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.

  1. Hardiness commitment, gender, and age differentiate university academic performance.

    PubMed

    Sheard, Michael

    2009-03-01

    The increasing diversity of students, particularly in age, attending university has seen a concomitant interest in factors predicting academic success. This 2-year correlational study examined whether age, gender (demographic variables), and hardiness (cognitive/emotional variable) differentiate and predict university final degree grade point average (GPA) and final-year dissertation mark. Data are reported from a total of 134 university undergraduate students. Participants provided baseline data in questionnaires administered during the first week of their second year of undergraduate study and gave consent for their academic progress to be tracked. Final degree GPA and dissertation mark were the academic performance criteria. Mature-age students achieved higher final degree GPA compared to young undergraduates. Female students significantly outperformed their male counterparts in each measured academic assessment criteria. Female students also reported a significantly higher mean score on hardiness commitment compared to male students. commitment was the most significant positive correlate of academic achievement. Final degree GPA and dissertation mark were significantly predicted by commitment, and commitment and gender, respectively. The findings have implications for universities targeting academic support services to maximize student scholastic potential. Future research should incorporate hardiness, gender, and age with other variables known to predict academic success.

  2. Performance goals on simulators boost resident motivation and skills laboratory attendance.

    PubMed

    Stefanidis, Dimitrios; Acker, Christina E; Greene, Frederick L

    2010-01-01

    To assess the impact of setting simulator training goals on resident motivation and skills laboratory attendance. Residents followed a proficiency-based laparoscopic curriculum on the 5 Fundamentals of Laparoscopic Surgery and 9 virtual reality tasks. Training goals consisted of the average expert performance on each task + 2 SD (mandatory) and best expert performance (optional). Residents rated the impact of the training goals on their motivation on a 20-point visual analog scale. Performance and attendance data were analyzed and correlated (Spearman's). Data are reported as medians (range). General Surgery residency program at a regional referral Academic Medical Center. General surgery residents (n = 15). During the first 5 months of the curriculum, weekly attendance rate was 51% (range, 8-96). After 153 (range, 21-412) repetitions, resident speed improved by 97% (range, 18-230), errors improved by 17% (range, 0-24), and motion efficiency by 59% (range, 26-114) compared with their baseline. Nine (60%) residents achieved proficiency in 7 (range, 3-14) and the best goals in 3.5 (range, 1-9) tasks; the other 6 residents had attendance rates <30%. Residents rated the impact of setting performance goals on their motivation as 15 (range, 1-18) and setting a best goal as 13 (range, 1-18). Motivation ratings correlated positively with attendance rates, number of repetitions, performance improvement, and achievement of proficiency and best goals (r = 0.59-0.75; p < 0.05) but negatively with postgraduate year (PGY) (-0.67; p = 0.02). Setting training goals on simulators are associated with improved resident motivation to participate in a simulator curriculum. While more stringent goals may potentiate this effect, they have a limited impact on senior residents. Further research is needed to investigate ways to improve skills laboratory attendance. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting

    ERIC Educational Resources Information Center

    Dong, Shengli; Lucas, Margaretha S.

    2016-01-01

    This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS…

  4. Determinants of academic performance in children with sickle cell anaemia

    PubMed Central

    2013-01-01

    Background Some factors are known to influence the academic performance of children with Sickle Cell Anaemia (SCA). Information on their effects in these children is limited in Nigeria. The factors which influence academic performance of children with SCA in Enugu, Nigeria are determined in this study. Methods Consecutive children with SCA aged 5–11 years were recruited at the weekly sickle cell clinic of the University of Nigeria Teaching Hospital (UNTH) Enugu, Nigeria. Their age- and sex- matched normal classmates were recruited as controls. The total number of days of school absence for 2009/2010 academic session was obtained for each pair of pupils from the class attendance register. Academic performance was assessed using the average of the overall scores in the three term examinations of same session. Intelligence ability was determined with Draw-A-Person Quotient (DAPQ) using the Draw-A-Person Test while socio-economic status was determined using the occupational status and educational attainment of each parent. Results Academic performance of children with SCA showed statistically significant association with their socio-economic status (χ2 = 9.626, p = 0.047), and significant correlation with DAPQ (r = 0.394, p = 0.000) and age (r = -0.412, p = 0.000). However, no significant relationship existed between academic performance and school absence in children with SCA (r = -0.080, p = 0.453). Conclusions Academic performance of children with SCA is influenced by their intelligence ability, age and socio-economic status but not negatively affected by their increased school absenteeism. PMID:24246094

  5. Determinants of academic performance in children with sickle cell anaemia.

    PubMed

    Ezenwosu, Osita U; Emodi, Ifeoma J; Ikefuna, Anthony N; Chukwu, Barth F; Osuorah, Chidiebere D

    2013-11-19

    Some factors are known to influence the academic performance of children with Sickle Cell Anaemia (SCA). Information on their effects in these children is limited in Nigeria. The factors which influence academic performance of children with SCA in Enugu, Nigeria are determined in this study. Consecutive children with SCA aged 5-11 years were recruited at the weekly sickle cell clinic of the University of Nigeria Teaching Hospital (UNTH) Enugu, Nigeria. Their age- and sex- matched normal classmates were recruited as controls. The total number of days of school absence for 2009/2010 academic session was obtained for each pair of pupils from the class attendance register. Academic performance was assessed using the average of the overall scores in the three term examinations of same session. Intelligence ability was determined with Draw-A-Person Quotient (DAPQ) using the Draw-A-Person Test while socio-economic status was determined using the occupational status and educational attainment of each parent. Academic performance of children with SCA showed statistically significant association with their socio-economic status (χ2 = 9.626, p = 0.047), and significant correlation with DAPQ (r = 0.394, p = 0.000) and age (r = -0.412, p = 0.000). However, no significant relationship existed between academic performance and school absence in children with SCA (r = -0.080, p = 0.453). Academic performance of children with SCA is influenced by their intelligence ability, age and socio-economic status but not negatively affected by their increased school absenteeism.

  6. The Effect of POGIL on Academic Performance and Academic Confidence

    ERIC Educational Resources Information Center

    De Gale, S.; Boisselle, L. N.

    2015-01-01

    POGIL (Process Oriented Guided Inquiry Learning) is a collaborative learning technique that employs guided inquiry within a cyclic system of exploration, concept invention, and application. This action research explores students' academic performance on a unit of organic chemistry work taught using POGIL, in addition to the effect of POGIL on…

  7. Medical student psychological distress and academic performance.

    PubMed

    Dendle, Claire; Baulch, Julie; Pellicano, Rebecca; Hay, Margaret; Lichtwark, Irene; Ayoub, Sally; Clarke, David M; Morand, Eric F; Kumar, Arunaz; Leech, Michelle; Horne, Kylie

    2018-01-21

    The impact of medical student psychological distress on academic performance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academic performance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academic performance. There was weak negative correlation between the GHQ-28 at time point three and academic performance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academic performance.

  8. Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance

    ERIC Educational Resources Information Center

    Massingham, Peter; Herrington, Tony

    2006-01-01

    Non attendance of lectures and tutorials appears to be a growing trend. The literature suggests many possible reasons including students' changing lifestyle, attitudes, teaching and technology. This paper looks at the reasons for non attendance of students in the Faculty of Commerce at the University of Wollongong and identifies relationships…

  9. Academic Performance of Community College Transferees.

    ERIC Educational Resources Information Center

    Fernandez, Thomas V.; And Others

    A study was conducted at Nassau Community College (NCC) to determine how transfer students' performance at NCC compared with their performance at baccalaureate institutions; to compare the academic performance of graduate transfers with non-graduate transfers; and to determine what percentage of the transfers graduated from the baccalaureate…

  10. Associations of Bullying, Victimization, and Daytime Sleepiness With Academic Problems in Adolescents Attending an Alternative High School.

    PubMed

    Rubens, Sonia L; Miller, Molly A; Zeringue, Megan M; Laird, Robert D

    2018-01-22

    Adolescents attending alternative high schools often present with high rates of academic and behavior problems. They are also at increased risk of poor health behaviors and engaging in physical violence compared with students in traditional high school settings. To address the needs of students in these educational settings, examining factors that influence academic problems in this population is essential. Research has established that both bullying/victimization and sleep problems increase adolescents' risk for academic problems. Little is known about how these 2 factors together may exacerbate risk for academic problems among students attending an alternative high school. The current study investigated the interaction between teacher-reported bullying, victimization and daytime sleepiness on academic concerns (attention and learning problems) among a sample of 172 students (56% female; age M = 18.07 years, SD = 1.42) attending an alternative high school in a large, Southeastern U.S. city. Findings from path models indicated that daytime sleepiness, bullying, and victimization were uniquely associated with attention and learning problems. Further, significant interactions indicated that the association between victimization/bullying and attention/learning problems weakened as levels of daytime sleepiness increased. Results suggest the importance of assessing and addressing multiple contextual risk factors in adolescents attending alternative high schools to provide comprehensive intervention for students in these settings. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  11. Peer Mentors Can Improve Academic Performance

    ERIC Educational Resources Information Center

    Asgari, Shaki; Carter, Frederick, Jr.

    2016-01-01

    The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

  12. Children's Physical Fitness and Academic Performance

    ERIC Educational Resources Information Center

    Wittberg, Richard A.; Northrup, Karen L.; Cottrel, Lesley

    2009-01-01

    Background: Childhood obesity is a major public health threat. Increased fitness may have a positive influence on cognitive performance in both adults and children. Purpose: To examine which aspects of children's fitness assessment are associated with their performance on four different academic areas. Methods: FITNESSGRAM measures aerobic…

  13. Academic Self-Perception and Its Relationship to Academic Performance

    ERIC Educational Resources Information Center

    Stringer, Ronald W.; Heath, Nancy

    2008-01-01

    One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted…

  14. The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff--Gazi University Sample

    ERIC Educational Resources Information Center

    Arslangilay, A. Selcen; Taspinar, Mehmet

    2017-01-01

    Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff.…

  15. What Works after School? The Relationship between After-School Program Quality, Program Attendance, and Academic Outcomes

    ERIC Educational Resources Information Center

    Leos-Urbel, Jacob

    2015-01-01

    This article examines the relationship between after-school program quality, program attendance, and academic outcomes for a sample of low-income after-school program participants. Regression and hierarchical linear modeling analyses use a unique longitudinal data set including 29 after-school programs that served 5,108 students in Grades 4 to 8…

  16. Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series

    ERIC Educational Resources Information Center

    Oregon Department of Education, 2016

    2016-01-01

    This report highlights several trends in Oregon that show the correlation between chronic absenteeism and various academic outcomes. Oregon student patterns follow the national trend in that students with better attendance have better outcomes. Fifth-grade chronic absenteeism is a moderately strong predictor of chronic absenteeism in subsequent…

  17. Effect of a Counseling Intervention Program on Tenth Grade Students' Attendance, Discipline Referrals, and Academic Achievement

    ERIC Educational Resources Information Center

    Austin, Dorothy Deona Martin

    2013-01-01

    Poor student achievement, high discipline referrals, and student absenteeism were issues in a rural school with a population of approximately 400 students. The purpose of this study was to examine the influence of Effective Teens training on the attendance, discipline referrals, and academic achievement of 10th grade students. The theoretical…

  18. Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

    ERIC Educational Resources Information Center

    Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

    2016-01-01

    Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

  19. Relations between Faculty Use of Online Academic Resources and Student Class Attendance

    ERIC Educational Resources Information Center

    Kinlaw, C. Ryan; Dunlap, Linda L.; D'Angelo, Jeffrey A.

    2012-01-01

    We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance,…

  20. CLIL in Galicia: Repercussions on Academic Performance

    ERIC Educational Resources Information Center

    González Gándara, David

    2015-01-01

    There is a concern in Galicia (Spain) about possible negative effects on academic performance caused by the introduction of CLIL (content and language integrated learning) in schools. It has been said that when three languages coexist in the same context as vehicles of education, it is too much for the students, especially in primary education. In…

  1. Development of the Academic Performance Perception Scale

    ERIC Educational Resources Information Center

    Gur, Recep

    2017-01-01

    Purpose: While numerous studies about academic performance that focused on only one factor, studies aiming to measure academicians' perceptions across many factors have not been observed in the literature. The current study aims to fill this gap and become a resource for upcoming studies. The aim of this study is to develop a valid and reliable…

  2. Associations between Peer Victimization and Academic Performance

    ERIC Educational Resources Information Center

    Espelage, Dorothy L.; Hong, Jun Sung; Rao, Mrinalini A.; Low, Sabina

    2013-01-01

    This article reviews the extant literature on the links between peer victimization and academic performance and engagement among children and adolescents. Although most of the research on this association is based on cross-sectional investigations, research using longitudinal designs is starting to point to the fact that peer victimization does…

  3. The Entrepreneurship Education and Academic Performance

    ERIC Educational Resources Information Center

    Nasrullah, Shazia; Khan, Muhammad Saqib; Khan, Irfanullah

    2016-01-01

    The current study will be conducted in relationship of entrepreneurship education and academic performance. The study will be conducted on the post graduate students in the Universities of Bahawalpur. In the current study those universities will be included that were offering and also not offering entrepreneurship as a subject of teaching. The…

  4. Adolescent Parent Relationships and Academic Performance.

    ERIC Educational Resources Information Center

    Zook, Joan M.; Repinski, Daniel J.

    This study examined associations between parent-child relationships and adolescents' academic performance. Adolescents in 7th and 10th grade completed self-report questionnaires assessing 6 features of parent-adolescent relationships: time spent together, number of activities, degree of influence, frequency of experiencing positive emotions,…

  5. Stress and academic performance among medical students.

    PubMed

    Sohail, Nudrat

    2013-01-01

    To determine the relationship of stress and academic performance in first year medical students and to identify sources of stress, levels of stress and relevant coping strategies. Mixed method sequential. Allama Iqbal Medical College, Lahore, from March to December 2010. Survey questionnaire and in-depth interviews were carried out in the first year students with their consent. Two hundred and fifty students were surveyed, out of whom 120 students responded. Twelve students with their consent were interviewed. Non-probability purposive sampling was employed for both types of data collection. SPSS version 20 was used. The qualitative data generated through structured in-depth interviews, were analyzed by content analysis. Low level of stress was found in 7.5% (score ‹150), moderate level of stress was present in 71.67% (score between 150 and 300), and high level of stress was observed in 20.83% (score ›300) of the students. There is moderate negative (-0.583) and significant (p < 0.01) correlation between academic performance and sources of stress. Similarly there is moderate negative (-0.478) and significant (p < 0.01) correlation between academic performance and levels of stress. There was strong positive (0.799) and significant (p < 0.01), correlation between stress level and number of stress sources. The study showed a diversity of stress sources and a high level of stress in the medical students. The results also show that higher level of stress is associated with poor academic performance.

  6. Exploring Academic Performance: Looking beyond Numerical Grades

    ERIC Educational Resources Information Center

    Martin Sanz, Noemy; Rodrigo, Inés G.; Izquierdo García, Cristina; Ajenjo Pastrana, Patricia

    2017-01-01

    Academic performance has always been associated to the evaluation tests results, which are those corresponding to student's IQ, and leaving aside other personal characteristics. Among such characteristics, the importance of emotional intelligence is worth highlighting (management, facilitation, understanding and perception), dimensions associated…

  7. Personality, Assessment Methods and Academic Performance

    ERIC Educational Resources Information Center

    Furnham, Adrian; Nuygards, Sarah; Chamorro-Premuzic, Tomas

    2013-01-01

    This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different…

  8. Problem Representation and Academic Performance in Statistics

    ERIC Educational Resources Information Center

    Li, Jun

    2014-01-01

    The purpose of this study was to examine the relationship between problem representation and academic performance in statistics. A specially-designed triad judgment task was administered through SurveyMonkey, an online survey service. Participants were 162 high school graduates who took the AP Statistics Examination in the spring of 2013. Results…

  9. Parental involvement and academic performance: Less control and more communication.

    PubMed

    Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Woitschach, Pamela; Suárez-Álvarez, Javier; Cuesta, Marcelino

    2017-11-01

    Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.

  10. Work attendance among healthcare workers: prevalence, incentives, and long-term consequences for health and performance.

    PubMed

    Dellve, Lotta; Hadzibajramovic, Emina; Ahlborg, Gunnar

    2011-09-01

    This paper is a report of a cohort study of healthcare workers' work attendance, and its long-term consequences' on health, burnout, work ability and performance. Concepts and measures of work attendance have varied in the scientific literature. Attending work in spite of being sick can have serious consequences on health. There is little knowledge on which individual and work-related conditions that increase work attendance and the long-term impact on health and performance. Prospective analyses of three measures of work attendance i.e. sickness attendance, uninterrupted long-term attendance and balanced attendance (≤7 days of sick leave per year and no sickness attendance) were done using questionnaire data from a 2-year cohort study (2004-2006) of randomly selected healthcare workers (n = 2624). Incentives (e.g. effort-reward balance, social support, meaningfulness) and requirements (e.g. time-pressure, dutifulness, high responsibility) to attend work as well as general health, burnout, sick leave, work ability and performance were assessed. There was a positive relation between balanced work attendance and incentives, whereas high sickness attendance was associated with requirements. Follow up after 2 years showed that balanced attendance was associated with sustained health and performance while sickness attendance was associated with poor health, burnout, sick-leave and decreased performance. It is important to distinguish between measures of work attendance as they differ in relation to incentives, and health- and performance-related consequences. Sickness attendance seems to be an important risk indicator. A balanced work attendance should be promoted for sustained health and performance in healthcare organisations. © 2011 The Authors. Journal of Advanced Nursing © 2011 Blackwell Publishing Ltd.

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

    ERIC Educational Resources Information Center

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

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

  12. The Relationship between Leadership Skills and Academic Performance among Dyslexic Students

    ERIC Educational Resources Information Center

    Handy, Rebecca Carranza

    2017-01-01

    The purpose of this study was to examine the relationship between leadership skills and academic performance among dyslexic students. The sample for the present study was 103 dyslexic children in grades 3 through 8th. These students attended a school in Austin, Texas that solely educates dyslexic students. The researcher administered the…

  13. Perceived Stress, Energy Drink Consumption, and Academic Performance among College Students

    ERIC Educational Resources Information Center

    Pettit, Michele L.; DeBarr, Kathy A.

    2011-01-01

    Objective: This study explored relationships regarding perceived stress, energy drink consumption, and academic performance among college students. Participants: Participants included 136 undergraduates attending a large southern plains university. Methods: Participants completed surveys including items from the Perceived Stress Scale and items to…

  14. What Is the Influence of a Compulsory Attendance Policy on Absenteeism and Performance?

    ERIC Educational Resources Information Center

    Snyder, Jason L.; Lee-Partridge, Joo Eng; Jarmoszko, A. Tomasz; Petkova, Olga; D'Onofrio, Marianne J.

    2014-01-01

    The authors utilized a quasiexperimental design across sections of managerial communication and management information systems classes (N = 212) to test the impact of compulsory attendance policies on student absenteeism and performance. Students in the compulsory attendance policy condition received an attendance policy that punished excessive…

  15. The Effect of Subconscious Performance Goals on Academic Performance

    ERIC Educational Resources Information Center

    Bipp, Tanja; Kleingeld, Ad; van Mierlo, Heleen; Kunde, Wilfried

    2017-01-01

    We investigated the impact of subconscious goals on academic performance in two field experiments. We show that unobtrusive priming of goals with regard to achievement motivation by means of a photograph improves performance in different educational contexts. High-school students who were exposed to an achievement-related photograph achieved…

  16. Academic performance in adolescents with delayed sleep phase.

    PubMed

    Sivertsen, Børge; Glozier, Nick; Harvey, Allison G; Hysing, Mari

    2015-09-01

    Delayed sleep phase (DSP) in adolescence has been linked to reduced academic performance, but there are few population-based studies examining this association using validated sleep measures and objective outcomes. The youth@hordaland-survey, a large population-based study from Norway conducted in 2012, surveyed 8347 high-school students aged 16-19 years (54% girls). DSP was assessed by self-report sleep measures, and it was operationalized according to the International Classification of Sleep Disorders - Second Edition. School performance (grade point average, GPA) was obtained from official administrative registries, and it was linked individually to health data. DSP was associated with increased odds for poor school performance. After adjusting for age and gender, DSP was associated with a threefold increased odds of poor GPA (lowest quartile) [odds ratio (OR) = 2.95; 95% confidence interval (CI): 2.03-4.30], and adjustment for sociodemographics and lifestyle factors did not, or only slightly, attenuate this association. Adjustment for nonattendance at school reduced the association substantially, and in the fully adjusted model, the effect of DSP on poor academic performance was reduced to a non-significant level. Mediation analyses confirmed both direct and significant indirect effects of DSP on school performance based on school absence, daytime sleepiness, and sleep duration. Poor academic performance may reflect an independent effect of underlying circadian disruption, which in part could be mediated by school attendance, as well as daytime sleepiness and short sleep duration. This suggests that careful assessment of sleep is warranted in addressing educational difficulties. Copyright © 2015 Elsevier B.V. All rights reserved.

  17. Association of sleep and academic performance.

    PubMed

    Eliasson, Arne; Eliasson, Anders; King, Joseph; Gould, Ben; Eliasson, Arn

    2002-03-01

    Poor school performance by adolescent students has been attributed in part to insufficient sleep. It is recognized that a number of factors lead to diminished total sleep time and chief among these are early school start times and sleep phase delay in adolescence. Political initiatives are gaining momentum across the United States to require later school start times with the intent of increasing total sleep time and consequently improving school performance. Later school start times come with significant costs and impact other activities of families and communities. The decision to implement later school start times cannot be made lightly and deserves support of well-performed research on the impact of these changes. A study evaluating the association of academic performance and total sleep time was performed in middle school and high school students in a suburban Maryland school system. Preliminary results of this study show no correlation of total sleep time with academic performance. Before mandating costly changes in school schedules, it would be useful to perform further research to determine the effects of increasing sleep time on the behaviors of adolescent students.

  18. The Relationship of Academic Stress with Aggression, Depression and Academic Performance of College Students in Iran

    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…

  19. Racial/ethnic disparities in US college students' experience: Discrimination as an impediment to academic performance.

    PubMed

    Stevens, Courtney; Liu, Cindy H; Chen, Justin A

    2018-03-22

    Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students' experience of discrimination. Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Discrimination was experienced by 5-15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15-25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.

  20. 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…

  1. Role of Academic Managers in Workload and Performance Management of Academic Staff: A Case Study

    ERIC Educational Resources Information Center

    Graham, Andrew T.

    2016-01-01

    This small-scale case study focused on academic managers to explore the ways in which they control the workload of academic staff and the extent to which they use the workload model in performance management of academic staff. The links that exist between the workload and performance management were explored to confirm or refute the conceptual…

  2. Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

    ERIC Educational Resources Information Center

    Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

    2009-01-01

    This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

  3. Science Laboratory Environment and Academic Performance

    NASA Astrophysics Data System (ADS)

    Aladejana, Francisca; Aderibigbe, Oluyemisi

    2007-12-01

    The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1-24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students' academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.

  4. Supervisors' Performance Ratings Correlated with Selected Personal Characteristics of Attendants in a Mental Retardation Developmental Center.

    ERIC Educational Resources Information Center

    Frederick, Joseph; And Others

    A research study investigated the relationship between personal characteristics and selected demographic data of 75 attendants in a mental retardation developmental center and the assessment by 24 administrators of the attendants' job performance. Instruments used included a 20-item Direct Care Performance Scale and the Demographic Data Scale,…

  5. The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools

    ERIC Educational Resources Information Center

    Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

    2017-01-01

    Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…

  6. Changes in College Student Health:Implications for Academic Performance

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Marrone, Sonia; Hladkyj, Steve; Robinson-Epp, Nancy

    2011-01-01

    This study investigated the longitudinal associations of health perceptions and behaviors with subsequent academic performance among college students. Multiple health perceptions and behaviors were assessed for 203 college students both at the beginning and end of an academic year. Students' academic performance was also measured at the end of the…

  7. The association between body mass index and academic performance

    PubMed Central

    Alswat, Khaled A.; Al-shehri, Abdullah D.; Aljuaid, Tariq A.; Alzaidi, Bassam A.; Alasmari, Hassan D.

    2017-01-01

    Objectives: To examine the relation between body mass index (BMI) and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA) using the grade point average (GPA). Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent’s education, sleeping pattern, and smoking were recorded. Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved >90% of the overall grade compared with those who achieved <90%. Post hoc 1-way-analysis of variance showed that obese students were performing worse in physics than normal weight peers (p=0.049). Students who achieved >90% overall grade are more likely to attend private school (p<0.05), live with their parents (p=0.013), having educated parents (p=0.037), getting optimal sleep (p<0.05), and they rarely eat their food outside their home (p<0.05). Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students. PMID:28133692

  8. The association between body mass index and academic performance.

    PubMed

    Alswat, Khaled A; Al-Shehri, Abdullah D; Aljuaid, Tariq A; Alzaidi, Bassam A; Alasmari, Hassan D

    2017-02-01

    To examine the relation between body mass index (BMI) and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA) using the grade point average (GPA). Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent's education, sleeping pattern, and smoking were recorded.  Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved greater than 90% of the overall grade compared with those who achieved less than 90%. Post hoc 1-way-analysis of variance showed that obese students were performing worse in physics than normal weight peers (p=0.049). Students who achieved greater than 90% overall grade are more likely to attend private school (p less than 0.05), live with their parents (p=0.013), having educated parents (p=0.037), getting optimal sleep (p less than 0.05), and they rarely eat their food outside their home (p less than 0.05).  Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students.

  9. Academic and Psychosocial Antecedents of Academic Performance for Minority and Nonminority College Football Players.

    ERIC Educational Resources Information Center

    Petrie, Trent A.; Russell, Richard K.

    1995-01-01

    Investigated effects of academic and psychosocial variables on the academic performance of minority and nonminority college student athletes. Found higher levels of competitive trait anxiety and negative life stress were associated with lower fall-term grade point averages for certain nonminority athletes. The academic variable related weakly to…

  10. The Impact of Collegiality amongst Australian Accounting Academics on Work-Related Attitudes and Academic Performance

    ERIC Educational Resources Information Center

    Su, Sophia; Baird, Kevin

    2017-01-01

    This study provides an insight into the collegiality of Australian accounting academics and the association of collegiality with their work-related attitudes and academic performance. Data were collected by a survey questionnaire from a random sample of 267 accounting academics within Australian universities. The results suggest a moderate level…

  11. The Apples of Academic Performance: Associations Between Dietary Patterns and Academic Performance in Australian Children.

    PubMed

    Pearce, Karma; Golley, Rebecca; Lewis, Lucy; Cassidy, Leah; Olds, Timothy; Maher, Carol

    2018-06-01

    The purpose of this study was to determine whether there was an association between dietary patterns and children's academic performance. This cross-sectional study involved 315 children aged 9-11 years from 26 schools in Australia. Academic performance was measured in 4 domains (reading, writing, numeracy, and language-subdomains: spelling, grammarm and punctuation) using the National Assessment Program in Literacy and Numeracy (NAPLAN). A self-reported child questionnaire collected dietary intake data. "Core" (healthy) and "noncore" (unhealthy) dietary patterns were derived using principal components analysis. The noncore pattern was associated with lower NAPLAN scores across all academic domains (mean: -12.6, 95% CI: -18.7 to -6.4, r 2 = .073, p < .001) except writing, while the core foods pattern was not associated with NAPLAN scores across all domains. When the noncore model was adjusted for sociodemographic covariates (child body mass index, ethnicity, sex, parental education, household income, marital status, mother's employment hours, and number of siblings), the association was attenuated but remained statistically significant (NAPLAN summary score: -8.5, 95% CI -15.0 to -1.9, r 2 = .123, p = .011). Academic performance was deleteriously associated with a nutrient-poor, energy-dense diet, yet not associated with a nutritious diet. © 2018, American School Health Association.

  12. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

    PubMed

    Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

    2015-09-25

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

  13. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

    PubMed Central

    Sansgiry, Sujit S.; Ukwe, Chinwe V.

    2015-01-01

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  14. The Relationship of Selected Academic and Educational Factors on Student Attendance

    ERIC Educational Resources Information Center

    McBride, Sharon K.

    2009-01-01

    Truancy (student attendance) is a serious concern that affects most school districts across the country. Truancy is a statistic that seems to elude school districts in coming up with an exact number, but they do know it exists. The reason this is so is because of a lack of a true definition of truancy. Statistics have shown that students skip…

  15. Student Motivation for Learning in Ghana: Relationships with Caregivers' Values toward Education, Attendance, and Academic Achievement

    ERIC Educational Resources Information Center

    McCoy, Dana Charles; Wolf, Sharon; Godfrey, Erin B.

    2014-01-01

    This study examined the role that Ghanaian caregivers' values toward education play in shaping students' intrinsic versus extrinsic motivation for learning, and the ways these values and motivational orientations predict school attendance and achievement. Study participants included 88 students (M?=?11.63 years; 48% female) from two primary…

  16. The Validity of Physical Aggression in Predicting Adolescent Academic Performance

    ERIC Educational Resources Information Center

    Loveland, James M.; Lounsbury, John W.; Welsh, Deborah; Buboltz, Walter C.

    2007-01-01

    Background: Aggression has a long history in academic research as both a criterion and a predictor variable and it is well documented that aggression is related to a variety of poor academic outcomes such as: lowered academic performance, absenteeism and lower graduation rates. However, recent research has implicated physical aggression as being…

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

    ERIC Educational Resources Information Center

    Meriac, John P.

    2015-01-01

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

  18. Performance Indicators in Indonesian Universities: The Perception of Academics

    ERIC Educational Resources Information Center

    Gaus, Nurdiana; Hall, David

    2016-01-01

    This study aimed to explore the perceptions of Indonesian academics towards the implementation of Performance Indicators (PIs) on teaching and research. The study was a case study using semi-structured interviews, conducted with 30 academics in three state universities in Indonesia. The results of the study revealed academics believed that outcome…

  19. Resilience Does Not Predict Academic Performance in Gross Anatomy

    ERIC Educational Resources Information Center

    Elizondo-Omana, Rodrigo Enrique; Garcia-Rodriguez, Maria de los Angeles; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Avilan, Rosa Ivette Guzman; Cruz, Juan Jose Bazaldua; Guzman-Lopez, Santos

    2010-01-01

    Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were…

  20. A Comparison of Academic and Athletic Performance in the NCAA

    ERIC Educational Resources Information Center

    Bailey, Sarah; Bhattacharyya, Mouchumi

    2017-01-01

    The Academic Progress Rate (APR) of 34 sports was investigated to determine whether the top athletic teams performed significantly better "academically" compared to their bottom counterparts. A "p" value of 0.0029 revealed that top athletic teams academically outperformed bottom athletic teams. Further analysis showed the…

  1. Influence of Preparatory Workshops on Dental Students' Academic Performance and Stress on Their First Operative Dentistry Psychomotor Exam.

    PubMed

    Dilbone, Deborah A; Feng, Xiaoying; Su, Yu; Xirau-Probert, Patricia; Behar-Horenstein, Linda S; Nascimento, Marcelle M

    2018-06-01

    Predoctoral dental psychomotor examinations are known to generate high levels of stress among dental students, which may compromise their academic performance. At one U.S. dental school, all 93 first-year dental students were invited to attend a series of three workshop sessions prior to enrollment in their initial operative dentistry course. The workshops were developed to facilitate academic transition from the dental anatomy course to the operative dentistry course; provide early exposure to materials, instruments, and laboratory techniques; support the early development of psychomotor and self-assessment skills; and lessen students' stress and anxiety levels regarding psychomotor examinations. The aim of this study was to assess the impact of the workshops on the students' academic performance and self-reported stress and preparedness. All students who attended the workshop sessions and all who did not were asked to complete a pre-exam survey (immediately preceding the exam) and a post-exam survey (immediately after the exam) on the day of their first operative dentistry psychomotor exam. Of the 93 students, 21 attended one, 34 attended two, and 25 attended three workshop sessions, while 13 students did not attend any. Response rates for the pre- and post-exam surveys were 100% and 98.9%, respectively. Students who attended all three workshop sessions reported being significantly less stressed about taking the exam than the other groups. The mean exam grade of students who attended the workshop sessions was significantly higher than that of students who did not attend the sessions. These findings support the development and implementation of preparatory workshops to improve academic performance and decrease the stress levels of dental students prior to the first operative dentistry psychomotor exam.

  2. Effects of daily energy expenditure on academic performance of elementary students in Taiwan.

    PubMed

    Wang, Peng-Sheng; Huang, Yi-Ching; Wu, Shu-Fang Vivienne; Wang, Kuo-Ming

    2014-01-01

    The objective of the study was to investigate the potential effects of daily energy expenditure on the academic performance (AP) of elementary schoolchildren, the results of which will be used as the basis of planning physical activity (PA) for children in the future. Participants were collected from 4th to 6th grade children at an elementary school in southern Taiwan. The effective sample data size was 1065 (79.8%; 528 boys and 537 girls). Daily mean energy expenditure was obtained using the 3 Day Physical Activity Recall (3-DPAR), and the intensive activities degrees of physical activity were categorized into lowest PA, middle PA, and highest PA group, and academic performance assessed with weighted academic score. The significant effect on the academic performance of schoolchildren was only in energy expenditure but not for sexes and tutorials attended. All students in the middle PA group performed better academically than those in the highest PA group. After controlling sexes, male students in the middle PA group performed better than other groups; female students in the lowest PA group performed better than other groups. These results may be consulted by schools, academic faculties, and parents in setting up exercise plans for children. © 2012 The Authors. Japan Journal of Nursing Science © 2012 Japan Academy of Nursing Science.

  3. Brain Structure Linking Delay Discounting and Academic Performance.

    PubMed

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

    2017-08-01

    As a component of self-discipline, delay discounting refers to the ability to wait longer for preferred rewards and plays a pivotal role in shaping students' academic performance. However, the neural basis of the association between delay discounting and academic performance remains largely unknown. Here, we examined the neuroanatomical substrates underlying delay discounting and academic performance in 214 adolescents via voxel-based morphometry (VBM) by performing structural magnetic resonance imaging (S-MRI). Behaviorally, we confirmed the significant correlation between delay discounting and academic performance. Neurally, whole-brain regression analyses indicated that regional gray matter volume (rGMV) of the left dorsolateral prefrontal cortex (DLPFC) was associated with both delay discounting and academic performance. Furthermore, delay discounting partly accounted for the association between academic performance and brain structure. Differences in the rGMV of the left DLPFC related to academic performance explained over one-third of the impact of delay discounting on academic performance. Overall, these results provide the first evidence for the common neural basis linking delay discounting and academic performance. Hum Brain Mapp 38:3917-3926, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  4. Middle School Learning, Academic Emotions and Engagement as Precursors to College Attendance

    ERIC Educational Resources Information Center

    San Pedro, Maria Ofelia Clarissa Z.

    2016-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge within a middle school online learning environment, and analyzing potential effects on students' interests and choices related to decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to…

  5. The iImpact of Reasons for Attending University on Academic Resourcefulness and Adjustment

    ERIC Educational Resources Information Center

    Kennett, Deborah J.; Reed, Maureen J.; Stuart, Amanda S.

    2013-01-01

    It is a well-known phenomenon that generally resourceful students are more likely to employ specific self-control skills, such as academic resourcefulness, to overcome stressors in their life, and as a result, are more likely to be better adjusted, to receive higher grades, and to remain in university than their less resourceful counterparts. To…

  6. The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students

    ERIC Educational Resources Information Center

    Olivier, Benjamin Hugh

    2016-01-01

    This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). t-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in…

  7. Predicting Academic Performance by Data Mining Methods

    ERIC Educational Resources Information Center

    Vandamme, J. -P.; Meskens, N.; Superby, J. -F.

    2007-01-01

    Academic failure among first-year university students has long fuelled a large number of debates. Many educational psychologists have tried to understand and then explain it. Many statisticians have tried to foresee it. Our research aims to classify, as early in the academic year as possible, students into three groups: the "low-risk"…

  8. The Use of Music and Its Effects on the Behavior and Academic Performance of Special Students: A Review of the Literature.

    ERIC Educational Resources Information Center

    McIntyre, Thomas; Cowell, Karol

    This literature review focuses upon research addressing the playing of music and its effects upon the academic performance and behavior of students with exceptionalities. Literature on music's effects on academic performance focuses primarily on mathematics, reading, and ability to attend to study materials. Behavioral research focused on the…

  9. Gender Differences in the Relationship between Academic Procrastination, Satisfaction with Academic Life and Academic Performance

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinç

    2017-01-01

    Introduction: Procrastination has become one of the most researched topics due its adverse effects on the both general and student population in social sciences. The general tendency toward delaying academic tasks has been conceptualized as academic procrastination in academic setting. It is a prevalent issue among students and a numerous students…

  10. The Relationship between Depression and College Academic Performance

    ERIC Educational Resources Information Center

    DeRoma, Virginia M.; Leach, John B.; Leverett, J. Patrick

    2009-01-01

    The current study examined the association between self-reported depressive symptomology and college academic performance. A significant, negative relationship was found between depression and academic performance. Furthermore, students presenting with moderate levels of depressive symptoms demonstrated lower performance within academic…

  11. Perceived stress, energy drink consumption, and academic performance among college students.

    PubMed

    Pettit, Michele L; DeBarr, Kathy A

    2011-01-01

    This study explored relationships regarding perceived stress, energy drink consumption, and academic performance among college students. Participants included 136 undergraduates attending a large southern plains university. Participants completed surveys including items from the Perceived Stress Scale(1) and items to describe energy drink consumption, academic performance, and demographics. Positive correlations existed between participants' perceived stress and energy drink consumption. Participants' energy drink consumption and academic performance were negatively correlated. Freshmen (M = 0.330) and sophomores (M = 0.408) consumed a lower number of energy drinks yesterday than juniors (M = 1.000). Males reported higher means than females for selected energy drink consumption items. Statistically significant interactions existed between gender and year in school for selected energy drink consumption items. Results confirm gender differences in energy drink consumption and illuminate a need for education regarding use of energy drinks in response to perceived stress.

  12. Students academic performance based on behavior

    NASA Astrophysics Data System (ADS)

    Maulida, Juwita Dien; Kariyam

    2017-12-01

    Utilization of data in an information system that can be used for decision making that utilizes existing data warehouse to help dig useful information to make decisions correctly and accurately. Experience API (xAPI) is one of the enabling technologies for collecting data, so xAPI can be used as a data warehouse that can be used for various needs. One software application whose data is collected in xAPI is LMS. LMS is a software used in an electronic learning process that can handle all aspects of learning, by using LMS can also be known how the learning process and the aspects that can affect learning achievement. One of the aspects that can affect the learning achievement is the background of each student, which is not necessarily the student with a good background is an outstanding student or vice versa. Therefore, an action is needed to anticipate this problem. Prediction of student academic performance using Naive Bayes algorithm obtained accuracy of 67.7983% and error 32.2917%.

  13. A psychoecological model of academic performance among Hispanic adolescents.

    PubMed

    Chun, Heejung; Dickson, Ginger

    2011-12-01

    Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner's ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological model to inform educators and psychologists who seek to meet the needs of Hispanic students.

  14. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

    PubMed

    Goff, Anne-Marie

    2011-01-01

    High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  15. The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

    PubMed

    Kocoglu, Deniz; Emiroglu, Oya Nuran

    2017-03-01

    Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

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

    PubMed

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

    2017-02-01

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

  17. Interlimb coordination and academic performance in elementary school children.

    PubMed

    da Silva Pacheco, Sheila Cristina; Gabbard, Carl; Ries, Lilian Gerdi Kittel; Bobbio, Tatiana Godoy

    2016-10-01

    The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems. © 2016 Japan Pediatric Society.

  18. Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans

    PubMed Central

    English, Devin; Lambert, Sharon F.; Ialongo, Nicholas S.

    2015-01-01

    Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N = 495) attending urban public schools from grade 7 to grade 9 (Mage = 12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1 year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. PMID:27425564

  19. Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans.

    PubMed

    English, Devin; Lambert, Sharon F; Ialongo, Nicholas S

    2016-08-01

    Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N=495) attending urban public schools from grade 7 to grade 9 (Mage=12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  20. Associations of Physical Fitness and Academic Performance among Schoolchildren

    ERIC Educational Resources Information Center

    Van Dusen, Duncan P.; Kelder, Steven H.; Kohl, Harold W., III; Ranjit, Nalini; Perry, Cheryl L.

    2011-01-01

    Background: Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity…

  1. The Impact of Employment and Physical Activity on Academic Performance

    ERIC Educational Resources Information Center

    Andreopoulos, Giuliana Campanelli; Antoniou, Eliana; Panayides, Alexandros; Vassiliou, Evros

    2008-01-01

    Over the last twenty years, many contributions appeared on the relationship between working during school and academic performance using both quantitative and qualitative research methods. The obvious assumption is that a full time working student will show a lower academic performance relatively to a part time working student or a full time…

  2. Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior

    ERIC Educational Resources Information Center

    Meriac, John P.

    2012-01-01

    In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

  3. Academic Performance, School Desertion and Emotional Paradigm in University Students

    ERIC Educational Resources Information Center

    Sosa, Emma Rosa Cruz; Barrientos, Laura Gática; Castro, Patricia Eugenia García; García, Jesús Hernández

    2010-01-01

    The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their…

  4. Breakup Effects on University Students' Perceived Academic Performance

    ERIC Educational Resources Information Center

    Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds, Osvelia; Delgado, Jeannette

    2012-01-01

    The Problem: Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic…

  5. Physical Education and Academic Performance in Urban African American Girls

    ERIC Educational Resources Information Center

    Shen, Bo

    2017-01-01

    This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

  6. Myers-Briggs Type Inventory Personality Preferences and Academic Performance.

    ERIC Educational Resources Information Center

    Lowenthal, Werner; Meth, Hilda

    1989-01-01

    A study to determine if there are any relationships between the Myers-Briggs Type Inventory personality preferences and academic performance in schools of pharmacy is discussed. Differences in academic performance that could be related to gender are reported. (Author/MLW)

  7. Sleep and Academic Performance in Hong Kong Adolescents

    ERIC Educational Resources Information Center

    Mak, Kwok-Kei; Lee, So-Lun; Ho, Sai-Yin; Lo, Wing-Sze; Lam, Tai-Hing

    2012-01-01

    Background: Sleep problems may have different influences on students' academic performance. We investigated the prevalence of sleep patterns, naps, and sleep disorders, and their associations with academic performance in Hong Kong adolescents. Methods: In 2007-2008, 22,678 students aged 12-18 (41.6% boys) completed a questionnaire on…

  8. Self-Control and Academic Performance in Engineering

    ERIC Educational Resources Information Center

    Honken, Nora; Ralston, Patricia A.; Tretter, Thomas R.

    2016-01-01

    Self-control has been related to positive student outcomes including academic performance of college students. Because of the critical nature of the first semester academic performance for engineering students in terms of retention and persistence in pursuing an engineering degree, this study investigated the relationship between freshmen…

  9. Joint Analysis of Preschool Attendance and School Performance in the Short and Long-Run

    ERIC Educational Resources Information Center

    Aguilar, Renato; Tansini, Ruben

    2012-01-01

    This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children's academic results. Previous probit and OLS estimations suggested that pre-school education has a positive…

  10. Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings

    PubMed Central

    Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.

    2012-01-01

    The role of subsequent school contexts in the long-term effects of early childhood interventions has received increasing attention, but has been understudied in the literature. Using data from the Chicago School Readiness Project (CSRP), a cluster-randomized controlled trial conducted in Head Start programs, we investigate whether the intervention had differential effects on academic and behavioral outcomes in kindergarten if children attended high- or low-performing schools subsequent to the preschool intervention year. To address the issue of selection bias, we adopt an innovative method, principal score matching, and control for a set of child, mother, and classroom covariates. We find that exposure to the CSRP intervention in the Head Start year had significant effects on academic and behavioral outcomes in kindergarten for children who subsequently attended high-performing schools, but no significant effects on children attending low-performing schools. Policy implications of the findings are discussed. PMID:22773872

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

    PubMed

    Lee, Wincy Wing Sze

    2017-10-01

    The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  12. The Influence of a Freshman Orientation Course on the Academic Performance and Retention of New Community College Students.

    ERIC Educational Resources Information Center

    Robles, Stacey Y.

    The purpose of this study was to investigate the influence of a freshman orientation course on the academic performance and retention of new community college students. The study was designed to obtain both qualitative and quantitative data. A survey was distributed to students who attended Coral College (a pseudonym), California, from the fall of…

  13. The Impact of Class Absenteeism on Undergraduates' Academic Performance: Evidence from an Elite Economics School in Portugal

    ERIC Educational Resources Information Center

    Teixeira, Aurora A. C.

    2016-01-01

    The empirical literature focusing mainly on the USA suggests that class absenteeism undermines students' academic performance and that an enforced mandatory attendance policy may be beneficial. Based on a different cultural and economic context, and using data on 146 second-year management students enrolled in a macroeconomics course at an elite…

  14. Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study

    ERIC Educational Resources Information Center

    Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

    2018-01-01

    This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n =…

  15. Conference attendance and performance on the in-training examination in internal medicine.

    PubMed

    Cacamese, Suzanne M; Eubank, Kathryn J; Hebert, Randy S; Wright, Scott M

    2004-11-01

    The objective of this study was to describe the relationship between attendance at conferences during residency training and residents' performance on the In-Training Examination (ITE) in Internal Medicine. Nineteen house officers participated in the study. Conference attendance records were retrospectively reviewed for the one-year period preceding the ITE (pre-ITE), and in the three-month period after house officers received their ITE scores (post-ITE). After receiving their scores, participants completed a questionnaire asking about study habits and opinions about conferences. Attendance was taken at 126/165 (76.4%) conferences pre-ITE and 32/42 (76.2%) conferences post-ITE. House officers attended a mean of 35% (range, 10-59) of the conferences pre-ITE and 32% (range, 9-75) post-ITE (p = 0.365). There was no correlation between prior conference attendance and ITE scores (Spearman correlation coefficient -0.230, p = 0.34), and no correlation between score and conference attendance post-ITE (Spearman correlation coefficient 0.174, p = 0.48). Participation in clinical rotations also failed to influence ITE scores in that content area (all p > 0.05). The findings of this study suggest conference attendance does not influence ITE scores. Medical educators may need to rethink and study how best to impart medical knowledge.

  16. Computer Technology and Academic Skill Training for Improving Disabled Students' Academic Performance: Applications and Limitations.

    ERIC Educational Resources Information Center

    Severs, Mary K.

    The Educational Center for Disabled Students at the University of Nebraska-Lincoln is designed to improve the academic performance and attitudes toward success of disabled students through computer technology and academic skills training. Adaptive equipment interventions take into account keyboard access and screen and voice output. Non-adaptive…

  17. Effects of Locus of Control, Academic Self-Efficacy, and Tutoring on Academic Performance

    ERIC Educational Resources Information Center

    Drago, Anthony; Rheinheimer, David C.; Detweiler, Thomas N.

    2018-01-01

    This study investigated the connection between locus of control (LOC), academic self-efficacy (ASE), and academic performance, and whether these variables are affected by tutoring. Additional variables of interest, including gender, students' Pell Grant status, ethnicity, and class size, were also considered for the research models. The population…

  18. Relationships between College Students' Credit Card Debt, Undesirable Academic Behaviors and Cognitions, and Academic Performance

    ERIC Educational Resources Information Center

    Hogan, Eileen A.; Bryant, Sarah K.; Overymyer-Day, Leslie E.

    2013-01-01

    The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academic performance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of…

  19. Fitness change and subsequent academic performance in adolescents.

    PubMed

    Chen, Li-Jung; Fox, Kenneth R; Ku, Po-Wen; Taun, Chih-Yang

    2013-09-01

    This study examined the association between fitness change and subsequent academic performance in Taiwanese schoolchildren from 7th grade to 9th grade. The 7th graders from 1 junior high school district participated in this study (N = 669). Academic performance was extracted from school records at the end of each grade. Cardiovascular (CV) fitness, sit-and-reach flexibility, bent-leg curl-ups, and height and weight for calculating body mass index (BMI) were assessed at the start of each grade. The results showed that improvement in CV fitness, but not muscular endurance or flexibility, is significantly related to greater academic performance. A weak and nonsignificant academic-BMI relationship was seen. CV fitness exhibits stronger longitudinal associations with academic performance than other forms of fitness or BMI for adolescents. © 2013, American School Health Association.

  20. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  1. Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.

    PubMed

    Arrona-Palacios, Arturo; Díaz-Morales, Juan F

    2017-11-01

    The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. The role of morningness-eveningness in academic performance in the afternoon shift is examined. © 2017 The British Psychological Society.

  2. Sleep Pattern of Adolescents in a School in Delhi, India: Impact on their Mood and Academic Performance.

    PubMed

    Singh, Ruchi; Suri, Jagdish C; Sharma, Renuka; Suri, Tejas; Adhikari, Tulsi

    2018-03-16

    To examine the sleep pattern and observe differences in sleep routines, phase preferences, mood, attendance, and academic performance among different adolescent age students. Secondly, to observe the age at which sleep phase transition and changes in sleep requirement become evident. A cross-sectional study was conducted among 501 students (aged 11-15 y) of a school in Delhi, India. Students were evaluated for their sleep patterns, sleep duration, habits of napping, quality of sleep, sleepiness, depression, phase preferences by self-reported school sleep habits survey questionnaire along with school performance and attendance. Significant differences were found in sleep pattern of students aged 11-12 y and 13-15 y. Bedtime shifted to a later time with increasing age but early morning schools kept the wake time same, leading to a decline in total sleep duration of older adolescents. Older adolescents had higher depression but poor attendance and academic performance. Prevalence of sleep deprivation increased with age, from 83.7% to 87.1% in 11-12 y to 90.5% to 92.5% in 13-15 y. The study clearly identifies 12-13 y as age of transition of sleep pattern among adolescents. Though significant differences were found in the academic performance, mood and attendance among preteens and teens but no direct association was seen between academic performances and sleep pattern. A complex multifactorial association between sleep patterns, attendance, mood and academic performance which may change over days, months, or years should be explored further in a longitudinal follow up study.

  3. Academic performance among adolescents with behaviorally induced insufficient sleep syndrome.

    PubMed

    Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju

    2015-01-15

    The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p < 0.001), depressive symptoms (p < 0.001), and impulsiveness (p < 0.01). Longer weekend oversleep predicted poorer academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p < 0.01). BISS among adolescents is associated with poor academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. © 2015 American Academy of Sleep Medicine.

  4. Nutritional quality of diet and academic performance in Chilean students.

    PubMed

    Correa-Burrows, Paulina; Burrows, Raquel; Blanco, Estela; Reyes, Marcela; Gahagan, Sheila

    2016-03-01

    To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academic performance. We tested associations between nutritional quality of diet and good academic performance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academic performance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18-0.98) mathematics tests (OR: 0.35; 95% CI: 0.15-0.82) or GPA (OR: 0.22; 95% CI: 0.09-0.56). In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance.

  5. Sleep disorder among medical students: relationship to their academic performance.

    PubMed

    Abdulghani, Hamza M; Alrowais, Norah A; Bin-Saad, Norah S; Al-Subaie, Nourah M; Haji, Alhan M A; Alhaqwi, Ali I

    2012-01-01

    Medical students are exposed to a significant level of pressure due to academic demands. Their sleep pattern is characterized by insufficient sleep duration, delayed sleep onset, and occurrence of napping episodes during the day. To examine the prevalence of sleep disorder among medical students and investigate any relationship between sleep disorder and academic performance. This is a cross-sectional self-administered questionnaire-based study. The participants were medical students of the first, second, and third academic years. The Epworth Sleepiness Scale (ESS) was also included to identify sleep disorder and grade point average was recorded for academic performance. There were 491 responses with a response rate of 55%. The ESS score demonstrated that 36.6% of participants were considered to have abnormal sleep habits, with a statistically significant increase in female students (p = 0.000). Sleeping between 6-10 h per day was associated with normal ESS scores (p = 0.019) as well as the academic grades ≥ 3.75. Abnormal ESS scores were associated with lower academic achievement (p = 0.002). A high prevalence of sleep disorder was found in this group of students, specifically female students. Analysis of the relationship between sleep disorder and academic performance indicates a significant relationship between abnormal ESS scores, total sleeping hours, and academic performance.

  6. School Gardens Enhance Academic Performance and Dietary Outcomes in Children

    ERIC Educational Resources Information Center

    Berezowitz, Claire K.; Bontrager Yoder, Andrea B.; Schoeller, Dale A.

    2015-01-01

    Background: Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Methods: Database searches in CABI,…

  7. High School Foreign Language Study and College Academic Performance.

    ERIC Educational Resources Information Center

    Wiley, Patricia Davis

    1985-01-01

    Examines the correlation between high school foreign language study and success in college. Found that those who studied Latin, French, German, or Spanish in high school may be expected to perform better academically in college than students of equal academic ability who do not take a foreign language. (SED)

  8. Sex, Affect, and Academic Performance: It's Not What You Think

    ERIC Educational Resources Information Center

    Lewine, Rich; Sommers, Alison; Waford, Rachel; Bustanoby, Heather; Robertson, Catherine; Hall, Rachel; Eisenmenger, Karen

    2011-01-01

    The academic impact of serious depression among college students is beginning to receive increased attention in the research literature. In contrast, we know very little about the affect of mild depression, or dysphoria, on academic performance. This study examines the relationship of baseline dysphoria in 188 students to five measures of academic…

  9. College Students and Academic Performance: A Case of Taking Control

    ERIC Educational Resources Information Center

    Mansfield, Phylis M.; Pinto, Mary Beth; Parente, Diane H.; Wortman, Thomas I.

    2004-01-01

    College students face a myriad of pressures and challenges in the academic environment as they seek to maintain optimal performance or even to remain in the academic program. In 2002, it was reported that more than 30% of first-year students did not return for their second year of college (Smith), and only 40% are reported to actually compete…

  10. College Students and Academic Performance: A Case of Taking Control

    ERIC Educational Resources Information Center

    Mansfield, Phylis M.; Pinto, Mary Beth; Parente, Diane H.; Wortman, Thomas I.

    2009-01-01

    College students face a myriad of pressures and challenges in the academic environment as they seek to maintain optimal performance or even to remain in the academic program. In 2002, it was reported that more than 30% of first-year students did not return for their second year of college (Smith), and only 40% are reported to actually compete…

  11. Understanding Factors That Influence Academic Performance in Tenth Grade Students

    ERIC Educational Resources Information Center

    Smith, Denise

    2011-01-01

    This study examines factors contributing to the poor academic performance of tenth grade high school students. Throughout my eight years teaching experience at this grade-level, the one constant from class to class and year-to year is the academic decline. This decline typically starts at the end of ninth grade, becomes obvious and serious in…

  12. 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…

  13. Contracting out Public Schools and Academic Performance: Evidence from Colombia

    ERIC Educational Resources Information Center

    Bonilla-Angel, Juan D.

    2011-01-01

    Contracting out public schools to private institutions is an instrument for reforming public education as it may facilitate academic innovation and improve student academic performance through higher school accountability and autonomy. The degree of autonomy that different providers have may vary substantially depending on the contractual and…

  14. Impact of Hybrid Delivery of Education on Student Academic Performance and the Student Experience

    PubMed Central

    Nutter, Douglas A.; Charneski, Lisa; Butko, Peter

    2009-01-01

    Objectives To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Methods Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Results Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. Conclusions The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods. PMID:19960080

  15. Impact of hybrid delivery of education on student academic performance and the student experience.

    PubMed

    Congdon, Heather Brennan; Nutter, Douglas A; Charneski, Lisa; Butko, Peter

    2009-11-12

    To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

  16. The Effects of the Classroom Performance System on Student Participation, Attendance, and Achievement

    ERIC Educational Resources Information Center

    Termos, Mohamad Hani

    2013-01-01

    The Classroom Performance System (CPS) is an instructional technology that increases student performance and promotes active learning. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes, where students' first spoken language is not English.…

  17. Monitoring student attendance, participation, and performance improvement: an instrument and forms.

    PubMed

    Kosta, Joanne

    2012-01-01

    When students receive consistent and fair feedback about their behavior, program liability decreases. To help students to have a clearer understanding of minimum program standards and the consequences of substandard performance, the author developed attendance and participation monitoring and performance improvement instruments. The author discusses the tools that address absenteeism, tardiness, unprofessional, and unsafe clinical behaviors among students.

  18. Predicting the Persistence of Full-Time African-American Students Attending 4-Year Public Colleges: A Disaggregation of Financial Aid Packaging and Social and Academic Integration Variables

    ERIC Educational Resources Information Center

    Smith, Curt L.

    2010-01-01

    The purpose of the study was to investigate to what extent do demographic characteristics, high school experience, aspirations and achievement, college experience-academic integration, college experience-social integration, financial aid, and price influence the first-year persistence of African-American students attending 4-year public colleges.…

  19. Relationship Among Dental Students' Class Lecture Attendance, Use of Online Resources, and Performance.

    PubMed

    Azab, Ehab; Saksena, Yun; Alghanem, Tofool; Midle, Jennifer Bassett; Molgaard, Kathleen; Albright, Susan; Karimbux, Nadeem

    2016-04-01

    This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (p<0.001) and the overall preclinical dental courses (p=0.03). Although the results did not show strong relationships among class attendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

  20. Associations of physical fitness and academic performance among schoolchildren.

    PubMed

    Van Dusen, Duncan P; Kelder, Steven H; Kohl, Harold W; Ranjit, Nalini; Perry, Cheryl L

    2011-12-01

    Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity programs. Analyses were based on a convenience sample of 254,743 individually matched standardized academic (TAKS™) and fitness (FITNESSGRAM(®) ) test records of students, grades 3-11, collected by 13 Texas school districts. We categorized fitness results in quintiles by age and gender and used mixed effects regression models to compare the academic performance of the top and bottom fitness groups for each test. All fitness variables except body mass index (BMI) showed significant, positive associations with academic performance after adjustment for socio-demographic covariates, with standardized mean difference effect sizes ranging from .07 to .34. Cardiovascular fitness showed the largest interquintile difference in TAKS score (32-75 points), followed by curl-ups. Additional adjustment for BMI and curl-ups showed dose-response associations between cardiovascular fitness and academic scores (p < .001 for both genders and outcomes). Analysis of BMI demonstrated limited, nonlinear association with academic performance after socio-demographic and fitness adjustments. Fitness was strongly and significantly related to academic performance. Cardiovascular fitness showed a dose-response association with academic performance independent of other socio-demographic and fitness variables. The association appears to peak in late middle to early high school. We recommend that policymakers consider physical education (PE) mandates in middle high school, school administrators consider increasing PE time, and PE practitioners emphasize cardiovascular fitness. © 2011, American School Health Association.

  1. The associations between physical activity, sedentary behaviour and academic performance.

    PubMed

    Maher, Carol; Lewis, Lucy; Katzmarzyk, Peter T; Dumuid, Dot; Cassidy, Leah; Olds, Tim

    2016-12-01

    To examine the relationships between children's moderate-to-vigorous physical activity (MVPA), sedentary behaviours, and academic performance. This study investigated cross-sectional relationships between children's accelerometer-measured physical activity and sedentary behaviour patterns, and academic performance using a standardised, nationally-administered academic assessment. A total of 285 Australian children aged 9-11 years from randomly selected schools undertook 7-day 24h accelerometry to objectively determine their MVPA and sedentary behaviour. In the same year, they completed nationally-administered standardised academic testing (National Assessment Program-Literacy and Numeracy; NAPLAN). BMI was measured, and socio-demographic variables were collected in a parent-reported survey. Relationships between MVPA, sedentary behaviour and academic performance across five domains were examined using Generalised Linear Mixed Models, adjusted for a wide variety of socio-demographic variables. Higher academic performance was strongly and consistently related to higher sedentary time, with significant relationships seen across all five academic domains (range F=4.13, p=0.04 through to F=18.65, p=<0.01). In contrast, higher academic performance was only related to higher MVPA in two academic domains (writing F=5.28, p=0.02, and numeracy F=6.28, p=0.01) and was not related to language, reading and spelling performance. Findings highlight that sedentary behaviour can have positive relationships with non-physical outcomes. Positive relationships between MVPA and literacy and numeracy, as well as the well documented benefits for MVPA on physical and social health, suggest that it holds an important place in children's lives, both in and outside of school. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  2. High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Brief

    ERIC Educational Resources Information Center

    Kemple, James J.

    2015-01-01

    In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

  3. High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Report

    ERIC Educational Resources Information Center

    Kemple, James J.

    2015-01-01

    In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

  4. Academic performance and substance use: findings from a state survey of public high school students.

    PubMed

    Cox, Reagan G; Zhang, Lei; Johnson, William D; Bender, Daniel R

    2007-03-01

    Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. The sampling frame for the 2003 Mississippi Youth Risk Behavior Survey was obtained from the Mississippi Department of Education. A 2-stage cluster sample design produced a representative sample of Mississippi students in grades 9-12 who attended public schools. During the spring 2003, 34 of the 45 sampled schools (75.6%) participated. A total of 1488 from the 1672 sampled students (89.0%) completed an 87-item questionnaire (overall response rate 67.3%). Low academic performance (students with mostly Cs or below) during the 12 months preceding the survey was more prevalent among males, non-Hispanic blacks, frequent smokers, binge drinkers, and marijuana users. Logistic regression identified gender, race, frequent smoking, and marijuana use as statistically significant factors associated with increased odds for low academic performance. Adjusted odds ratios were 1.2 for binge drinkers versus other students to 2.6 for non-Hispanic black students versus non-Hispanic white students. The present findings highlight the extensive use of cigarettes, alcohol, and marijuana among Mississippi public high school students. Because poor academic achievers are more prevalent among students who participate in these substance-use behaviors, multifaceted approaches that encourage high levels of academic performance, while dissuading student involvement in risky/problem behaviors, may both improve low levels of academic achievement and reduce behaviors that contribute to poor health in adulthood.

  5. Academic Performance among Adolescents with Behaviorally Induced Insufficient Sleep Syndrome

    PubMed Central

    Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju

    2015-01-01

    Study Objectives: The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. Methods: A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Results: Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p < 0.001), depressive symptoms (p < 0.001), and impulsiveness (p < 0.01). Longer weekend oversleep predicted poorer academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p < 0.01). Conclusions: BISS among adolescents is associated with poor academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. Citation: Lee YJ, Park J, Kim S, Cho SJ, Kim SJ. Academic performance among adolescents with behaviorally induced insufficient sleep syndrome. J Clin Sleep Med 2015;11(1):61–68. PMID:25515277

  6. Type of High School Predicts Academic Performance at University Better than Individual Differences.

    PubMed

    Banai, Benjamin; Perin, Višnja

    2016-01-01

    Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

  7. Type of High School Predicts Academic Performance at University Better than Individual Differences

    PubMed Central

    2016-01-01

    Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics. PMID:27695073

  8. The Influence of Financial Performance on Higher Education Academic Quality

    ERIC Educational Resources Information Center

    Montanaro, Marilee Kaye Fannon

    2013-01-01

    A variety of academic and financial performance metrics are used to assess higher education institution performance. However, there is no consensus on the best performance measures. Signaling theory and agency theory are used to frame the challenges of assessing post-secondary institution performance related to information asymmetry between the…

  9. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    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

  10. Factors that affect academic performance among pharmacy students.

    PubMed

    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.

  11. Comparative description of migrant farmworkers versus other students attending South Texas schools: demographic, academic, and health characteristics.

    PubMed

    Cooper, Sharon P; Weller, Nancy F; Fox, Erin E; Cooper, Sara R; Shipp, Eva M

    2005-08-01

    Little is known about academic performance, health, and social functioning of youth from migrant farmworker families. This study was designed to compare demographic, academic, health, and social data between migrant and nonmigrant youth residing in South Texas. Anonymous cross-sectional survey data were collected from 6954 middle and 3565 high school students. About 5% of South Texas middle and high school students reported belonging to a migrant family. Compared with nonmigrant students, migrant youth were more likely to miss and arrive late to school, sleep in class, and study fewer hours weekly. Migrant students reported fewer hours of nightly sleep, fewer hours spent with their friends, and more minor illnesses than nonmigrant youth. These results demonstrate the need for interventions specifically targeted to this vulnerable adolescent population.

  12. [Sleep and academic performance in young elite athletes].

    PubMed

    Poussel, M; Laure, P; Genest, J; Fronzaroli, E; Renaud, P; Favre, A; Chenuel, B

    2014-07-01

    In French law (Code du Sport), the status of elite athlete is allowed for young athletes beginning at the age of 12 years. For these young athletes, the aim is to reach the highest level of performance in their sport without compromising academic performance. Training time is therefore often substantial and sleep patterns appear to play a key role in performance recovery. The aim of this study was to assess sleep patterns and their effects on academic performance in young elite athletes. Sleep patterns were assessed using questionnaires completed during a specific information-based intervention on sports medicine topics. The academic performance of young elite athletes was assessed by collecting their grades (transmitted by their teachers). Sleep patterns were assessed for 137 young elite athletes (64 females, 73 males; mean age, 15.7 years) and academic performance for 109 of them. Daily sleep duration during school periods (8h22 ± 38 min) were shorter compared to holidays and week-ends (10h02 ± 1h16, P<0.0001). Fifty-six athletes (41 %) subjectively estimated their sleep quality as poor or just sufficient. Poor sleep quality was correlated with poor academic performance in this specific athlete population. Sleep is the most important period for recovery from daily activity, but little information is available regarding the specific population of young elite athletes. The results reported herein suggest insufficiency (quantitatively and qualitatively) of sleep patterns in some of the young athletes, possibly leading to detrimental effects on athletic performance. Moreover, disturbed sleep patterns may also impact academic performance in young elite athletes. Teachers, athletic trainers, physicians, and any other professionals working with young elite athletes should pay particular attention to this specific population regarding the possible negative repercussions of poor sleep patterns on academic and athletic performance. Copyright © 2014 Elsevier Masson SAS

  13. The Talent Development Middle School Model: Context, Components, and Initial Impacts on Students' Performance and Attendance

    ERIC Educational Resources Information Center

    Herlihy, Corinne M.; Kemple, James J.

    2004-01-01

    The Talent Development Middle School model was created to make a difference in struggling urban middle schools. The model is part of a trend in school improvement strategies whereby whole-school reform projects aim to improve performance and attendance outcomes for students through the use of major changes in both the organizational structure and…

  14. The Relationship between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals

    ERIC Educational Resources Information Center

    Westerman, James W.; Perez-Batres, Luis A.; Coffey, Betty S.; Pouder, Richard W.

    2011-01-01

    We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor-student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005), we propose that the student and instructor must align goals to promote the…

  15. Does Lecture Capturing Impact Student Performance and Attendance in an Introductory Accounting Course?

    ERIC Educational Resources Information Center

    Aldamen, Husam; Al-Esmail, Rajab; Hollindale, Janice

    2015-01-01

    The study empirically examines the interplay between lecture capturing viewership, performance and attendance for students in the Middle Eastern country of Qatar. The sample consists of 254 students enrolled in an introductory accounting class either in the Fall semester or in the Spring semester. We show a weak positive relationship between…

  16. Scheduled physical activity is associated with better academic performance in Chilean school-age children.

    PubMed

    Burrows, Raquel; Correa-Burrows, Paulina; Orellana, Yasna; Almagiá, Atilio; Lizana, Pablo; Ivanovic, Daniza

    2014-11-01

    This study was carried out to examine the association between systematic physical activity and academic performance in school kids after controlling for potential sociodemographic and educational confounders. In a random sample of 1271 students from urban Santiago, attending 5th and 9th grade, who took the 2009 System for the Assessment of Educational Quality (SIMCE) tests, we measured physical activity habits, anthropometric characteristics, and socioeconomic status. Academic performance was measured by the standardized SIMCE tests. Logistic regressions assessed the relationship between the allocation of time to weekly scheduled exercise, potential confounding factors, and individual academic performance. About 80% of students reported less than 2 hours of weekly scheduled exercise, while 10.6% and 10.2% reported 2 to 4 hours/week and more than 4 hours/week, respectively. Devoting more than 4 hours/week to scheduled exercise significantly increased (P < .01) the odds of having SIMCE composite z-scores ≥ 50th percentile (OR: 2.3, 95% CI: 1.4 to 3.6) and ≥ 75th percentile (OR: 2.1, 95% CI: 1.3-3.3). Better academic performance was associated with a higher allocation of time to scheduled exercise in school-age children.

  17. Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study.

    PubMed

    Spaniol, Mayra Muller; Shalev, Lilach; Kossyvaki, Lila; Mevorach, Carmel

    2018-02-01

    This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.

  18. Revisiting the relationship between attributional style and academic performance

    PubMed Central

    2015-01-01

    Abstract Previous research into the relationship between attributions and academic performance has produced contradictory findings that have not been resolved. The present research examines the role of specific dimensions of attributional style in predicting subsequent academic performance in a sample of pupils (N = 979) from both high‐ and low‐achieving schools. Hierarchical regression and moderation analyses indicate that internal, stable, and global, attributional styles for positive events predict higher levels of academic performance. Global attributions for negative events were related to poorer performance across all schools. Stable attributions for negative events were related to higher levels of performance in high‐achieving schools but not in low‐achieving schools. Higher levels of internality for negative events were associated with higher performance only in low achieving schools. PMID:27594711

  19. Anxiety and Academic Reading Performance among Malay ESL Learners

    ERIC Educational Resources Information Center

    Mohd. Zin, Zuhana; Rafik-Galea, Shameem

    2010-01-01

    Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of…

  20. Psychological Determinants of University Students' Academic Performance: An Empirical Study

    ERIC Educational Resources Information Center

    Gebka, Bartosz

    2014-01-01

    This study utilises an integrated conceptual model of academic performance which captures a series of psychological factors: cognitive style; self-theories such as self-esteem and self-efficacy; achievement goals such as mastery, performance, performance avoidance and work avoidance; study-processing strategies such as deep and surface learning;…

  1. The Eysenckian personality factors and their correlations with academic performance.

    PubMed

    Poropat, Arthur E

    2011-03-01

    BACKGROUND. The relationship between personality and academic performance has long been explored, and a recent meta-analysis established that measures of the five-factor model (FFM) dimension of Conscientiousness have similar validity to intelligence measures. Although currently dominant, the FFM is only one of the currently accepted models of personality, and has limited theoretical support. In contrast, the Eysenckian personality model was developed to assess a specific theoretical model and is still commonly used in educational settings and research. AIMS. This meta-analysis assessed the validity of the Eysenckian personality measures for predicting academic performance. SAMPLE. Statistics were obtained for correlations with Psychoticism, Extraversion, and Neuroticism (20-23 samples; N from 8,013 to 9,191), with smaller aggregates for the Lie scale (7 samples; N= 3,910). METHODS. The Hunter-Schmidt random effects method was used to estimate population correlations between the Eysenckian personality measures and academic performance. Moderating effects were tested using weighted least squares regression. RESULTS. Significant but modest validities were reported for each scale. Neuroticism and Extraversion had relationships with academic performance that were consistent with previous findings, while Psychoticism appears to be linked to academic performance because of its association with FFM Conscientiousness. Age and educational level moderated correlations with Neuroticism and Extraversion, and gender had no moderating effect. Correlations varied significantly based on the measurement instrument used. CONCLUSIONS. The Eysenckian scales do not add to the prediction of academic performance beyond that provided by FFM scales. Several measurement problems afflict the Eysenckian scales, including low to poor internal reliability and complex factor structures. In particular, the measurement and validity problems of Psychoticism mean its continued use in academic

  2. Sleep difficulties and academic performance in Norwegian higher education students.

    PubMed

    Hayley, Amie C; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

    2017-12-01

    Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. A total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale). Difficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting 'extreme' DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01-1.57, p < .05), increased odds for having failed several examinations (adjusted OR = 1.91, 95% CI 1.56-2.34, p < .001), and being in the lowest self-efficacy quartile (adjusted OR = 4.94, 95% CI: 4.04-6.03, p < .001). Self-reported sleep difficulties are associated with poorer objective markers of academic outcomes as well as poorer self-rated academic proficiency among higher education students. Amelioration of sleep difficulties may improve overall academic performance and health outcomes in affected students. © 2017 The British Psychological Society.

  3. Mentoring perception and academic performance: an Academic Health Science Centre survey.

    PubMed

    Athanasiou, Thanos; Patel, Vanash; Garas, George; Ashrafian, Hutan; Shetty, Kunal; Sevdalis, Nick; Panzarasa, Pietro; Darzi, Ara; Paroutis, Sotirios

    2016-10-01

    To determine the association between professors' self-perception of mentoring skills and their academic performance. Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index). There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively). This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  4. Parent involvement and student academic performance: a multiple mediational analysis.

    PubMed

    Topor, David R; Keane, Susan P; Shelton, Terri L; Calkins, Susan D

    2010-01-01

    Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

  5. Parent involvement and student academic performance: A multiple mediational analysis

    PubMed Central

    Topor, David R.; Keane, Susan P.; Shelton, Terri L.; Calkins, Susan D.

    2011-01-01

    Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed. PMID:20603757

  6. Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

    PubMed

    Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

    2018-04-16

    Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ.

  7. The relationship between study strategies and academic performance.

    PubMed

    Zhou, Yuanyuan; Graham, Lori; West, Courtney

    2016-10-07

    To investigate if and to what extent the Learning and Study Strategy Inventory (LASSI) and the Self-Directed Learning Readiness Scale (SDLRS) yield academic performance predictors; To examine if LASSI findings are consistent with previous research. Medical school students completed the LASSI and SDLRS before their first and second years (n = 168). Correlational and regression analyses were used to determine the predictive value of the LASSI and the SDLRS. Paired t-tests were used to test if the two measurement points differed. Bivariate correlations and R 2 s were compared with five other relevant studies. The SDLRS was moderately correlated with all LASSI subscales in both measures (r (152) =.255, p=.001) to (r (152) =.592, p =.000). The first SDLRS, nor the first LASSI, were predictive of academic performance. The second LASSI measure was a significant predictor of academic performance (R 2 (138) = 0.188, p = .003). Six prior LASSI studies yielded a range of R 2 s from 10-49%. The SDLRS is moderately correlated with all LASSI subscales. However, the predictive value of the SDLRS and LASSI differ. The SDLRS does not appear to be directly related to academic performance, but LASSI subscales: Concentration, Motivation, Time Management, and Test Strategies tend to be correlated. The explained LASSI variance ranges from 10% to 49%, indicating a small to substantial effect. Utilizing the LASSI to provide medical school students with information about their strengths and weaknesses and implementing targeted support in specific study strategies may yield positive academic performance outcomes.

  8. Health Behaviors and Academic Performance Among Korean Adolescents.

    PubMed

    So, Eun Sun; Park, Byoung Mo

    2016-06-01

    This study aimed to examine the most prominent health-related behaviors impacting the academic performance of Korean adolescents. The 2012 Korea Youth Risk Behavior Web-Based Survey data were analyzed using an ordinal regression analysis after adjusting for general and other health behaviors. Before adjustment, all health behaviors were significantly associated with academic performance. After adjustment for other health behaviors and confounding factors, only smoking [odds ratio (OR) = 2.07, 95% confidence interval (CI) (1.98, 2.16), p < .001], alcohol consumption [OR = 1.22, 95% CI (1.18, 1.27), p < .001], and physical activity [OR = 1.09, 95% CI (1.06, 1.13), p < .001] were associated with lower academic performance, and engaging in a regular diet [OR = 0.65, 95% CI (0.65, 0.62), p < .001] was associated with higher academic performance. Regular diet, reducing smoking and alcohol drinking, and physical activity should be the target when designing health interventions for improving academic performance in Korean adolescents. Copyright © 2016. Published by Elsevier B.V.

  9. Association between Eating Behavior and Academic Performance in University Students.

    PubMed

    Valladares, Macarena; Durán, Elizabeth; Matheus, Alexis; Durán-Agüero, Samuel; Obregón, Ana María; Ramírez-Tagle, Rodrigo

    2016-01-01

    To determine the association between academic performance and eating behavior in university students in Chile. A total of 680 college students, 409 (60%) women and 271 (40%) men, were randomly recruited and the mean age of the entire sample was 26. The Three-Factor Eating Questionnaire (TFEQ), which evaluates 3 dimensions of eating behavior-cognitive restriction (limiting own intake), uncontrolled eating (inclination to eat), and emotional eating (control of food intake in the context of negative emotions)-was used. Academic performance was measured by the grade point average (GPA) and was associated with eating behavior. Women had significantly higher scores in the "emotional eating" dimension than men (p = 0.002). The eating behavior analysis showed that female students with higher GPAs (above 5.5) had statistically significantly lower uncontrolled eating scores (p = 0.03) and higher cognitive restriction scores (p = 0.05) than women with lower academic performance (below 5.5). There were no significant associations between eating behavior and academic performance in men. A positive association between eating behavior and academic performance was observed in female university students in Chile. Further studies are needed to explore the causes of this association and determine how to improve the nutritional habits of this population.

  10. Physical education, school physical activity, school sports and academic performance

    PubMed Central

    Trudeau, François; Shephard, Roy J

    2008-01-01

    Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007), PSYCHINFO (1974 to 2007), SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA), and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF). Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health. PMID:18298849

  11. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

    PubMed

    Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

    2013-12-17

    This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range

  12. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

    PubMed Central

    2013-01-01

    Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that

  13. Using performance indicators to monitor attendance at the Broken Hill blood lead screening clinic.

    PubMed

    Boreland, Frances; Lyle, David

    2009-04-01

    Although the average blood lead level of 1-4-year-old children in Broken Hill has halved since 1991, about 1 in 5 still have blood lead levels higher than the national target (<10 microg/dL). The estimated proportion of children attending the Lead Clinic has declined, to approximately 42% in 2006, raising concern that some children with elevated blood lead levels may not be presenting, thus missing out on appropriate treatment and advice. The aim of this study was to describe patterns of attendance at the clinic as a first step to understanding what factors contribute to clinic attendance and non-attendance. Routinely collected data from the Lead Clinic database were used to describe the impact of factors such as child age, the lead-risk area in which they live, seasonal influences and specific promotional activities on clinic attendance rates from 1999 to June 2007. Estimates of the number of children living in each of the five lead-risk areas were derived from 2001 and 2006 census data and estimates of the number of children born to mothers resident in Broken Hill were derived from the Midwives Data Collection. Attendance rates declined by approximately one-third during the study period. Younger children, and those living closer to the central mining area, were more likely to attend for blood lead screening. Cohort analysis indicated cumulative attendance has declined, with children born in 2005 having a cumulative incidence at 18 months of age 5-10% lower than that for previous birth cohorts. The majority (54%) of children who developed a notifiable blood lead level (15 microg/dL) were first detected at 2 years of age or older, a number of whom (40%) had no recorded tests before the age of 2 years. The analysis has demonstrated the benefits of using an expanded set of performance indicators to monitor the blood lead screening programme. It provides valuable additional information about the reach of the programme. Next steps include seeking additional feedback

  14. School Gardens Enhance Academic Performance and Dietary Outcomes in Children.

    PubMed

    Berezowitz, Claire K; Bontrager Yoder, Andrea B; Schoeller, Dale A

    2015-08-01

    Schools face increasing demands to provide education on healthy living and improve core academic performance. Although these appear to be competing concerns, they may interact beneficially. This article focuses on school garden programs and their effects on students' academic and dietary outcomes. Database searches in CABI, Web of Science, Web of Knowledge, PubMed, Education Full Text, Education Resources Information Center (ERIC), and PsychINFO were conducted through May 2013 for peer-reviewed literature related to school-day garden interventions with measures of dietary and/or academic outcomes. Among 12 identified garden studies with dietary measures, all showed increases/improvements in predictors of fruit and vegetable (FV) consumption. Seven of these also included self-reported FV intake with 5 showing an increase and 2 showing no change. Four additional interventions that included a garden component measured academic outcomes; of these, 2 showed improvements in science achievement and 1 measured and showed improvements in math scores. This small set of studies offers evidence that garden-based learning does not negatively impact academic performance or FV consumption and may favorably impact both. Additional studies with more robust experimental designs and outcome measures are necessary to understand the effects of experiential garden-based learning on children's academic and dietary outcomes. © 2015, American School Health Association.

  15. Relational Aggression and Academic Performance in Elementary School

    ERIC Educational Resources Information Center

    Risser, Scott D.

    2013-01-01

    To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…

  16. Motivational Systems Theory and the Academic Performance of College Students

    ERIC Educational Resources Information Center

    Campbell, Michael M.

    2007-01-01

    This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive…

  17. Third Graders' Performance Predictions: Calibration Deflections and Academic Success

    ERIC Educational Resources Information Center

    Ots, Aivar

    2013-01-01

    This study focuses on third grade pupils' (9 to 10 years old) ability to predict their performance in a given task and on the correspondence between the accuracy and adequacy of the predictions on the one hand, and the academic achievement on the other. The study involved 713 pupils from 29 Estonian schools. The pupils' performance predictions…

  18. Investigating ESL Students' Academic Performance in Tenses

    ERIC Educational Resources Information Center

    Javed, Muhammad; Ahmad, Atezaz

    2013-01-01

    The present study intends to assess the ESL students' performance in tenses at secondary school level. Grade 10 students were the target population of the study. A sample of 396 students (255 male and 141 female) was selected through convenience sampling technique from the District of Bahawalnagar, Pakistan. A test focusing on five different types…

  19. Improving Student Academic Performance through Antibias Education

    ERIC Educational Resources Information Center

    Harte-Weiner, Philene

    2013-01-01

    The quantitative study contained herein was conducted to determine if there is a relationship between antibias education (ABE) and student performance on state standardized tests in a South Florida school district. In many districts, raising test scores has become priority with some schools even changing their curriculum so that teachers teach…

  20. Predicting academic performance in surgical training.

    PubMed

    Yost, Michael J; Gardner, Jeffery; Bell, Richard McMurtry; Fann, Stephen A; Lisk, John R; Cheadle, William G; Goldman, Mitchell H; Rawn, Susan; Weigelt, John A; Termuhlen, Paula M; Woods, Randy J; Endean, Erick D; Kimbrough, Joy; Hulme, Michael

    2015-01-01

    During surgical residency, trainees are expected to master all the 6 competencies specified by the ACGME. Surgical training programs are also evaluated, in part, by the residency review committee based on the percentage of graduates of the program who successfully complete the qualifying examination and the certification examination of the American Board of Surgery in the first attempt. Many program directors (PDs) use the American Board of Surgery In-Training Examination (ABSITE) as an indicator of future performance on the qualifying examination. Failure to meet an individual program's standard may result in remediation or a delay in promotion to the next level of training. Remediation is expensive in terms of not only dollars but also resources, faculty time, and potential program disruptions. We embarked on an exploratory study to determine if residents who might be at risk for substandard performance on the ABSITE could be identified based on the individual resident's behavior and motivational characteristics. If such were possible, then PDs would have the opportunity to be proactive in developing a curriculum tailored to an individual resident, providing a greater opportunity for success in meeting the program's standards. Overall, 7 surgical training programs agreed to participate in this initial study and residents were recruited to voluntarily participate. Each participant completed an online assessment that characterizes an individual's behavioral style, motivators, and Acumen Index. Residents completed the assessment using a code name assigned by each individual PD or their designee. Assessments and the residents' 2013 ABSITE scores were forwarded for analysis using only the code name, thus insuring anonymity. Residents were grouped into those who took the junior examination, senior examination, and pass/fail categories. A passing score of ≥70% correct was chosen a priori. Correlations were performed using logistic regression and data were also entered

  1. Sexual victimization history predicts academic performance in college women.

    PubMed

    Baker, Majel R; Frazier, Patricia A; Greer, Christiaan; Paulsen, Jacob A; Howard, Kelli; Meredith, Liza N; Anders, Samantha L; Shallcross, Sandra L

    2016-11-01

    College women frequently report having experienced sexual victimization (SV) in their lifetime, including child sexual abuse and adolescent/adult sexual assault. Although the harmful mental health sequelae of SV have been extensively studied, recent research suggests that SV is also a risk factor for poorer college academic performance. The current studies examined whether exposure to SV uniquely predicted poorer college academic performance, even beyond contributions from three well-established predictors of academic performance: high school rank, composite standardized test scores (i.e., American College Testing [ACT]), and conscientiousness. Study 1 analyzed longitudinal data from a sample of female college students (N = 192) who were assessed at the beginning and end of one semester. SV predicted poorer cumulative end-of-semester grade point average (GPA) while controlling for well-established predictors of academic performance. Study 2 replicated these findings in a second longitudinal study of female college students (N = 390) and extended the analyses to include follow-up data on the freshmen and sophomore students (n = 206) 4 years later. SV predicted students' GPA in their final term at the university above the contributions of well-established academic predictors, and it was the only factor related to leaving college. These findings highlight the importance of expanding the scope of outcomes of SV to include academic performance, and they underscore the need to assess SV and other adverse experiences on college campuses to target students who may be at risk of poor performance or leaving college. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  2. Dance participation and academic performance in youth girls

    PubMed

    Higueras-Fresnillo, Sara; Martínez-Gómez, David; Padilla-Moledo, Carmen; Conde-Caveda, Julio; Esteban-Cornejo, Irene

    2016-06-30

    Dance is a predominant type of physical activity among girls. Dance characteristics imply skills associated to health-related physical fitness, as well as others such as learning and memory, mental representation, imagination and creativity, which are related to cognitive development. Although dance has been shown to influence physical health among youth girls, whether dance may influence academic performance and cognition in youth remains to be elucidated. The objective of this work was to examine the association between participation in dance and academic performance in youth girls.

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

    PubMed

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

    2016-01-01

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

  4. The Relative Age Effect and Its Influence on Academic Performance

    PubMed Central

    Navarro, Juan-José; García-Rubio, Javier; Olivares, Pedro R.

    2015-01-01

    Introduction and Purpose The policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders. Methods The study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest. Results The results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the

  5. The Relative Age Effect and Its Influence on Academic Performance.

    PubMed

    Navarro, Juan-José; García-Rubio, Javier; Olivares, Pedro R

    2015-01-01

    The policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders. The study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest. The results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the performance. The RAE remains, even with residual

  6. Simulated astigmatism impairs academic-related performance in children.

    PubMed

    Narayanasamy, Sumithira; Vincent, Stephen J; Sampson, Geoff P; Wood, Joanne M

    2015-01-01

    Astigmatism is an important refractive condition in children. However, the functional impact of uncorrected astigmatism in this population is not well established, particularly with regard to academic performance. This study investigated the impact of simulated bilateral astigmatism on academic-related tasks before and after sustained near work in children. Twenty visually normal children (mean age: 10.8 ± 0.7 years; six males and 14 females) completed a range of standardised academic-related tests with and without 1.50 D of simulated bilateral astigmatism (with both academic-related tests and the visual condition administered in a randomised order). The simulated astigmatism was induced using a positive cylindrical lens while maintaining a plano spherical equivalent. Performance was assessed before and after 20 min of sustained near work, during two separate testing sessions. Academic-related measures included a standardised reading test (the Neale Analysis of Reading Ability), visual information processing tests (Coding and Symbol Search subtests from the Wechsler Intelligence Scale for Children) and a reading-related eye movement test (the Developmental Eye Movement test). Each participant was systematically assigned either with-the-rule (WTR, axis 180°) or against-the-rule (ATR, axis 90°) simulated astigmatism to evaluate the influence of axis orientation on any decrements in performance. Reading, visual information processing and reading-related eye movement performance were all significantly impaired by both simulated bilateral astigmatism (p < 0.001) and sustained near work (p < 0.001), however, there was no significant interaction between these factors (p > 0.05). Simulated astigmatism led to a reduction of between 5% and 12% in performance across the academic-related outcome measures, but there was no significant effect of the axis (WTR or ATR) of astigmatism (p > 0.05). Simulated bilateral astigmatism impaired children's performance on a

  7. Academic and Athletic Motivation as Predictors of Academic Performance of Division I College Student-Athletes

    ERIC Educational Resources Information Center

    Carter, Christina Michelle

    2012-01-01

    Division I intercollegiate student-athletes represent a unique population of college students on college campuses today because they face competing demands between the student and athlete roles. Without the proper environment and motivation for academic performance, some Division I student-athletes are unable to obtain a college degree and leave…

  8. The Relation between Binge Drinking and Academic Performance: Considering the Mediating Effects of Academic Involvement

    ERIC Educational Resources Information Center

    An, Brian P.; Loes, Chad N.; Trolian, Teniell L.

    2017-01-01

    Using longitudinal data from multiple institutions, we focused on the relation between binge drinking and academic performance. Binge drinking exerts a negative influence on grade point average, even after accounting for a host of precollege confounding variables. Furthermore, the number of times a student binge drinks in college is less…

  9. Relationship of Academic Job Involvement To Biographical Data, Personal Characteristics, and Academic Performance.

    ERIC Educational Resources Information Center

    Edwards, Jack E.; Waters, L. K.

    1980-01-01

    A job involvement measure adapted to reflect course involvement was unrelated to age, sex, class rank, and tested verbal ability. However, it was significantly and positively related to achievement motivation, locus of control, Protestant ethic attitudes, academic satisfaction, and performance. (Author/CP)

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

    PubMed

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

    2014-09-01

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

  11. Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

    ERIC Educational Resources Information Center

    Renzulli, Sara J.

    2015-01-01

    One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The…

  12. The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City.

    PubMed

    Corcoran, Sean P; Elbel, Brian; Schwartz, Amy Ellen

    2016-01-01

    Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped-for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer-term effects.

  13. The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

    PubMed Central

    Corcoran, Sean P.; Elbel, Brian; Schwartz, Amy Ellen

    2016-01-01

    Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take-up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped-for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer-term effects. PMID:27314139

  14. How motivation affects academic performance: a structural equation modelling analysis.

    PubMed

    Kusurkar, R A; Ten Cate, Th J; Vos, C M P; Westers, P; Croiset, G

    2013-03-01

    Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

  15. ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.

    PubMed

    Staff, Jeremy; Schulenberg, John E; Bachman, Jerald G

    2010-07-01

    Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.

  16. ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT*

    PubMed Central

    Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.

    2010-01-01

    Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work. PMID:20802795

  17. The impact of in-house attending surgeon supervision on the rates of preventable and potentially preventable complications and death at the start of the new academic year.

    PubMed

    Inaba, Kenji; Hauch, Adam; Branco, Bernardino C; Cohn, Stephen; Teixeira, Pedro G R; Recinos, Gustavo; Barmparas, Galinos; Demetriades, Demetrios

    2013-11-01

    The purpose of this study was to examine the impact of in-house attending surgeon supervision on the rate of preventable deaths (PD) and complications (PC) at the beginning of the academic year. All trauma patients admitted to the Los Angeles County + University of Southern California Medical Center over an 8-year period ending in December 2009 were reviewed. Morbidity and mortality reports were used to extract all PD/PC. Patients admitted in the first 2 months (July/August) of the academic year were compared with those admitted at the end of the year (May/June) for two distinct time periods: 2002 to 2006 (before in-house attending surgeon supervision) and 2007 to 2009 (after 24-hour/day in-house attending surgeon supervision). During 2002 to 2006, patients admitted at the beginning of the year had significantly higher rates of PC (1.1% for July/August vs 0.6% for May/June; adjusted odds ratio [OR], 1.9; 95% confidence interval [CI], 1.1 to 3.2; P < 0.001). There was no significant difference in mortality (6.5% for July/August vs 4.6% for May/June; adjusted OR, 1.1; 95% CI,0.8 to 1.5; P = 0.179). During 2007 to 2009, after institution of 24-hour/day in-house attending surgeon supervision of fellows and housestaff, there was no significant difference in the rates of PC (0.7% for July/August vs 0.6% for May/June; OR, 1.1; 95% CI, 0.8 to 1.3; P = 0.870) or PD (4.6% for July/August vs 3.7% for May/June; OR, 1.3; 95% CI, 0.9 to 1.7; P = 0.250) seen at the beginning of the academic year. At an academic Level I trauma center, the institution of 24-hour/day in-house attending surgeon supervision significantly reduced the spike of preventable complications previously seen at the beginning of the academic year.

  18. Academic performance of students who underwent psychiatric treatment at the students' mental health service of a Brazilian university.

    PubMed

    Campos, Cláudia Ribeiro Franulovic; Oliveira, Maria Lilian Coelho; Mello, Tânia Maron Vichi Freire de; Dantas, Clarissa de Rosalmeida

    2017-01-01

    University students are generally at the typical age of onset of mental disorders that may affect their academic performance. We aimed to characterize the university students attended by psychiatrists at the students' mental health service (SAPPE) and to compare their academic performance with that of non-patient students. Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academic performance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academic performance, and in some aspects better, than, that of non-patients.

  19. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  20. Impacting Children's Health and Academic Performance through Comprehensive School Physical Activity Programming

    ERIC Educational Resources Information Center

    Brusseau, Timothy A.; Hannon, James C.

    2015-01-01

    Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity…

  1. Academic Performance and Perceived Stress among University Students

    ERIC Educational Resources Information Center

    Talib, Nadeem; Zia-ur-Rehman, Muhammad

    2012-01-01

    This study aims to investigate the effect of factor such as perceived stress on the academic performance of the students. A sample of 199 university graduates and undergraduates in Rawalpindi and Islamabad was selected as a statistical frame. Instrumentation used for this study is previously validated construct in order to evaluate the effect of…

  2. Performance Measurement and the Governance of American Academic Science

    ERIC Educational Resources Information Center

    Feller, Irwin

    2009-01-01

    Neoliberal precepts of the governance of academic science-deregulation; reification of markets; emphasis on competitive allocation processes have been conflated with those of performance management--if you cannot measure it, you cannot manage it--into a single analytical and consequent single programmatic worldview. As applied to the United…

  3. Undergraduate Student Happiness and Academic Performance: A Correlation Study

    ERIC Educational Resources Information Center

    Langevin, Elizabeth L.

    2013-01-01

    The purpose of this study was to examine the relationship between undergraduate student happiness and academic performance (GPA), controlling for age, gender, and race/ethnicity for third and fourth year business students at University of Phoenix, Little Rock Campus. The eight-item Oxford Happiness Questionnaire (OHQ) was used to measure the…

  4. Self-Esteem & Academic Performance among University Students

    ERIC Educational Resources Information Center

    Arshad, Muhammad; Zaidi, Syed Muhammad Imran Haider; Mahmood, Khalid

    2015-01-01

    The current study was conducted to assess the self-esteem and academic performance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…

  5. Impact of Management Style on Performance Indicators of Academic Staff

    ERIC Educational Resources Information Center

    Irtwange, S. V.; Orsaah, S.

    2009-01-01

    The objective of this study is to assess the impact of management style on academic staff performance with University of Agriculture, Makurdi as a case study. The management style of the vice chancellor of the University of Agriculture, Makurdi between the periods, September 3, 1996 to September 3, 2001 was determined using the Ohio State…

  6. African American Male Student-Athletes: Identity and Academic Performance

    ERIC Educational Resources Information Center

    O'Brien, Kathryn Mary

    2012-01-01

    The purpose of the current research was to examine racial, male and athletic identities and their individual and collective impact on the academic performance of African American male Division I student-athletes (AAMSAs). Data was collected using the Multidimensional Inventory of Black Identity (MIBI), the Male Role Norms Scale (MRNS), and the…

  7. Homesickness at College: Its Impact on Academic Performance and Retention

    ERIC Educational Resources Information Center

    Sun, Jie; Hagedorn, Linda Serra; Zhang, Yi

    2016-01-01

    For this study we identified factors exerting significant influence on homesickness and explored the impact of the homesick experience on students' academic performance and retention in the first year in college. The findings reveal 2 constructs underlying the homesickness scale: homesick separation and homesick distress. Demographic variables…

  8. Does Accumulated Knowledge Impact Academic Performance in Cost Accounting?

    ERIC Educational Resources Information Center

    Alanzi, Khalid A.; Alfraih, Mishari M.

    2017-01-01

    Purpose: This quantitative study aims to examine the impact of accumulated knowledge of accounting on the academic performance of Cost Accounting students. Design/methodology/approach The sample consisted of 89 students enrolled in the Accounting program run by a business college in Kuwait during 2015. Correlation and linear least squares…

  9. Impact of English Proficiency on Academic Performance of International Students

    ERIC Educational Resources Information Center

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  10. Weight Perception, Academic Performance, and Psychological Factors in Chinese Adolescents

    ERIC Educational Resources Information Center

    Xie, Bin; Chou, Chih-Ping; Spruijt-Metz, Donna; Reynolds, Kim; Clark, Florence; Palmer, Paula H.; Gallaher, Peggy; Sun, Ping; Guo, Qian; Johnson, C. Anderson

    2006-01-01

    Objective: To investigate weight perception and related psychological factors in Chinese adolescents. Methods: A questionnaire on weight perception, academic performance, stress, hostility, and depression was completed by 6863 middle and high school students. Weight and height were measured. Results: Overweight perception was related to…

  11. Can Near-Peer Teaching Improve Academic Performance?

    ERIC Educational Resources Information Center

    Williams, Brett; Fowler, James

    2014-01-01

    Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

  12. Collegiality and Performativity in a Competitive Academic Culture

    ERIC Educational Resources Information Center

    Macfarlane, Bruce

    2016-01-01

    Collegiality is one of the most symbolically significant concepts of higher education and continues to be widely espoused as a core value by members of the academic profession. However, the highly competitive and performative nature of modern higher education means that the conventional values and behaviours associated with collegiality, such as…

  13. Predicting students' intention to use stimulants for academic performance enhancement.

    PubMed

    Ponnet, Koen; Wouters, Edwin; Walrave, Michel; Heirman, Wannes; Van Hal, Guido

    2015-02-01

    The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academic performance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.

  14. Self-Efficacy and Academic Performance in English

    ERIC Educational Resources Information Center

    Meera, K. P.; Jumana, M. K.

    2015-01-01

    This study reviews the relevant self-efficacy related literature, a central point of social cognitive theory, in the area of language learning. Role of self-efficacy in academic performance of learners is also considered. In the global world, English language has become the fundamental means of international affairs and communication. As a…

  15. Relationship between Internet Addiction and Academic Performance among University Undergraduates

    ERIC Educational Resources Information Center

    Akhter, Noreen

    2013-01-01

    The purpose of this study was to study the relationship between Internet addiction and academic performance among university undergraduates. The study also focused to examine the gender differences among students on internet addiction. The sample comprised of 359 university undergraduates. Their responses to the "Internet Addiction…

  16. Divided Timed and Continuous Timed Assessment Protocols and Academic Performance

    ERIC Educational Resources Information Center

    Perucca, David.

    2013-01-01

    Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during…

  17. School-Year Employment and Academic Performance of Young Adolescents

    ERIC Educational Resources Information Center

    Sabia, Joseph J.

    2009-01-01

    Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between school-year employment and academic performance of young adolescents under age 16. Ordinary least squares estimates show a significant positive relationship between modest hours of school-year employment and grade point average.…

  18. Relationships between Parenting Styles and the Academic Performance of Adolescents

    ERIC Educational Resources Information Center

    Rivers, Jewrell; Mullis, Ann K.; Fortner, Lauren A.; Mullis, Ronald L.

    2012-01-01

    Relationships between parenting styles, academic performance, and the mediating effects of motivation, goal orientation, and self-efficacy were examined. One hundred forty-eight high school students participated, including 58 males and 90 females. The Parenting Style/Parental Involvement Questionnaire was used to measure students' perceptions of…

  19. Undergraduate Medical Academic Performance is Improved by Scientific Training

    ERIC Educational Resources Information Center

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-01-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and…

  20. The Longitudinal Effects of Behavioral Problems on Academic Performance

    ERIC Educational Resources Information Center

    Vu, Phuong Anna

    2012-01-01

    Students' behavior and emotional well being are instrumental for their success in the school setting. The present study examined the effects of behavioral problems on the academic performance of students three years later. The behavioral problems consisted of individual externalizing, internalizing, and inattentive behaviors. Next, this study…

  1. Academic Performance in Introductory Accounting: Do Learning Styles Matter?

    ERIC Educational Resources Information Center

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

    This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

  2. Governing the Academic Subject: Foucault, Governmentality and the Performing University

    ERIC Educational Resources Information Center

    Morrissey, John

    2013-01-01

    Drawing on research conducted at National University of Ireland, Galway, this paper explores how senior managers at an Irish university are seeking to measure and facilitate academic performance in the context of national and global competitiveness and a higher education landscape that appears firmly inflected by neoliberal ideas of rankings,…

  3. Science Learning Motivation as Correlate of Students' Academic Performances

    ERIC Educational Resources Information Center

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

    2016-01-01

    This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

  4. Fixing the Academic Performance Index. Policy Brief 13-1

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.; McEachin, Andrew

    2013-01-01

    The Academic Performance Index (API) is the centerpiece of California's state assessment and accountability system. With the recent passage of SB1458 and the pending reauthorization of both state and federal accountability legislation, there is now an unprecedented opportunity to improve the API for next generation accountability in California. In…

  5. Relationships between Minority Students Online Learning Experiences and Academic Performance

    ERIC Educational Resources Information Center

    Yeboah, Alex Kumi; Smith, Patriann

    2016-01-01

    The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

  6. Extra-Curricular Activities and Academic Performance in Secondary Students

    ERIC Educational Resources Information Center

    Moriana, Juan Antonio; Alos, Francisco; Alcala, Rocio; Pino, Maria-Jose; Herruzo, Javier; Ruiz, Rosario

    2006-01-01

    Introduction: In this paper we study the possible influence of extra-curricular activities (study-related and/or sports) on academic performance of first- and second-year pupils in "Educacion Secundaria Obligatoria (ESO)" [N.T. seventh- and eighth-graders]. Method: We randomly selected 12 schools in the city (9 public and 3 private), and…

  7. Improving Academic Performance in a Bilingual Education Classroom.

    ERIC Educational Resources Information Center

    Golub, Lester S.; Sweeney, Gladys M.

    The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

  8. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    ERIC Educational Resources Information Center

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  9. Economy Affects Students' Academic Performance as Well as Spending Decisions

    ERIC Educational Resources Information Center

    Sander, Libby

    2012-01-01

    Like many Americans caught up in the economic downturn, college students are worried about money. Now research indicates that financial worries may affect their academic performance. The author presents the results of this year's National Survey of Student Engagement. The survey reveals that more than a third of seniors and more than a quarter of…

  10. A Psychoecological Model of Academic Performance among Hispanic Adolescents

    ERIC Educational Resources Information Center

    Chun, Heejung; Dickson, Ginger

    2011-01-01

    Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and…

  11. The impact of oral health on the academic performance of disadvantaged children.

    PubMed

    Seirawan, Hazem; Faust, Sharon; Mulligan, Roseann

    2012-09-01

    We measured the impact of dental diseases on the academic performance of disadvantaged children by sociodemographic characteristics and access to care determinants We performed clinical dental examinations on 1495 disadvantaged elementary and high school students from Los Angeles County public schools. We matched data with academic achievement and attendance data provided by the school district and linked these to the child's social determinants of oral health and the impact of oral health on the child's school and the parents' school or work absences. Students with toothaches were almost 4 times more likely to have a low grade point average. About 11% of students with inaccessible needed dental care missed school compared with 4% of those with access. Per 100 elementary and high school-aged children, 58 and 80 school hours, respectively, are missed annually. Parents averaged 2.5 absent days from work or school per year because of their children's dental problems. Oral health affects students' academic performance. Studies are needed that unbundle the clinical, socioeconomic, and cultural challenges associated with this epidemic of dental disease in children.

  12. Impact of extrinsic factors on fine motor performance of children attending day care.

    PubMed

    Corsi, Carolina; Santos, Mariana Martins Dos; Marques, Luísa de Andrade Perez; Rocha, Nelci Adriana Cicuto Ferreira

    2016-12-01

    To assess the impact of extrinsic factors on fine motor performance of children aged two years old. 73 children attending public and 21 private day care centers were assessed. Day care environment was evaluated using the Infant/Toddler Environment Rating Scale - Revised Edition (ITERS-R), fine motor performance was assessed through the Bayley Scales of Infant and Toddler Development - III (BSITD-III), socioeconomic data, maternal education and time of start at the day care were collected through interviews. Spearman's correlation coefficient was calculated to assess the association between the studied variables. The time at the day care was positively correlated with the children's performance in some fine motor tasks of the BSITD-III, showing that the activities developed in day care centers were important for the refinement of specific motor skills, while the overall fine motor performance by the scale was associated with maternal education and the ITERS-R scale sub-item "language and understanding". Extrinsic factors such as higher maternal education and quality of day care centers are associated with fine motor performance in children attending day care. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

  13. Parental divorce, sibship size, family resources, and children's academic performance.

    PubMed

    Sun, Yongmin; Li, Yuanzhang

    2009-09-01

    Using data from 19,839 adolescents from the National Education Longitudinal Study, this study investigates whether the effects of parental divorce on adolescents' academic test performance vary by sibship size. Analyses show that the negative effect of divorce on adolescent performance attenuates as sibship size increases. On the other side of the interaction, the inverse relationship between sibship size and test performance is weaker in disrupted than in two-biological-parent families. Trends of such interactions are evident when sibship size is examined either as a continuous or a categorical measure. Finally, the observed interactions on adolescents' academic performance are completely explained by variations in parental financial, human, cultural, and social resources. In sum, this study underlines the importance of treating the effect of parental divorce as a variable and calls for more research to identify child and family features that may change the magnitude of such an effect.

  14. Academic outcomes and cognitive performance in problematic Internet users.

    PubMed

    Marín Vila, María; Carballo Crespo, José Luis; Coloma Carmona, Ainhoa

    2018-04-15

    Only few studies have examined the relationship between problematic Internet use (PIU) and cognitive and academic performance in adolescents. The aim of this study was to analyze the differences in academic and cognitive performance (perception, attention, memory, verbal fluency and abstract reasoning) between adolescents with and without PIU. A total of 575 students from different high schools of the region of Alicante participated. Students were divided into two groups: adolescents with and without PIU (PIU and NPIU, respectively). Several questionnaires were administered to assess problematic Internet use, as well as students' academic performance. Substance use (alcohol / cannabis) was also assessed as exclusion criteria. A battery of neuropsychological tests was used to assess cognitive abilities. On the one hand, PIU users group obtained poorer academic results than NPIU, in terms of lower marks and more failed subjects. On the other hand, PIU group had a better hit ratio in the perception test than NPIU group. However, PIU adolescents got higher error rates for the abstract reasoning test. This greater number of errors, plus a similar number of hits compared to the NPIU group, could indicated a higher response rate for the PIU group, which may might be associated with greater impulsivity. As occurs in other addictive and non-substance-related problems studies, these results could mean difficulties in impulse control and regulation of response inhibition circuits in PIU users group. Future research is needed to analyze in depth the results presented in this paper.

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

    ERIC Educational Resources Information Center

    Herman, William E.

    2011-01-01

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

  16. [How medical students perform academically by admission types?].

    PubMed

    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.

  17. Relative performance of academic departments using DEA with sensitivity analysis.

    PubMed

    Tyagi, Preeti; Yadav, Shiv Prasad; Singh, S P

    2009-05-01

    The process of liberalization and globalization of Indian economy has brought new opportunities and challenges in all areas of human endeavor including education. Educational institutions have to adopt new strategies to make best use of the opportunities and counter the challenges. One of these challenges is how to assess the performance of academic programs based on multiple criteria. Keeping this in view, this paper attempts to evaluate the performance efficiencies of 19 academic departments of IIT Roorkee (India) through data envelopment analysis (DEA) technique. The technique has been used to assess the performance of academic institutions in a number of countries like USA, UK, Australia, etc. But we are using it first time in Indian context to the best of our knowledge. Applying DEA models, we calculate technical, pure technical and scale efficiencies and identify the reference sets for inefficient departments. Input and output projections are also suggested for inefficient departments to reach the frontier. Overall performance, research performance and teaching performance are assessed separately using sensitivity analysis.

  18. Paid part-time employment and academic performance of undergraduate nursing students.

    PubMed

    Rochford, Céire; Connolly, Michael; Drennan, Jonathan

    2009-08-01

    Nursing students are increasingly undertaking paid term-time employment to finance their living expenses and studies. However the type and duration of this part-time work is unknown; furthermore there is a limited evidence on the extent to which this part-time employment is impacting on academic performance and the student's experience of higher education. To address this shortfall this study undertook a cross-sectional survey of undergraduate nursing students to explore the incidence of student involvement in term-time employment and to develop an understanding of the relationship of employment on student's academic and clinical achievement, and on their experience of higher education. The results found that the vast majority of the sample were working in part-time employment during term-time. The average number of hours worked per week was sixteen. The number of hours worked per week was found to be a predictor of course performance, the student's experience of college and grades achieved. Students who worked greater hours reported negative outcomes in each of these three domains. The findings also support the contention that it is not working per se that has a detrimental effect on student outcomes but the numbers of hours' students are actually working while attending college. Therefore policy makers, educationalists and health service providers need to be aware of the burden that nursing students may have to contend with in combining work with their academic studies.

  19. Peer Victimization and Academic Performance in Primary School Children.

    PubMed

    Mundy, Lisa K; Canterford, Louise; Kosola, Silja; Degenhardt, Louisa; Allen, Nicholas B; Patton, George C

    Peer victimization is a common antecedent of poor social and emotional adjustment. Its relationship with objectively measured academic performance is unclear. In this study we aimed to quantify the cross-sectional associations between peer victimization and academic performance in a large population sample of children. Eight- to 9-year-old children were recruited from a stratified random sample of primary schools in Australia. Academic performance was measured on a national achievement test (1 year of learning equals 40 points). Physical and verbal victimization were measured according to child self-report. Multilevel mixed-effects linear regression analyses were conducted. For female children, verbal victimization was associated with poorer academic performance on writing (β = 17.2; 95% confidence interval [CI], -28.2 to -6.2) and grammar/punctuation (β = -20.8; 95% CI, -40.1 to -1.6). Physical victimization was associated with poorer performance on numeracy (male children: β = -29.0; 95% CI, -53.8 to -4.1; female children: β = -30.1; 95% CI, -56.6 to -3.5), and writing (female children: β = -21.5; 95% CI, -40.4 to -2.7). Verbal and physical victimization were associated with poorer performance on reading (male children: β = -31.5; 95% CI, -59.9 to -3.1; female children: β = -30.2; 95% CI, -58.6 to -1.8), writing (female children: β = -25.5; 95% CI, -42.8 to -8.2), spelling (female children: β = -32.3; 95% CI, -59.6 to -4.9), and grammar/punctuation (female children: β = -32.2; 95% CI, -62.4 to -2.0). Children who were physically victimized were 6 to 9 months behind their non-victimized peers on measures of academic performance. There are growing reasons for education systems to invest in the prevention of bullying and promotion of positive peer relationships from the earliest years of school. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  20. Keeping on Track: Performance Profiles of Low Performers in Academic Educational Tracks

    ERIC Educational Resources Information Center

    Reed, Helen C.; van Wesel, Floryt; Ouwehand, Carolijn; Jolles, Jelle

    2015-01-01

    In countries with high differentiation between academic and vocational education, an individual's future prospects are strongly determined by the educational track to which he or she is assigned. This large-scale, cross-sectional study focuses on low-performing students in academic tracks who face being moved to a vocational track. If more is…

  1. The Impact of Student-Faculty Interaction on Academic Achievement and College Satisfaction for Black Males Attending Predominately White Institutions

    ERIC Educational Resources Information Center

    Hylton, Lamar R.

    2013-01-01

    The purpose of this study was to examine the impact of student-faculty interactions on academic achievement and college satisfaction among Black males at predominately White institutions. Specifically, the researcher sought to determine if there was a difference in levels of academic achievement and college satisfaction based on how often Black…

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

    ERIC Educational Resources Information Center

    Hewing, Venus

    2011-01-01

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

  3. Test anxiety, perfectionism, goal orientation, and academic performance.

    PubMed

    Eum, KoUn; Rice, Kenneth G

    2011-03-01

    Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

  4. Childhood Obesity and Academic Performance: The Role of Working Memory

    PubMed Central

    Wu, Nan; Chen, Yulu; Yang, Jinhua; Li, Fei

    2017-01-01

    The present study examined the role of working memory in the association between childhood obesity and academic performance, and further determined whether memory deficits in obese children are domain-specific to certain tasks or domain-general. A total of 227 primary school students aged 10–13 years were analyzed for weight and height, of which 159 children (44 “obese,” 23 “overweight,” and 92 “normal weight”) filled out questionnaires on school performance and socioeconomic status. And then, all subjects finished three kinds of working memory tasks based on the digit memory task in 30 trials, which were image-generated with a series of numbers recall trial sets. After each trial set, subjects were given 5 s to recall and write down the numbers which hand appeared in the trial, in the inverse order in which they had appeared. The results showed there were significant academic performance differences among the three groups, with normal-weight children scoring higher than overweight and obese children after Bonferroni correction. A mediation model revealed a partial indirect effect of working memory in the relationship between obesity and academic performance. Although the performance of obese children in basic working memory tests was poorer than that of normal-weight children, they recalled more items than normal-weight children in working memory tasks involving with food/drink. Working memory deficits partially explain the poor academic performance of obese children. Those results indicated the obese children show domain-specific working memory deficits, whereas they recall more items than normal-weight children in working memory tasks associated with food/drink. PMID:28469593

  5. Childhood Obesity and Academic Performance: The Role of Working Memory.

    PubMed

    Wu, Nan; Chen, Yulu; Yang, Jinhua; Li, Fei

    2017-01-01

    The present study examined the role of working memory in the association between childhood obesity and academic performance, and further determined whether memory deficits in obese children are domain-specific to certain tasks or domain-general. A total of 227 primary school students aged 10-13 years were analyzed for weight and height, of which 159 children (44 "obese," 23 "overweight," and 92 "normal weight") filled out questionnaires on school performance and socioeconomic status. And then, all subjects finished three kinds of working memory tasks based on the digit memory task in 30 trials, which were image-generated with a series of numbers recall trial sets. After each trial set, subjects were given 5 s to recall and write down the numbers which hand appeared in the trial, in the inverse order in which they had appeared. The results showed there were significant academic performance differences among the three groups, with normal-weight children scoring higher than overweight and obese children after Bonferroni correction. A mediation model revealed a partial indirect effect of working memory in the relationship between obesity and academic performance. Although the performance of obese children in basic working memory tests was poorer than that of normal-weight children, they recalled more items than normal-weight children in working memory tasks involving with food/drink. Working memory deficits partially explain the poor academic performance of obese children. Those results indicated the obese children show domain-specific working memory deficits, whereas they recall more items than normal-weight children in working memory tasks associated with food/drink.

  6. Effect of exposure to good vs poor medical trainee performance on attending physician ratings of subsequent performances.

    PubMed

    Yeates, Peter; O'Neill, Paul; Mann, Karen; Eva, Kevin W

    2012-12-05

    Competency-based models of education require assessments to be based on individuals' capacity to perform, yet the nature of human judgment may fundamentally limit the extent to which such assessment is accurately possible. To determine whether recent observations of the Mini Clinical Evaluation Exercise (Mini-CEX) performance of postgraduate year 1 physicians influence raters' scores of subsequent performances, consistent with either anchoring bias (scores biased similar to previous experience) or contrast bias (scores biased away from previous experience). Internet-based randomized, blinded experiment using videos of Mini-CEX assessments of postgraduate year 1 trainees interviewing new internal medicine patients. Participants were 41 attending physicians from England and Wales experienced with the Mini-CEX, with 20 watching and scoring 3 good trainee performances and 21 watching and scoring 3 poor performances. All then watched and scored the same 3 borderline video performances. The study was completed between July and November 2011. The primary outcome was scores assigned to the borderline videos, using a 6-point Likert scale (anchors included: 1, well below expectations; 3, borderline; 6, well above expectations). Associations were tested in a multivariable analysis that included participants' sex, years of practice, and the stringency index (within-group z score of initial 3 ratings). The mean rating scores assigned by physicians who viewed borderline video performances following exposure to good performances was 2.7 (95% CI, 2.4-3.0) vs 3.4 (95% CI, 3.1-3.7) following exposure to poor performances (difference of 0.67 [95% CI, 0.28-1.07]; P = .001). Borderline videos were categorized as consistent with failing scores in 33 of 60 assessments (55%) in those exposed to good performances and in 15 of 63 assessments (24%) in those exposed to poor performances (P < .001). They were categorized as consistent with passing scores in 5 of 60 assessments (8.3%) in those

  7. The Role of Culture, Competitiveness and Economic Performance in Explaining Academic Performance: A Global Market Analysis for International Student Segmentation

    ERIC Educational Resources Information Center

    Baumann, Chris; Hamin

    2011-01-01

    A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness…

  8. Self-regulated learning and academic performance in medical education.

    PubMed

    Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-06-01

    Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

  9. Gender Differences in the Academic Performance and Retention of Undergraduate Engineering Majors

    ERIC Educational Resources Information Center

    Haemmerlie, Frances Montgomery; Montgomery, Robert L.

    2012-01-01

    This study examined the role of academic performance factors, and personality traits as measured by the "Hogan Personality Inventory" (Hogan & Hogan, 2007), in the academic success and retention of undergraduate engineering majors. With regard to academic performance, the academic measures of ACT score and high school GPA were…

  10. Physical activity, sedentary behavior, and academic performance in Finnish children.

    PubMed

    Syväoja, Heidi J; Kantomaa, Marko T; Ahonen, Timo; Hakonen, Harto; Kankaanpää, Anna; Tammelin, Tuija H

    2013-11-01

    This study aimed to determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. Two hundred and seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students, mean age = 12.2 yr, 56% girls) participated in the study in the spring of 2011. Self-reported physical activity and screen time were evaluated with questions used in the WHO Health Behavior in School-Aged Children study. Children's physical activity and sedentary time were measured objectively by using an ActiGraph GT1M/GT3X accelerometer for seven consecutive days. A cutoff value of 2296 counts per minute was used for moderate-to-vigorous physical activity (MVPA) and 100 counts per minute for sedentary time. Grade point averages were provided by the education services of the city of Jyväskylä. ANOVA and linear regression analysis were used to analyze the relationships among physical activity, sedentary behavior, and academic performance. Objectively measured MVPA (P = 0.955) and sedentary time (P = 0.285) were not associated with grade point average. However, self-reported MVPA had an inverse U-shaped curvilinear association with grade point average (P = 0.001), and screen time had a linear negative association with grade point average (P = 0.002), after adjusting for sex, children's learning difficulties, highest level of parental education, and amount of sleep. In this study, self-reported physical activity was directly, and screen time inversely, associated with academic achievement. Objectively measured physical activity and sedentary time were not associated with academic achievement. Objective and subjective measures may reflect different constructs and contexts of physical activity and sedentary behavior in association with academic outcomes.

  11. School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.

    PubMed

    Berman, J D; McCormack, M C; Koehler, K A; Connolly, F; Clemons-Erby, D; Davis, M F; Gummerson, C; Leaf, P J; Jones, T D; Curriero, F C

    2018-06-01

    School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3-5 and 6-8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1-1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30-1.39). Each log increase the EPA's Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p < 0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance. Copyright © 2018 Elsevier GmbH. All rights reserved.

  12. Neurotological symptoms and academic performance of university students.

    PubMed

    Marques, Marcia Mattos; Ganança, Mauricio Malavasi; Marques, Carolina Mattos; Ganança, Fernando Freitas; Caovilla, Heloisa Helena

    2010-02-01

    To compare the academic performance of university students with or without neurotological symptoms. 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. The symptoms presented once, sometimes, many times or always, in a decreasing order of prevalence, were headache (74.0%), difficulty with concentration (57.0%), lack of memory (45.0%), physical indisposition, nausea /dizziness when in moving vehicle (37.0%), fainting (27.0%), nausea (26.0%), sensation of fullness in the ear (26.0%), hypersensitivity to sounds (26.0%), tinnitus (22.0%), vertigo and other kinds of dizziness (21.0%), imbalance when walking (21.0%), difficulty in hearing (21.0%), imminent sensation of fainting (11.0%) and vomiting (8.0%), alone or in different associations; convulsion was not mentioned. The final academic performance score ranged from 5.1 to 10.0. University students with or without neurotological symptoms have manifested similar academic performance.

  13. The Impact of a Childhood Cancer Diagnosis on the Children and Siblings' School Attendance, Performance, and Activities: A Qualitative Descriptive Study.

    PubMed

    Tsimicalis, Argerie; Genest, Laurence; Stevens, Bonnie; Ungar, Wendy J; Barr, Ronald

    Families of children with cancer are confronted with unexpected out-of-pocket expenses and productivity costs associated with the diagnosis. One productivity cost that falls on children is the impact of cancer on children's school attendance, performance, and activities (eg, play, friendships, and socialization). Nested within the Childhood Cancer Cost Study, this qualitative descriptive study used convenience sampling to recruit and interview parents of children newly diagnosed with cancer. Content analysis techniques were used to inductively descriptive the semistructured interview data. Sixty-six parents of 65 children with cancer and of 73 siblings participated. The most commonly reported productivity loss in children with cancer was school absenteeism mainly due to cancer treatment. Children fell behind their classmates academically and lost important social time with peers. A few siblings also fell behind their peers primarily due to limited parental attention. Parents adopted various strategies to lessen the impact of the diagnosis on their children's school attendance, performance, and activities. Providing parents with additional resources and support may optimize their children's academic and social reintegration into school.

  14. Does Sex (Female versus Male) Influence the Impact of Class Attendance on Examination Performance?

    ERIC Educational Resources Information Center

    Cortright, Ronald N.; Lujan, Heidi L.; Cox, Julie H.; DiCarlo, Stephen E.

    2011-01-01

    The "conventional wisdom" is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies…

  15. The interaction between sleep quality and academic performance.

    PubMed

    Ahrberg, K; Dresler, M; Niedermaier, S; Steiger, A; Genzel, L

    2012-12-01

    Sleep quality has significant effects on cognitive performance and is influenced by multiple factors such as stress. Contrary to the ideal, medical students and residents suffer from sleep deprivation and stress at times when they should achieve the greatest amount of learning. In order to examine the relationship between sleep quality and academic performance, 144 medical students undertaking the pre-clinical board exam answered a survey regarding their subjective sleep quality (Pittsburgh sleep quality index, PSQI), grades and subjective stress for three different time points: semester, pre- and post-exam. Academic performance correlated with stress and sleep quality pre-exam (r = 0.276, p < 0.001 and r = 0.158, p < 0.03, note that low performance meant low sleep quality and high stress), however not with the stress or sleep quality during the semester and post-exam. 59% of all participants exhibited clinically relevant sleep disturbances (PSQI > 5) during exam preparation compared to 29% during the semester and 8% post-exam. This study shows that in medical students it is not the generally poor sleepers, who perform worse in the medical board exams. Instead students who will perform worse on their exams seem to be more stressed and suffer from poor sleep quality. However, poor sleep quality may negatively impact test performance as well, creating a vicious circle. Furthermore, the rate of sleep disturbances in medical students should be cause for intervention. Copyright © 2012 Elsevier Ltd. All rights reserved.

  16. When the Army Post is the Campus: Understanding the Social and Academic Integration of Soldiers Attending College

    ERIC Educational Resources Information Center

    Wilson Kristin B.; Smith, Natesha L.; Lee, Allisha L.; Stevenson, Melissa A.

    2013-01-01

    In this study, the Tinto model of student integration is applied qualitatively to soldiers attending college. The authors found that soldiers commit to the military primarily and to college secondarily; therefore, military policies and relationships related to college offered a better understanding of college commitments than did college policies…

  17. Emotional variables, dropout and academic performance in Spanish nursing students.

    PubMed

    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.

  18. Stereotype Threat and College Academic Performance: A Latent Variables Approach*

    PubMed Central

    Owens, Jayanti; Massey, Douglas S.

    2013-01-01

    Stereotype threat theory has gained experimental and survey-based support in helping explain the academic underperformance of minority students at selective colleges and universities. Stereotype threat theory states that minority students underperform because of pressures created by negative stereotypes about their racial group. Past survey-based studies, however, are characterized by methodological inefficiencies and potential biases: key theoretical constructs have only been measured using summed indicators and predicted relationships modeled using ordinary least squares. Using the National Longitudinal Survey of Freshman, this study overcomes previous methodological shortcomings by developing a latent construct model of stereotype threat. Theoretical constructs and equations are estimated simultaneously from multiple indicators, yielding a more reliable, valid, and parsimonious test of key propositions. Findings additionally support the view that social stigma can indeed have strong negative effects on the academic performance of pejoratively stereotyped racial-minority group members, not only in laboratory settings, but also in the real world. PMID:23950616

  19. Bike Desks in the Classroom: Energy Expenditure, Physical Health, Cognitive Performance, Brain Functioning, and Academic Performance.

    PubMed

    Torbeyns, Tine; de Geus, Bas; Bailey, Stephen; Decroix, Lieselot; Van Cutsem, Jeroen; De Pauw, Kevin; Meeusen, Romain

    2017-06-01

    Physical activity is positively associated with physical health, cognitive performance, brain functioning and academic performance. The aim of this study is to investigate the influence of bike desks in the classroom on adolescents' energy expenditure, physical health, cognitive performance, brain functioning and academic performance. Forty-four adolescents were randomly assigned to control group (CG) or intervention group (IG). During 5 months, the IG used a bike desk for 4 class hours/week. Energy expenditure was measured during 6 consecutive days. Anthropometric parameters, aerobic fitness, academic performance, cognitive performance and brain functioning were assessed before (T0) and after (T1) the intervention. Energy expenditure of the IG was significantly higher during the class hours in which they used the bike desks relative to normal class hours. The CG had a significantly higher BMI at T1 relative to T0 while this was not significantly different for the IG. Aerobic fitness was significantly better in the IG at T1 relative to T0. No significant effects on academic performance cognitive performance and brain functioning were observed. As the implementation of bike desks in the classroom did not interfere with adolescents' academic performance, this can be seen as an effective means of reducing in-class sedentary time and improving adolescents' physical health.

  20. The validity of physical aggression in predicting adolescent academic performance.

    PubMed

    Loveland, James M; Lounsbury, John W; Welsh, Deborah; Buboltz, Walter C

    2007-03-01

    Aggression has a long history in academic research as both a criterion and a predictor variable and it is well documented that aggression is related to a variety of poor academic outcomes such as: lowered academic performance, absenteeism and lower graduation rates. However, recent research has implicated physical aggression as being predictive of lower academic performance. The purpose of this study was to examine the role of the 'Big Five' personality traits of agreeableness, openness to experience, conscientiousness, neuroticism and extraversion and physical aggression in predicting the grade point averages (GPA) of adolescent students and to investigate whether or not there were differences in these relationships between male and female students. A sample of 992 students in grades 9 to 12 from a high school in south-eastern USA as part of a larger study examining the students' preparation for entry into the workforce. The study was correlational in nature: students completed a personality inventory developed by the second author with the GPA information supplied by the school. Results indicated that physical aggression accounts for 16% of variance in GPA and it adds 7% to the prediction of GPA beyond the Big Five. The Big Five traits added only 1.5% to the prediction of GPA after controlling for physical aggression. Interestingly, a significantly larger amount of variance in GPA was predicted by physical aggression for females than for males. Aggression accounts for significantly more variance in the GPA of females than for males, even when controlling for the Big Five personality factors. Future research should examine the differences in the expression of aggression in males and females, as well as how this is affecting interactions between peers and between students and their teachers.

  1. Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2011-01-01

    In the context of 7,637 high school students, the present study explored an hypothesized formulation of academic courage (defined as perseverance in the face of academic difficulty and fear) and its role in predicting academic performance (literacy and arithmetic) and various academic engagement measures (planning, task management,…

  2. Impact of poor oral health on children's school attendance and performance.

    PubMed

    Jackson, Stephanie L; Vann, William F; Kotch, Jonathan B; Pahel, Bhavna T; Lee, Jessica Y

    2011-10-01

    We examined school days missed for routine dental care versus dental pain or infection to determine the relationship between children's oral health status and school attendance and performance. We used 2008 data from the North Carolina Child Health Assessment and Monitoring Program. The study sample, weighted to reflect the state's population, included 2183 schoolchildren. Variables assessed included school absences and performance, oral health status, parental education, health insurance coverage, race, and gender. Children with poor oral health status were nearly 3 times more likely (odds ratio = 3.89; 95% confidence interval = 1.96, 7.75) than were their counterparts to miss school as a result of dental pain. Absences caused by pain were associated with poorer school performance (P < .05), but absences for routine care were not. Mediation analyses revealed that oral health status was associated with performance independent of absence for pain. Children with poorer oral health status were more likely to experience dental pain, miss school, and perform poorly in school. These findings suggest that improving children's oral health status may be a vehicle to enhancing their educational experience.

  3. Impact of Poor Oral Health on Children's School Attendance and Performance

    PubMed Central

    Vann, William F.; Kotch, Jonathan B.; Pahel, Bhavna T.; Lee, Jessica Y.

    2011-01-01

    Objectives. We examined school days missed for routine dental care versus dental pain or infection to determine the relationship between children's oral health status and school attendance and performance. Methods. We used 2008 data from the North Carolina Child Health Assessment and Monitoring Program. The study sample, weighted to reflect the state's population, included 2183 schoolchildren. Variables assessed included school absences and performance, oral health status, parental education, health insurance coverage, race, and gender. Results. Children with poor oral health status were nearly 3 times more likely (odds ratio = 3.89; 95% confidence interval = 1.96, 7.75) than were their counterparts to miss school as a result of dental pain. Absences caused by pain were associated with poorer school performance (P < .05), but absences for routine care were not. Mediation analyses revealed that oral health status was associated with performance independent of absence for pain. Conclusions. Children with poorer oral health status were more likely to experience dental pain, miss school, and perform poorly in school. These findings suggest that improving children's oral health status may be a vehicle to enhancing their educational experience. PMID:21330579

  4. Enhancing Educational Performance for Remote Aboriginal Australians: What Is the Impact of Attendance on Performance?

    ERIC Educational Resources Information Center

    Jorgensen, Robyn

    2012-01-01

    The educational performance of Aboriginal Australians lags behind non-Indigenous Australians with the gap increasing the longer students remain at school. The Australian government has released its Closing the Gap policy with the specific intent to redress gaps in health, education and housing, as these are seen as key indicators to life success.…

  5. Physician performance feedback in a Canadian academic center.

    PubMed

    Garvin, Dennis; Worthington, James; McGuire, Shaun; Burgetz, Stephanie; Forster, Alan J; Patey, Andrea; Gerin-Lajoie, Caroline; Turnbull, Jeffrey; Roth, Virginia

    2017-10-02

    Purpose This paper aims at the implementation and early evaluation of a comprehensive, formative annual physician performance feedback process in a large academic health-care organization. Design/methodology/approach A mixed methods approach was used to introduce a formative feedback process to provide physicians with comprehensive feedback on performance and to support professional development. This initiative responded to organization-wide engagement surveys through which physicians identified effective performance feedback as a priority. In 2013, physicians primarily affiliated with the organization participated in a performance feedback process, and physician satisfaction and participant perceptions were explored through participant survey responses and physician leader focus groups. Training was required for physician leaders prior to conducting performance feedback discussions. Findings This process was completed by 98 per cent of eligible physicians, and 30 per cent completed an evaluation survey. While physicians endorsed the concept of a formative feedback process, process improvement opportunities were identified. Qualitative analysis revealed the following process improvement themes: simplify the tool, ensure leaders follow process, eliminate redundancies in data collection (through academic or licensing requirements) and provide objective quality metrics. Following physician leader training on performance feedback, 98 per cent of leaders who completed an evaluation questionnaire agreed or strongly agreed that the performance feedback process was useful and that training objectives were met. Originality/value This paper introduces a physician performance feedback model, leadership training approach and first-year implementation outcomes. The results of this study will be useful to health administrators and physician leaders interested in implementing physician performance feedback or improving physician engagement.

  6. Marijuana smoking among secondary school students in Zaria, Nigeria: factors responsible and effects on academic performance.

    PubMed

    Shehu, A U; Idris, S H

    2008-12-01

    The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academic performance. A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables. Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academic performance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P < .05) There was also statistically significant association between age and marijuana smoking (chi2 = 24, df = 2, P < .05). The prevalence of marijuana smoking is high. Age, family background, peer pressure and attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.

  7. Test anxiety and academic performance in chiropractic students.

    PubMed

    Zhang, Niu; Henderson, Charles N R

    2014-01-01

    Objective : We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods : We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results : Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion : Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs.

  8. Vision and academic performance of learning disabled children.

    PubMed

    Wharry, R E; Kirkpatrick, S W

    1986-02-01

    The purpose of this study was to assess difference in academic performance among myopic, hyperopic, and emmetropic children who were learning disabled. More specifically, myopic children were expected to perform better on mathematical and spatial tasks than would hyperopic ones and that hyperopic and emmetropic children would perform better on verbal measures than would myopic ones. For 439 learning disabled students visual anomalies were determined via a Generated Retinal Reflex Image Screening System. Test data were obtained from school files. Partial support for the hypothesis was obtained. Myopic learning disabled children outperformed hyperopic and emmetropic children on the Key Math test. Myopic children scored better than hyperopic children on the WRAT Reading subtest and on the Durrell Analysis of Reading Difficulty Oral Reading Comprehension, Oral Rate, Flashword, and Spelling subtests, and on the Key Math Measurement and Total Scores. Severity of refractive error significantly affected the Wechsler Intelligence Scale for Children--Revised Full Scale, Performance Scale, Verbal Scale, and Digit Span scores but did not affect any academic test scores. Several other findings were also reported. Those with nonametropic problems scored higher than those without problems on the Key Math Time subtest. Implications supportive of the theories of Benbow and Benbow and Geschwind and Behan were stated.

  9. Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance.

    PubMed

    Hahn, Henry; Kropp, Peter; Kirschstein, Timo; Rücker, Gernot; Müller-Hilke, Brigitte

    2017-01-01

    During their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter. A whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors. Acute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment. Depressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received.

  10. Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance

    PubMed Central

    Hahn, Henry; Kropp, Peter; Kirschstein, Timo; Rücker, Gernot; Müller-Hilke, Brigitte

    2017-01-01

    Purpose During their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter. Methods A whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors. Results Acute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment. Conclusion Depressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received

  11. Substance Use and Academic Performance among African American High School Students

    ERIC Educational Resources Information Center

    Williams, James Herbert; Davis, Larry E.; Johnson, Sharon D.; Williams, Trina R.; Saunders, Jeanne A.; Nebbitt, Von E.

    2007-01-01

    Academic performance among African American students continues to be a concern. Adolescent developmental research has identified numerous factors that affect academic performance. School-based intervention programs have focused on substance use prevention to improve academic performance. This study investigated to what extent family financial…

  12. School District Size and Academic Performance: A Multi-Year Study

    ERIC Educational Resources Information Center

    Lenear, Bonnie Clariss

    2013-01-01

    Purpose: The purpose of this study was to determine the effect of school district size on the academic performance of Texas students. Specifically addressed was the extent to which differences in school district size were related to differences in student academic performance. The academic performance of the three major ethnic groups (i.e., Black,…

  13. 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…

  14. The Role of Vision in Academic School Performance

    PubMed Central

    Dirani, Mohamed; Zhang, Xiaoe; Goh, Liang Ke; Young, Terri L.; Lee, Paul; Saw, Seang Mei

    2014-01-01

    Purpose To determine whether presenting distance visual acuity is related to subsequent academic school performance in Singaporean children between 9 to 10 years of age. Methods Singapore children (n = 1143 children) were examined during their visits at ages 9 to 10 years (grades 3 to 4) as part of the Singapore Cohort Study of the Risk Factors for Myopia (SCORM) longitudinal study. Each child underwent an annual comprehensive eye examination, including the assessment of presenting logarithm of the minimum angle of resolution (LogMAR) distance visual acuity (VA). The individual marks of a nation-wide standard examination in grade 4 were used as the outcome measure for academic school performance. Children with any known eye disease, (such as media opacities) were excluded from the analysis. Results The mean presenting distance VA of the better eye was 0.10 and 0.08 when the children were in grades 3 and 4, respectively. There was a statistically significant difference for mean presenting VA with 9 and 10 year old boys scoring better (0.08 and 0.07) compared to girls (0.12 and 0.09) for the same ages, (p = 0.001 and p = 0.007), respectively. After adjusting for gender, ethnicity, school, reading, intelligence quotient and father’s education, no significant relationships were found between average examination marks at the end of grade 4 and presenting VA obtained (better eye and worst eye) in grade 3 (p = 0.38 and p = 0.98) and 4 (p = 0.27 and p = 0.16). Conclusion In our sample of Singaporean children without ocular disease, distance VA did not play a significant role in predicting academic school performance. PMID:20100096

  15. The role of vision in academic school performance.

    PubMed

    Dirani, Mohamed; Zhang, Xiaoe; Goh, Liang Ke; Young, Terri L; Lee, Paul; Saw, Seang Mei

    2010-01-01

    To determine whether presenting distance visual acuity is related to subsequent academic school performance in Singaporean children between 9 to 10 years of age. Singapore children (n = 1143 children) were examined during their visits at ages 9 to 10 years (grades 3 to 4) as part of the Singapore Cohort Study of the Risk Factors for Myopia (SCORM) longitudinal study. Each child underwent an annual comprehensive eye examination, including the assessment of presenting logarithm of the minimum angle of resolution (LogMAR) distance visual acuity (VA). The individual marks of a nation-wide standard examination in grade 4 were used as the outcome measure for academic school performance. Children with any known eye disease, (such as media opacities) were excluded from the analysis. The mean presenting distance VA of the better eye was 0.10 and 0.08 when the children were in grades 3 and 4, respectively. There was a statistically significant difference for mean presenting VA with 9 and 10 year old boys scoring better (0.08 and 0.07) compared to girls (0.12 and 0.09) for the same ages, (p = 0.001 and p = 0.007), respectively. After adjusting for gender, ethnicity, school, reading, intelligence quotient and father's education, no significant relationships were found between average examination marks at the end of grade 4 and presenting VA obtained (better eye and worst eye) in grade 3 (p = 0.38 and p = 0.98) and 4 (p = 0.27 and p = 0.16). In our sample of Singaporean children without ocular disease, distance VA did not play a significant role in predicting academic school performance.

  16. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  17. Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

    ERIC Educational Resources Information Center

    Alegre, Alberto A.

    2014-01-01

    The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

  18. Academic Performance in Human Anatomy and Physiology Classes: A 2-Yr Study of Academic Motivation and Grade Expectation

    ERIC Educational Resources Information Center

    Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-01-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic…

  19. Academic performance, educational aspiration and birth outcomes among adolescent mothers: a national longitudinal study

    PubMed Central

    2014-01-01

    Background Maternal educational attainment has been associated with birth outcomes among adult mothers. However, limited research explores whether academic performance and educational aspiration influence birth outcomes among adolescent mothers. Methods Data from Waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health) were used. Adolescent girls whose first pregnancy occurred after Wave I, during their adolescence, and ended with a singleton live birth were included. Adolescents’ grade point average (GPA), experience of ever skipping a grade and ever repeating a grade, and their aspiration to attend college were examined as predictors of birth outcomes (birthweight and gestational age; n = 763). Univariate statistics, bivariate analyses and multivariable models were run stratified on race using survey procedures. Results Among Black adolescents, those who ever skipped a grade had higher offspring’s birthweight. Among non-Black adolescents, ever skipping a grade and higher educational aspiration were associated with higher offspring’s birthweight; ever skipping a grade was also associated with higher gestational age. GPA was not statistically significantly associated with either birth outcome. The addition of smoking during pregnancy and prenatal care visit into the multivariable models did not change these associations. Conclusions Some indicators of higher academic performance and aspiration are associated with better birth outcomes among adolescents. Investing in improving educational opportunities may improve birth outcomes among teenage mothers. PMID:24422664

  20. Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen.

    PubMed

    Griggs, Stephanie; Crawford, Sybil L

    2017-09-01

    The purpose of the current online cross-sectional study was to examine the relationship between hope, core self-evaluations (CSE), emotional well-being, health-risk behaviors, and academic performance in students enrolled in their first year of college. Freshmen (N = 495) attending a large public university in the Northeastern United States completed an online survey between February 1 and 13, 2017. Linear regression, path analysis, and structural equation modeling procedures were performed. CSE mediated the relationship between hope and emotional well-being and academic performance. Contrary to the hypotheses, higher hope predicted more sexual risk-taking behaviors and alcohol use. CSE is an important component of Hope Theory, which is useful for predicting emotional well-being and academic performance, but not as useful for predicting drug use, alcohol use, and sexual risk taking. Hope and CSE interventions are needed to improve academic performance and emotional well-being in university freshmen. [Journal of Psychosocial Nursing and Mental Health Services, 55(9), 33-42.]. Copyright 2017, SLACK Incorporated.

  1. YUCSA: A CLIPS expert database system to monitor academic performance

    NASA Technical Reports Server (NTRS)

    Toptsis, Anestis A.; Ho, Frankie; Leindekar, Milton; Foon, Debra Low; Carbonaro, Mike

    1991-01-01

    The York University CLIPS Student Administrator (YUCSA), an expert database system implemented in C Language Integrated Processing System (CLIPS), for monitoring the academic performance of undergraduate students at York University, is discussed. The expert system component in the system has already been implemented for two major departments, and it is under testing and enhancement for more departments. Also, more elaborate user interfaces are under development. We describe the design and implementation of the system, problems encountered, and immediate future plans. The system has excellent maintainability and it is very efficient, taking less than one minute to complete an assessment of one student.

  2. Strategic communication related to academic performance: Evidence from China.

    PubMed

    Zhao, Li; Chen, Lulu; He, Luwei; Heyman, Gail D

    2017-09-01

    We examined a range of forms of strategic communication relevant to academic performance among 151 seventh- and eleventh-grade adolescents in China. Participants were asked to rate the frequency of their engagement of strategic communication and to evaluate the possible motives for each strategy. The most commonly adopted strategy was to give a vague response about one's own performance, and the predominant motives for strategic communication were the desires to outcompete others, to be prosocial, and to be modest. Males were more likely than females to focus on gaining social approval, and eleventh graders were more likely than seventh graders to focus on being prosocial and modest when engaging in strategic communication. These findings provide insight into the development of strategic communication beyond Western culture. Statement of contribution What is already known on this subject? Adolescents in the West often hide their effort to appear more competent or to gain social acceptance. Little is known about other communication strategies related to academic performance. Little is known about the development of these strategies in non-Western samples. What does this study add? We show that in China, as in Western cultures, children often engage in strategic communication. We demonstrate links between different forms of strategic communication and specific motives. We demonstrate that strategic communication can be motivated by outcompeting others, by being prosocial, and by being modest. © 2017 The British Psychological Society.

  3. Undergraduate medical academic performance is improved by scientific training.

    PubMed

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-09-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  4. When children affect parents: Children's academic performance and parental investment.

    PubMed

    Yurk Quadlin, Natasha

    2015-07-01

    Sociologists have extensively documented the ways that parent resources predict children's achievement. However, less is known about whether and how children's academic performance shapes parental investment behaviors. I use data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) and longitudinal fixed effects models to examine how changes in teacher assessments are related to changes in the conferral of various parent resources. Overall, I find that the relationship between achievement and investment varies based on the directionality in children's achievement and the type of resource at hand. Children whose performance improves receive a broad range of enrichment resources, while declines in performance are met with corrective educational resources. Results are largely consistent whether language or math assessments are used to predict investment, and also among children whose achievement does not change over time. I discuss these patterns, along with implications for the use of parent resources in education and family research. Copyright © 2014 Elsevier Inc. All rights reserved.

  5. Elementary School Nurse Interventions: Attendance and Health Outcomes

    ERIC Educational Resources Information Center

    Weismuller, Penny C.; Grasska, Merry A.; Alexander, Marilyn; White, Catherine G.; Kramer, Pat

    2007-01-01

    Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected…

  6. Symptoms of sleep disorders and objective academic performance.

    PubMed

    de Carvalho, Luciane Bizari Coin; do Prado, Lucila Bizari Fernandes; Ferrreira, Vanessa Ruotolo; da Rocha Figueiredo, Mariana Bezerra; Jung, Aline; de Morais, José Fausto; do Prado, Gilmar Fernandes

    2013-09-01

    We aimed to compare the academic performance of children with and without symptoms of sleep disorders (SSD). We distributed 5400 questionnaires (Sleep Disturbance Scale for Children [SDSC], Brazilian version) to 7- to 10-year-old children at public elementary schools in São Paulo, Brazil. We analyzed the academic grades of Portuguese (Port) and Mathematics (Math) in 2384 children (1224 girls; 51%). Grades were assigned on a scale of 0-10 and five was considered a passing grade. Children with symptoms of sleep disorders (SSD) and symptoms of sleep-breathing disorders (SSBD) were compared to children with no symptoms of SSD (no-SSD). Mean Port (6.6±2.2) and Math (6.3±2.2) grades were lower in children with SSD or sleep-breathing disorders (SBD) than those among children with no-SSD (Port, 7.1±2.1 and Math, 7.1±2.1; P<.05). Boys with SSD or SSBD had lower grades (Port, 6.4±2.2 and Math, 6.1±2.2) than girls (Port, 6.9±2.2 and Math, 6.5±2.2; P<.05). There were more children with failing Port grades with SSD or SSBD (13%) than those among children with no-SSD (9%; P<.05). Regarding Math, 25.4% of SSD or SSBD children had failing grades vs. 8.4% of children with no-SSD (P<.05). In our sample, children with SSD particularly SBD were at increased risk for poor academic performance in Math and Port. Copyright © 2013 Elsevier B.V. All rights reserved.

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  8. Contextualizing Performances: Comparing Performances during TOEFL iBT™ and Real-Life Academic Speaking Activities

    ERIC Educational Resources Information Center

    Brooks, Lindsay; Swain, Merrill

    2014-01-01

    In this study we compare test takers' performance on the Speaking section of the TOEFL iBT™and their performances during their real-life academic studies. Thirty international graduate students from mixed language backgrounds in two different disciplines (Sciences and Social Sciences) responded to two independent and four integrated speaking tasks…

  9. Neurophysiological Signals of Ignoring and Attending Are Separable and Related to Performance during Sustained Intersensory Attention

    PubMed Central

    Lenartowicz, Agatha; Simpson, Gregory V.; Haber, Catherine M.; Cohen, Mark S.

    2017-01-01

    The ability to attend to an input selectively while ignoring distracting sensations is thought to depend on the coordination of two processes: enhancement of target signals and attenuation of distractor signals. This implies that attending and ignoring may be dissociable neural processes and that they make separable contributions to behavioral outcomes of attention. In this study, we tested these hypotheses in the context of sustained attention by measuring neurophysiological responses to attended and ignored stimuli in a noncued, continuous, audiovisual selective attention task. We compared these against responses during a passive control to quantify effects of attending and ignoring separately. In both sensory modalities, responses to ignored stimuli were attenuated relative to a passive control, whereas responses to attended stimuli were enhanced. The scalp topographies and brain activations of these modulatory effects were consistent with the sensory regions that process each modality. They also included parietal and prefrontal activations that suggest these effects arise from interactions between top–down and sensory cortices. Most importantly, we found that both attending and ignoring processes contributed to task accuracy and that these effects were not correlated—suggesting unique neural trajectories. This conclusion was supported by the novel observation that attending and ignoring differed in timing and in active cortical regions. The data provide direct evidence for the separable contributions of attending and ignoring to behavioral outcomes of attention control during sustained intersensory attention. PMID:24666167

  10. Measurement of Grit and Correlation to Student Pharmacist Academic Performance.

    PubMed

    Pate, Adam N; Payakachat, Nalin; Harrell, T Kristopher; Pate, Kristen A; Caldwell, David J; Franks, Amy M

    2017-08-01

    Objective. To describe grittiness of students from three pharmacy schools and determine if grit is associated with academic performance measures. Methods. Pharmacy students completed an electronic questionnaire that included the Short Grit Scale (Grit-S). Associations were determined using logistic regression. Results. Grit-S total score was a significant and independent predictor for participants who reported a GPA ≥3.5, and Consistency of Interest (COI) and Perseverance of Effort (POE) domain scores were significantly higher compared to participants with a GPA of 3.0-3.49. Participants reporting a D or F had slightly lower average total Grit-S scores and COI domain scores compared to participants who did not. In addition, the group who reported a GPA <3.0 had lower scores in the POE domain compared to those with a GPA of 3.0-3.4. Conclusion. Grittiness may be associated with student pharmacist academic performance and the Grit-S Scale may have substantive implications for use in pharmacy programs.

  11. Improving School Attendance: Can Participation in Outdoor Learning Influence Attendance for Young People with Social, Emotional and Behavioural Difficulties?

    ERIC Educational Resources Information Center

    Price, Alan

    2015-01-01

    The link between good attendance in school and academic performance has been acknowledged for some time now. However, improving school attendance for young people with social, emotional and behavioural difficulties (SEBD) or pupils at risk of exclusion can be a challenging task for educational leaders. This paper begins with a discussion of…

  12. Service-Learning May Influence Some Students' Attendance and Academic Performance

    ERIC Educational Resources Information Center

    Baumann, Paul

    2014-01-01

    In 2010, the National Center for Learning and Civic Engagement (NCLCE) established the Schools of Success, a national network of 19 schools that use service-learning as an instructional strategy. The schools were part of a three-year project to examine how the elements of service-learning might enhance key student outcomes, such as academic…

  13. Role of students’ context in predicting academic performance at a medical school: a retrospective cohort study

    PubMed Central

    Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

    2016-01-01

    Objectives This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Design Retrospective cohort analysis. Setting Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. Participants 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Main outcome measures Final average at year 4 of the medical programme (represented as a percentage). Results Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. Conclusions The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university

  14. Role of students' context in predicting academic performance at a medical school: a retrospective cohort study.

    PubMed

    Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

    2016-03-11

    This study examines associations between medical students' background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Retrospective cohort analysis. Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Final average at year 4 of the medical programme (represented as a percentage). Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher

  15. A Correlational Study of the Relationship of Spirituality on College Students' Academic Performance and Demographic Characteristics

    ERIC Educational Resources Information Center

    Flannery, David A.

    2012-01-01

    The objective of this research was to determine if a correlation exists between a college student's spirituality and his or her academic performance (GPA) or his or her academic achievement. An insignificant amount of literature has been published in which researchers explore spirituality and academic performance or achievement. This current study…

  16. Predictors and Correlates of Academic Performance among Urban African American Adolescents

    ERIC Educational Resources Information Center

    Nebbitt, Von E.; Lombe, Margaret; LaPoint, Velma; Bryant, Dawn

    2009-01-01

    The academic performance of urban African American students continues to be a major concern. Academic achievement has been the main avenue to upward social mobility for African Americans. This study assesses the effect of attitudes, behavior, peers, and family on the academic performance of African American students living in urban public housing…

  17. The Impact of Video Game Playing on Academic Performance at a Community College.

    ERIC Educational Resources Information Center

    McCutcheon, Lynn E.; Campbell, Janice D.

    1986-01-01

    Studies the relationship between video game playing and academic achievement. Compares matched groups of community college psychology students, differing in the amount of their game playing. There were no differences between frequent and infrequent players on measures of psychology class attendance, locus of control, or grade point average.…

  18. Self-reflection and academic performance: is there a relationship?

    PubMed

    Lew, Magdeleine D N; Schmidt, Henk G

    2011-10-01

    The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.

  19. [Perceived health and academic performance among adolescents from public schools in the city of Córdoba].

    PubMed

    Vitale, Romina; Degoy, Emilse; Berra, Silvina

    2015-12-01

    During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.

  20. Academic performance, career potential, creativity, and job performance: can one construct predict them all?

    PubMed

    Kuncel, Nathan R; Hezlett, Sarah A; Ones, Deniz S

    2004-01-01

    This meta-analysis addresses the question of whether 1 general cognitive ability measure developed for predicting academic performance is valid for predicting performance in both educational and work domains. The validity of the Miller Analogies Test (MAT; W. S. Miller, 1960) for predicting 18 academic and work-related criteria was examined. MAT correlations with other cognitive tests (e.g., Raven's Matrices [J. C. Raven, 1965]; Graduate Record Examinations) also were meta-analyzed. The results indicate that the abilities measured by the MAT are shared with other cognitive ability instruments and that these abilities are generalizably valid predictors of academic and vocational criteria, as well as evaluations of career potential and creativity. These findings contradict the notion that intelligence at work is wholly different from intelligence at school, extending the voluminous literature that supports the broad importance of general cognitive ability (g).

  1. Factors affecting the academic performance of optometry students in Mozambique.

    PubMed

    Shah, Kajal; Naidoo, Kovin; Bilotto, Luigi; Loughman, James

    2015-06-01

    The Mozambique Eyecare Project is a higher education partnership for the development, implementation, and evaluation of a model of optometry training at UniLúrio in Mozambique. There are many composite elements to the development of sustainable eye health structures, and appropriate education for eye health workers remains a key determinant of successful eye care development. However, from the first intake of 16 students, only 9 students graduated from the program, whereas only 6 graduated from the second intake of 24 students. This low graduation rate is attributable to a combination of substandard academic performance and student dropout. The aim of this article was to identify factors affecting the academic performance of optometry students in Mozambique. Nine lecturers (the entire faculty) and 15 students (9 from the first intake and 6 from the second) were recruited to the study. Clinical competency assessments were carried out on the students, semistructured individual interviews were conducted with the course lecturers, and a course evaluation questionnaire was completed by students. The results were combined to understand the complexities surrounding the optometry student training and performance. One student out of nine from the first intake and three students out of six from the second were graded as competent in all the elements of the refraction clinical competency examination. Analysis of data from the interviews and questionnaire yielded four dominant themes that were viewed as important determinants of student refraction competencies: student learning context, teaching context, clinic conditions and assessment, and the existing operating health care context. The evaluations have helped the university and course partners to better structure the teaching and adapt the learning environments by recommending a preparatory year and a review of the curriculum and clinic structure, implementing more transparent entry requirements, increasing awareness of

  2. Student Attendance Accounting Manual.

    ERIC Educational Resources Information Center

    Freitas, Joseph M.

    In response to state legislation authorizing procedures for changes in academic calendars and measurement of student workload in California community colleges, this manual from the Chancellor's Office provides guidelines for student attendance accounting. Chapter 1 explains general items such as the academic calendar, admissions policies, student…

  3. Assessment Outcome Is Weakly Correlated with Lecture Attendance: Influence of Learning Style and Use of Alternative Materials

    ERIC Educational Resources Information Center

    Horton, Dane M.; Wiederman, Steven D.; Saint, David A.

    2012-01-01

    The relation between lecture attendance and learning is surprisingly weak, and the role of learning styles in this is poorly understood. We hypothesized that 1) academic performance is related to lecture attendance and 2) learning style influences lecture attendance and, consequently, affects performance. We also speculated that the availability…

  4. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    NASA Astrophysics Data System (ADS)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

  5. Predicting academic performance of medical students: the first three years.

    PubMed

    Höschl, C; Kozený, J

    1997-06-01

    The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

  6. Teaching Effectiveness, Course Evaluation, and Academic Performance: The Role of Academic Delay of Gratification

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2009-01-01

    Academic delay of gratification is a significant and positive predictor of students' final course grades, even after controlling for the effect of their rating of the course, expected grade, and degree of interest, importance, and utility of the academic task. Students' expected course grades are by far the strongest predictor of their final…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  8. The Perceived Impact of Peer Leadership Experiences on College Academic Performance

    ERIC Educational Resources Information Center

    Skipper, Tracy L.; Keup, Jennifer R.

    2017-01-01

    Open-ended data from the 2009 National Survey of Peer Leaders were analyzed to explore the impact of peer leadership on academic performance. While most participants suggested the experience had no effect on academics, perceptions varied by role. Peer leaders in academic and community service roles described increased skills and understanding of…

  9. Motivational Style and Actual and Perceived Academic Performance of Secondary School Students in Hong Kong

    ERIC Educational Resources Information Center

    Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.

    2013-01-01

    This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…

  10. Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

    ERIC Educational Resources Information Center

    Baerenholdt, Jorgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

    2010-01-01

    How can we find ways of training PhD students in academic practices, while reflexively analysing how academic practices are performed? The paper's answer to this question is based on evaluations from a British-Nordic master class. The paper discusses how master classes can be used to train the discursive skills required for academic discussion,…

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

    ERIC Educational Resources Information Center

    Ritchey, Ferris J.; Lewis, Barbara Lawhon

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

  12. Adjustment to University and Academic Performance: Brief Report of a Follow-Up Study

    ERIC Educational Resources Information Center

    Petersen, Il-haam; Louw, Johann; Dumont, Kitty; Malope, Nomxolisi

    2010-01-01

    This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study.…

  13. Peace Management and Enhanced Academic Performance of Tertiary Institutions in South-South Nigeria

    ERIC Educational Resources Information Center

    Ebuara, Victor Obule; Ekpoh, Uduak Imo

    2011-01-01

    This study was embarked upon with a view to examining the need for peace in the management of tertiary institutions towards enhancing academic performance in south-south Nigeria. Three hypotheses and one research question guided the study. One thousand, two hundred and nineteen (1219) academic and non-academic staff were selected for the study. A…

  14. How Academic Leaders Conceptualize the Phenomenon of Faculty Performance Appraisal Practices

    ERIC Educational Resources Information Center

    Soo Kim, Tatum

    2016-01-01

    This dissertation addresses the phenomenon of how academic leaders conceptualize faculty performance practices. Qualitative research methods were used to explore the experiences of 11 academic leaders from 4-year higher education institutions in the metropolitan area of New York, NY. Each academic leader had direct responsibility for faculty…

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

    PubMed

    Daley, D; Birchwood, J

    2010-07-01

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

  16. Generational Patterns in Mexican Americans' Academic Performance in an Unwelcoming Political Context

    PubMed Central

    Moosmann, Danyel A. V.; Roosa, Mark W.; Knight, George P.

    2014-01-01

    Research has shown that immigrant students often do better academically than their U.S.-born peers from the same ethnic group but it is unclear whether this pattern holds for Mexican Americans. We examined the academic performance of four generations of Mexican American students from fifth to 10th grade looking for generation differences and explanations for them. Using data from 749 families, we tested a model with fifth grade variables that differed by generation as potential mediators linking student generation to 10th grade academic performance. Results showed that immigrants were academically behind at fifth grade but caught up by seventh. Only economic hardship mediated the long term relationship between student generation and 10th grade academic performance; maternal educational expectations and child language hassles, English usage, discrimination, and mainstream values helped explained the early academic deficit of immigrant children. The results identified potential targets for interventions to improve Mexican American students' academic performance. PMID:24578588

  17. Virginia Standards of Learning (Grades 6 through 12) That Are Covered When Students Attend Live Performances of Shakespeare's Plays.

    ERIC Educational Resources Information Center

    Brookshire, Cathy A.

    This paper outlines Standards of Learning for grades 6-12 students in Virginia that are covered when they attend live performances of William Shakespeare's plays. The paper details separate standards for each grade in English, subdivided into standards which fulfill requirements in Oral Language, Reading/Literature, Writing, and Research, along…

  18. Effects of Experimentally Imposed Noise on Task Performance of Black Children Attending Day Care Centers Near Elevated Subway Trains.

    ERIC Educational Resources Information Center

    Hambrick-Dixon, Priscilla Janet

    1986-01-01

    Investigates whether an experimentally imposed 80dB (A) noise affected psychomotor, serial memory words and pictures, incidental memory, visual recall, paired associates, perceptual learning, and coding performance of five-year-old Black children attending day care centers near and far from elevated subways. (HOD)

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

    ERIC Educational Resources Information Center

    Nichols, Marissa K.

    2017-01-01

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

  20. Video-games do not negatively impact adolescent academic performance in science, mathematics or reading.

    PubMed

    Drummond, Aaron; Sauer, James D

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.

  1. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    PubMed Central

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  2. Relationships between academic performance of medical students and their workplace performance as junior doctors.

    PubMed

    Carr, Sandra E; Celenza, Antonio; Puddey, Ian B; Lake, Fiona

    2014-07-30

    Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation. This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool. There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P < 0.001) and the Written Examination in Year 6 (r = 0.178, P = 0.014). There was no significant effect of any individual method of assessment in medical school, gender or ethnicity on the overall combined score of performance of the junior doctor. Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

  3. The Effects of the Children Having Incarcerated Parents Succeeding Group on Delinquent Behavior, Academic Achievement, Self-Esteem, Attendance and Aggressive Behavior with Seventh and Eighth Grade Students Who Have Incarcerated Parents or Guardians

    ERIC Educational Resources Information Center

    King-White, Dakota L.

    2012-01-01

    A sample of middle school students was investigated to determine whether an intervention group called Children Having Incarcerated Parents (C.H.I.P.S.; King-White & Lipford-Sanders, 2007) was an effective intervention for delinquent behavior, academic achievement, self-esteem, attendance, and aggressive behavior in children of incarcerated…

  4. Financial Performance of Academic Health Center Hospitals, 1994-2000.

    ERIC Educational Resources Information Center

    Dobson, Allen; Koenig, Lane; Sen, Namrata; Ho, Silver; Gilani, Jawaria

    This study examined how competitive market dynamics between 1994 and 2000 have affected the financial stability of Academic Health Center (AHC) hospitals and their ability to support their academic and social missions. It looked at the financial challenges facing AHC hospitals through a survey involving 1,138 teaching hospitals. Findings…

  5. Sleep Difficulties and Academic Performance in Norwegian Higher Education Students

    ERIC Educational Resources Information Center

    Hayley, Amie C.; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

    2017-01-01

    Background: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.…

  6. Connecting English Language Learning and Academic Performance: A Prediction Study

    ERIC Educational Resources Information Center

    Kong, Jadie; Powers, Sonya; Starr, Laura; Williams, Natasha

    2012-01-01

    The purpose of this study was to investigate the use of English language proficiency and academic reading assessment scores to predict the future academic success of English learner (EL) students. Data from two cohorts of middle-school ELs were used to evaluate three prediction models. One cohort of students was used to develop the prediction…

  7. Theoretical Perspectives on Factors Affecting the Academic Performance of Students

    ERIC Educational Resources Information Center

    Jama, M. P.; Mapesela, M. L. E.; Beylefeld, A. A.

    2008-01-01

    Whilst the government, higher education authorities and institutions, academics, academic development practitioners, researchers etc. recognize that there is an increasing number and diversity of students accessing higher education, do the stake-holders really know who these students are before even thinking of enhancing their learning and…

  8. Do Men and Women Perform Academic Work Differently?

    ERIC Educational Resources Information Center

    González Ramos, Ana M.; Fernández Palacín, Fernando; Muñoz Márquez, Manuel

    2015-01-01

    Why is the gender gap so large in researchers' career progression? Do men and women have different priorities in their academic careers? This study explores men's and women's academic work to shed light on the strategies of male and female researchers. The online survey collected data on Andalusian researchers to determine possible differences in…

  9. The Management of Change and Improvement in Academic Library Performance.

    ERIC Educational Resources Information Center

    Webster, Duane

    As academic libraries increase in size and become more complex, their organization tends to become more bureaucratic in nature and resistant to change. This paper describes a range of both internal and external strategies which have been used to introduce constructive change into the management of academic libraries in North America and the major…

  10. Research Policy and Academic Performativity: Compliance, Contestation and Complicity

    ERIC Educational Resources Information Center

    Leathwood, Carole; Read, Barbara

    2013-01-01

    Research, a major purpose of higher education, has become increasingly important in a context of global economic competitiveness. In this paper, we draw on data from email interviews with academics in Britain to explore responses to current research policy trends. Although the majority of academics expressed opposition to current policy…

  11. Formation of homophily in academic performance: Students change their friends rather than performance

    PubMed Central

    Smirnov, Ivan

    2017-01-01

    Homophily, the tendency of individuals to associate with others who share similar traits, has been identified as a major driving force in the formation and evolution of social ties. In many cases, it is not clear if homophily is the result of a socialization process, where individuals change their traits according to the dominance of that trait in their local social networks, or if it results from a selection process, in which individuals reshape their social networks so that their traits match those in the new environment. Here we demonstrate the detailed temporal formation of strong homophily in academic achievements of high school and university students. We analyze a unique dataset that contains information about the detailed time evolution of a friendship network of 6,000 students across 42 months. Combining the evolving social network data with the time series of the academic performance (GPA) of individual students, we show that academic homophily is a result of selection: students prefer to gradually reorganize their social networks according to their performance levels, rather than adapting their performance to the level of their local group. We find no signs for a pull effect, where a social environment of good performers motivates bad students to improve their performance. We are able to understand the underlying dynamics of grades and networks with a simple model. The lack of a social pull effect in classical educational settings could have important implications for the understanding of the observed persistence of segregation, inequality and social immobility in societies. PMID:28854202

  12. The use of prescription stimulants to enhance academic performance among college students in health care programs.

    PubMed

    Herman, Lawrence; Shtayermman, Oren; Aksnes, Brittany; Anzalone, Michelle; Cormerais, Andre; Liodice, Christina

    2011-01-01

    Prescription stimulant use as academic performance enhancers is increasingly widespread among college students. The purpose of this study was to evaluate the prevalence of prescription stimulant use among health care students attending a university in the northeastern United States. The study investigated the specific stimulants being used and the frequency of usage. It also examined the rates of nicotine, alcohol, and drug abuse versus dependence. A web-based survey was administered to medical and health profession students regarding prescription stimulant use for nonprescribed purposes. Tobacco, alcohol, and recreational drug use were also surveyed. Approximately 10.4% (32) of students surveyed have either used a stimulant or are currently using prescription stimulants illegally. The most common reason for stimulant use was to focus and concentrate during studying (93.5%). Of the 308 students, 45.2% were female, 83.9% were Caucasian, and amphetamine-dextroamphetamine was the most commonly abused stimulant (71.4%). Results from this study are consistent with previous research of undergraduate students regarding prescription stimulant use for nonprescribed purposes, specifically for academic performance enhancement. Data from the study support that alcohol abuse and dependence among students is a pertinent concern, suggesting that substance abuse in general must be addressed. Substance abuse and awareness programs combined with stress management programs in an overall substance-abuse reduction strategy, including the use of prescription stimulant use beyond the originally intended purpose, may be beneficial. Because of the lack of research focusing on graduate health care students, further investigations should use similar populations.

  13. Predicting Performance on Academic and Non-Academic Tasks: A Comparison of Adolescents with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Job, Jenelle M.; Klassen, Robert M.

    2012-01-01

    Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is…

  14. Early Elementary Performance and Attendance in Baltimore City Schools' Pre-Kindergarten and Kindergarten

    ERIC Educational Resources Information Center

    Connolly, Faith; Olson, Linda S.

    2012-01-01

    This study looks at attendance in the early grades of elementary school. In particular, the authors focus on students enrolled in Pre-Kindergarten (PreK) and Kindergarten (K). They follow these young students over several years to determine their pattern of chronic absence (CA), defined as missing more than one-ninth of days enrolled, and their…

  15. Unravelling the differences in attrition and academic performance of international and domestic nursing students with English as an additional language.

    PubMed

    Zheng, Roy Xun; Everett, Bronwyn; Glew, Paul; Salamonson, Yenna

    2014-12-01

    High attrition and academic underperformance have been highlighted among students who speak English as an additional language (EAL) in higher education, and a lack of language skills is often cited as a key explanatory factor. Although the relationship between English-language skills and academic performance among EAL students has been established, group differences between international and domestic EAL nursing students is not known. The aim of this study was to compare attrition rates and academic performance of international and domestic EAL nursing students, taking into consideration levels of English-language usage and socio-demographic characteristics of these groups. A prospective correlational study. From 2010 to 2012, nursing students at a large Australian university, who attended an orientation session before course commencement, were invited to complete a survey to assess their English-language usage. Data collected included students' enrolment status and GPA at 12months. Compared with their domestic counterparts, the attrition rate of international EAL students was significantly lower (7.9% versus 13.3%, p=0.018). Similarly, international students also had higher GPAs (4.1 versus 4.0, p=0.011). Although the levels of English-language usage were not related to academic performance, recent arrivals in both international (p=0.047) and domestic (p=0.001) student groups had higher GPAs. This study suggests that language acculturation, indicated by English-language usage and the length of stay in the host country, was not sufficient to ensure successful transition into the academic environment for either international or domestic EAL nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Associations between different components of fitness and fatness with academic performance in Chilean youths

    PubMed Central

    2016-01-01

    Objectives To analyze the associations between different components of fitness and fatness with academic performance, adjusting the analysis by sex, age, socio-economic status, region and school type in a Chilean sample. Methods Data of fitness, fatness and academic performance was obtained from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011 and includes a sample of 18,746 subjects (49% females). Partial correlations adjusted by confounders were done to explore association between fitness and fatness components, and between the academic scores. Three unadjusted and adjusted linear regression models were done in order to analyze the associations of variables. Results Fatness has a negative association with academic performance when Body Mass Index (BMI) and Waist to Height Ratio (WHR) are assessed independently. When BMI and WHR are assessed jointly and adjusted by cofounders, WHR is more associated with academic performance than BMI, and only the association of WHR is positive. For fitness components, strength was the variable most associated with the academic performance. Cardiorespiratory capacity was not associated with academic performance if fatness and other fitness components are included in the model. Conclusions Fitness and fatness are associated with academic performance. WHR and strength are more related with academic performance than BMI and cardiorespiratory capacity. PMID:27761345

  17. Associations between different components of fitness and fatness with academic performance in Chilean youths.

    PubMed

    Olivares, Pedro R; García-Rubio, Javier

    2016-01-01

    To analyze the associations between different components of fitness and fatness with academic performance, adjusting the analysis by sex, age, socio-economic status, region and school type in a Chilean sample. Data of fitness, fatness and academic performance was obtained from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011 and includes a sample of 18,746 subjects (49% females). Partial correlations adjusted by confounders were done to explore association between fitness and fatness components, and between the academic scores. Three unadjusted and adjusted linear regression models were done in order to analyze the associations of variables. Fatness has a negative association with academic performance when Body Mass Index (BMI) and Waist to Height Ratio (WHR) are assessed independently. When BMI and WHR are assessed jointly and adjusted by cofounders, WHR is more associated with academic performance than BMI, and only the association of WHR is positive. For fitness components, strength was the variable most associated with the academic performance. Cardiorespiratory capacity was not associated with academic performance if fatness and other fitness components are included in the model. Fitness and fatness are associated with academic performance. WHR and strength are more related with academic performance than BMI and cardiorespiratory capacity.

  18. The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years.

    PubMed

    Van der Ende, Jan; Verhulst, Frank C; Tiemeier, Henning

    2016-08-01

    Internalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6-10 years at baseline and 14-18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

  19. High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Technical Appendices

    ERIC Educational Resources Information Center

    Kemple, James J.

    2015-01-01

    In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

  20. Impact of paid work on the academic performance of nursing students

    PubMed Central

    García-Vargas, Mery Constanza; Cortés-Castell, Ernesto

    2016-01-01

    Background. Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566). Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This

  1. Impact of paid work on the academic performance of nursing students.

    PubMed

    García-Vargas, Mery Constanza; Rizo-Baeza, Mercedes; Cortés-Castell, Ernesto

    2016-01-01

    Background. Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academic performance among nursing students. cross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566). Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student

  2. Sleep Duration and Academic Performance Among Student Pharmacists.

    PubMed

    Zeek, Megan L; Savoie, Matthew J; Song, Matthew; Kennemur, Leanna M; Qian, Jingjing; Jungnickel, Paul W; Westrick, Salisa C

    2015-06-25

    To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists. A cross-sectional design was used. An anonymous self-administered paper questionnaire was administered to first-year through third-year students at a pharmacy school. Questionnaires were completed by 364 student pharmacists (79.4% response rate and 93.8% cooperation rate). More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime sleepiness almost every day. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs). A majority of student pharmacists had suboptimal durations of sleep, defined as fewer than 7 hours. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.

  3. Interpersonal Values and Academic Performance Related to Delinquent Behaviors

    PubMed Central

    Molero Jurado, María Del Mar; Pérez Fuentes, María Del Carmen; Luque De La Rosa, Antonio; Martos Martínez, África; Barragán Martín, Ana Belén; Simón Márquez, María del Mar

    2016-01-01

    The present study analyzes the relation between delinquent behaviors, interpersonal values, and academic performance. It also analyzes the possible protective function of interpersonal values against delinquent behaviors. The Interpersonal Values Questionnaire (IVQ) was used to assess interpersonal values, and the Antisocial-Delinquent Behaviors Questionnaire (A-D) was employed to assess antisocial behaviors. The sample was made up of 885 students of Compulsory Secondary Education, aged from 14 to 17 years. The results show that individuals who fail a subject as well as those who repeat a course present higher means in delinquent behaviors. Repeaters present higher means in the values of recognition and leadership, and non-repeaters in the value stimulation, whereas students who do not fail obtain higher scores in the value benevolence. Students with high levels of recognition, independence, and leadership, as well as students with low levels of conformity and benevolence display significantly higher levels of delinquent behaviors. Lastly, the probability of presenting a high level of delinquent behaviors is greater in individuals with: high independence, high leadership, high recognition, low benevolence, and low conformity. PMID:27799914

  4. Life context of pharmacological academic performance enhancement among university students – a qualitative approach

    PubMed Central

    2014-01-01

    Background Academic performance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academic performance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students’ experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. Methods A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academic performance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Results Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. Conclusions The answers reveal that academic performance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academic performance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase

  5. Life context of pharmacological academic performance enhancement among university students--a qualitative approach.

    PubMed

    Hildt, Elisabeth; Lieb, Klaus; Franke, Andreas Günter

    2014-03-07

    Academic performance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academic performance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students' experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academic performance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The answers reveal that academic performance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academic performance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase motivation and to cope with memorizing

  6. [ASSOCIATION BETWEEN FITNESS, NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE IN PHYSICAL EDUCATION STUDENTS].

    PubMed

    Godoy Cumillaf, Andrés; Valdés Badilla, Pablo; Fariña Herrera, Custodio; Cárcamo Mora, Francisco; Medina Herrera, Bernice; Meneses Sandoval, Elías; Gedda Muñoz, Relmu; Durán Agüero, Samuel

    2015-10-01

    several studies demonstrated that regular physical exercise would impact positively on the academic performance of students. to determine the association between physical fitness, nutritional status and academic performance of students of Pedagogy in Physical Education from Temuco, Chile. the sample was selected on a non-probabilistic approach, which included 208 subjects (n = 153 women and n = 55 women). The variables studied were physical fitness (short Abs, long jump with feet together, forward trunk flexion, elbow flexion and extension and "course navette" test), nutritional status (BMI) and academic performance (classified as up and down the academic average). 87.5% of students have a satisfactory fitness and a BMI of 23.8 ± 2.9 kg/m2. The students with the best academic performance were those with the higher proportion of satisfactory physical condition (92.5 %). No association between academic performance and nutritional status was determined, but it was observed between low fitness and a great risk of low academic performance (OR = 2.8, 95% CI 1.0 to 8 1; p < 0.05). a relationship between academic achievement and physical fitness among students is observed, but no for the nutritional status and the academic performance. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  7. Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self-Efficacy and Academic Motivation

    ERIC Educational Resources Information Center

    De Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries

    2012-01-01

    The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…

  8. The Substance of Things Hoped for: A Study of the Future Orientation, Minority Status Perceptions, Academic Engagement, and Academic Performance of Black High School Students

    ERIC Educational Resources Information Center

    Brown, William T.; Jones, James M.

    2004-01-01

    This study investigated the relationship between the Future Temporal Orientation (FTO) and academic performance of African American high school students. We hypothesized that the relationship between FTO and academic performance would be mediated by students' perceptions of the usefulness of an education and their valuing of academic work and that…

  9. Perfectionism moderates stereotype threat effects on STEM majors' academic performance.

    PubMed

    Rice, Kenneth G; Lopez, Frederick G; Richardson, Clarissa M E; Stinson, Jennifer M

    2013-04-01

    Using a randomized, between-subjects experimental design, we tested hypotheses that self-critical perfectionism would moderate the effects of subtle stereotype threat (ST) for women and students in underrepresented racial/ethnic groups who are pursuing traditional degrees in science, technology, engineering, or math (STEM). A diverse sample of freshmen students (N = 294) was recruited from 2 major universities. Students were blocked by gender and race/ethnicity and randomly assigned to experience subtle ST or no ST. Participants in the subtle ST condition were primed to consider their gender, race, and ethnicity prior to completing measures of science self-efficacy. Those in the control condition completed the measures without such priming. Controlling for prior academic performance and university context, ST priming significantly interacted (a) with self-critical perfectionism to predict coping self-efficacy scores and (b) with race/ethnicity to predict end-of-semester STEM grades. A 3-way interaction of ST priming, sex, and self-critical perfectionism also predicted students' grades in courses wherein women and men were more proportionally represented. The Sex × Self-Critical Perfectionism interaction was not significant for those in the ST group but was for those in the control group. Men in the control group had higher grade-point averages (GPAs) at low levels of self-critical perfectionism than they had at higher levels of perfectionism. In contrast, women had lower GPAs when self-critical perfectionism was low, but their GPAs were higher when self-critical perfectionism was high. The findings are discussed in terms of their implications for self-efficacy and performance in the pursuit of a STEM major.

  10. Do Diligent Students Perform Better? Complex Relations between Student and Course Characteristics, Study Time, and Academic Performance in Higher Education

    ERIC Educational Resources Information Center

    Masui, Chris; Broeckmans, Jan; Doumen, Sarah; Groenen, Anne; Molenberghs, Geert

    2014-01-01

    Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking…

  11. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    PubMed

    Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

  12. Snoring during early childhood and academic performance at ages thirteen to fourteen years.

    PubMed

    Gozal, D; Pope, D W

    2001-06-01

    Obstructive sleep apnea syndrome in young children is associated with an adverse effect on learning. However, the long-term impact of sleep-disordered breathing (SDB) during early childhood on learning remains unknown. Questionnaires were mailed to seventh and eighth graders attending public schools whose class ranking was either in the top 25% (high performance [HP]) or bottom 25% of their class (low performance [LP]), and who were matched for age, gender, race, school, and street of residence. Snoring frequency and loudness at 2 to 6 years of age, tonsillectomy and adenoidectomy (T&A) for snoring or recurrent infection, school grades, and parental smoking and snoring were assessed. The questionnaire response rate was 82.8%. Because of ongoing ring, 13 responders were excluded, such that 1588 questionnaires could be analyzed (797 in LP and 791 in HP group). Frequent and loud snoring during early childhood was reported in 103 LP children (12.9%) compared with 40 HP children (5.1%; odds ratio: 2.79; confidence interval: 1.88-4.15). Furthermore, 24 LP and 7 HP children underwent T&A for snoring (odds ratio: 3.40; confidence interval: 1.47-7.84), while 21 LP and 19 HP children required surgery for recurrent tonsillitis. Children with lower academic performance in middle school are more likely to have snored during early childhood and to require T&A for snoring compared with better performing schoolmates. These findings support the concept that SDB-associated neurocognitive morbidity may be only partially reversible or that a "learning debt" may develop with SDB during early childhood and hamper subsequent school performance.

  13. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    PubMed

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

  14. Association between Measures of Academic Performance and Psychosocial Adjustment for Asian/Pacific-Islander Adolescents.

    ERIC Educational Resources Information Center

    Hishinuma, Earl S.; Foster, Judy E.; Miyamoto, Robin H.; Nishimura, Stephanie T.; Andrade, Naleen N.; Nahulu, Linda B.; Goebert, Deborah A.; Yuen, Noelle Y. C.; Makini, George K., Jr.; Kim, S. Peter; Carlton, Barry S.

    2001-01-01

    Examines the association between different measures of academic performance and psychological adjustment for a sample of under-researched Asian/Pacific Islander adolescents from Hawaii. Results support the use of the actual quantification of academic performance (i.e. cumulative grade point average or self reported evaluation) in predicting…

  15. Student Bedtimes, Academic Performance, and Health in a Residential High School

    ERIC Educational Resources Information Center

    Wernette, Maliah J.; Emory, Jan

    2017-01-01

    Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average…

  16. Why Kids Need to Be Bored: A Case Study of Self-Reflection and Academic Performance

    ERIC Educational Resources Information Center

    Williams, James D.

    2006-01-01

    This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5,…

  17. Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?

    PubMed

    Duty, Susan M; Christian, Ladonna; Loftus, Jocelyn; Zappi, Victoria

    2016-01-01

    The cognitive component of test anxiety was correlated with academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety (CTA). High levels of CTA were associated with reduced academic performance.

  18. Physical Fitness and Academic Performance in Primary School Children with and without a Social Disadvantage

    ERIC Educational Resources Information Center

    de Greeff, J. W.; Hartman, E.; Mullender-Wijnsma, M. J.; Bosker, R. J.; Doolaard, S.; Visscher, C.

    2014-01-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the…

  19. Business Studies Academic Performance Differences of Secondary School Juniors in Akwa Ibom State of Nigeria

    ERIC Educational Resources Information Center

    Udoukpong, Bassey E.; Emah, Ime E.; Umoren, Shirley E.

    2012-01-01

    The research examined the differences in the academic performance in Business Studies of a sampled secondary school junior students in Akwa Ibom State of Nigeria. A sample of 290 (138 male and 152 female) Junior Secondary Three (9th grade) students was surveyed. The students' variables' being examined vis-à-vis academic performance in Business…

  20. The Relationship Between Academic Performance and Reading Ability of Pensacola Junior College Freshmen.

    ERIC Educational Resources Information Center

    Einbecker, Polly Godwin

    The purpose of this investigation was to determine the relationship between reading ability and academic performance of junior college freshman and to what degree a measure of reading ability could predict academic performance. The 313 Pensacola Junior College freshman for whom 1970 Reading Index Scores on the Florida Twelfth Grade Test were…

  1. Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

    ERIC Educational Resources Information Center

    Valadez Sierra, Maria de los Dolores; Borges del Rosal, Maria Africa; Ruvalcaba Romero, Norma; Villegas, Karina; Lorenzo, Maryurena

    2013-01-01

    Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in…

  2. The Relationship between Self-Regulated Learning Strategies and Student Academic Performance in Flipped Instructional Environments

    ERIC Educational Resources Information Center

    Long, Janna B.

    2016-01-01

    The purpose of this study was to investigate the relationship between self-regulated learning (SRL) strategies and student academic performance. Academic performance was measured by final grade (out of 100 points) in courses that were part of the study, and self-regulated learning strategies were assessed by the Motivated Strategies for Learning…

  3. The Relationship between Living Arrangement, Academic Performance, and Engagement among First-Year College Students

    ERIC Educational Resources Information Center

    Balfour, Denise Shata

    2013-01-01

    One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academic performance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academic performance of first-year, full-time undergraduate students. The…

  4. A Longitudinal Study of Childhood Obesity, Weight Status Change, and Subsequent Academic Performance in Taiwanese Children

    ERIC Educational Resources Information Center

    Chen, Li-Jung; Fox, Kenneth R.; Ku, Po-Wen; Wang, Ching-Hui

    2012-01-01

    Backround: This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. Methods: First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end…

  5. The Role of Peer Rejection in the Link between Reactive Aggression and Academic Performance

    ERIC Educational Resources Information Center

    Fite, Paula J.; Hendrickson, Michelle; Rubens, Sonia L.; Gabrielli, Joy; Evans, Spencer

    2013-01-01

    Background: There is substantial evidence to suggest that aggressive behavior is associated with poor academic performance in school-aged children. However, less is known about how different subtypes of aggression are related to academic performance and what variables may account for this association. Objective: The current study examined unique…

  6. The Impact of Supplemental Instruction on Learning Competence and Academic Performance

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2010-01-01

    This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

  7. Interdependence of Depressive Symptoms, School Involvement, and Academic Performance between Adolescent Friends: A Dyadic Analysis

    ERIC Educational Resources Information Center

    Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane

    2015-01-01

    Background: Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Aims: Using cross-sectional data, we examined whether the link between…

  8. Perception of Overweight Is Associated with Poor Academic Performance in US Adolescents

    ERIC Educational Resources Information Center

    Florin, Todd A.; Shults, Justine; Stettler, Nicolas

    2011-01-01

    Background: To improve understanding of the mechanisms affecting the relationship between adolescent obesity and poor academic performance, we examined the association of overweight or perceived weight status with academic achievement. Methods: We performed a cross-sectional study of 14-17-year-olds (N = 11,012) from the nationally representative…

  9. The Effects of Depressed Mood on Academic Performance in College Students.

    ERIC Educational Resources Information Center

    Haines, Mary E.; And Others

    1996-01-01

    Assessed college students on measures of depression, concentration, and academic performance. Depression was negatively related to academic performance, although the relationship between depression and cognitive functioning was not detected on a brief measure of concentration. Suggests that isolated testing sessions may mask the detrimental…

  10. School Types, Facilities and Academic Performance of Students in Senior Secondary Schools in Ondo State, Nigeria

    ERIC Educational Resources Information Center

    Alimi, Olatunji Sabitu; Ehinola, Gabriel Babatunde; Alabi, Festus Oluwole

    2012-01-01

    The study investigated the influence of school types and facilities on students' academic performance in Ondo State. It was designed to find out whether facilities and students' academic performance are related in private and public secondary schools respectively. Descriptive survey design was used. Proportionate random sampling technique was used…

  11. An Ordinary Level as Predictors of Students' Academic Performance in Chemistry in Nigerian Universities

    ERIC Educational Resources Information Center

    Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.

    2011-01-01

    This paper examined an ordinary level as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also revealed the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the study…

  12. Ordinary Level as Results Predictors of Students' Academic Performance in Chemistry in Nigerian Universities

    ERIC Educational Resources Information Center

    Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.

    2011-01-01

    This paper examined ordinary level result as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also examined the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…

  13. The Mechanics of Social Capital and Academic Performance in an Indian College

    ERIC Educational Resources Information Center

    Hasan, Sharique; Bagde, Surendrakumar

    2013-01-01

    In this article we examine how social capital affects the creation of human capital. Specifically, we study how college students' peers affect academic performance. Building on existing research, we consider the different types of peers in the academic context and the various mechanisms through which peers affect performance. We test our model…

  14. Academic Performance as a Function of Achievement Motivation, Achievement Beliefs, and Affect States.

    ERIC Educational Resources Information Center

    Berry, James J.; Plecha, Michelle D.

    Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…

  15. Parents' Education and Features of Parent-Adolescent Relationships as Predictors of Adolescents' Academic Performance.

    ERIC Educational Resources Information Center

    Nuijens, Karen; Mrozak, Kate; Zhe, Elizabeth; Chadha, Jagdeep; Tillman, Jamie; Repinski, Daniel; Zook, Joan

    This study employed self-reports from seventh- and tenth-graders to examine parents' level of education and features of parent-adolescent relationships as predictors of adolescents' academic performance. Features of parent-adolescent relationships were assessed as follows: mothers' and fathers' influence with respect to academic performance,…

  16. The Difference Between Potential and Achieved Academic Performance of Freshmen Residents at North Carolina State University.

    ERIC Educational Resources Information Center

    Viehe, John Henry

    Differences in academic performance of residents in the various sections and dormitories during the fall semester 1974 at North Carolina State University were studied. Other study objectives were as follows: to develop a methodology to measure academic performance of freshmen residents adjusted for ability, sex, and differential grading…

  17. Child Migration and Academic Performance: The Case of Basic Education in Ghana

    ERIC Educational Resources Information Center

    Tamanja, Emmanuel Makabu J.

    2016-01-01

    The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child…

  18. The Relationship between Latino Students' Learning Styles and Their Academic Performance

    ERIC Educational Resources Information Center

    Torres, Sonia Maldonado

    2014-01-01

    The purpose of this study was to explore the relationship between Latino Students' learning styles and their academic performance. Students' academic performance was measured using their overall grade point average (GPA). A group of 229 Latino students who were enrolled at an urban community college in New York City participated in the study. Two…

  19. Anger, Violence, and Academic Performance: A Study of Troubled Minority Youth.

    ERIC Educational Resources Information Center

    Fleming, Jacqueline; Barner, Celious III; Hudson, Betsy; Rosignon-Carmouche, Lee A.

    2000-01-01

    Examined the relationship between anger, violence, and academic performance among troubled adolescents participating in a risk reduction intervention that stressed emotional confrontation and behavior change support. Surveys indicated that anger management was unrelated to violence or academic performance. Loss of control over time, concentration,…

  20. Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students

    ERIC Educational Resources Information Center

    Yildiz, Osman; Bal, Abdullah; Gulsecen, Sevinc

    2013-01-01

    It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the…

  1. Early Word Decoding Ability as a Longitudinal Predictor of Academic Performance

    ERIC Educational Resources Information Center

    Nordström, Thomas; Jacobson, Christer; Söderberg, Pernilla

    2016-01-01

    This study, using a longitudinal design with a Swedish cohort of young readers, investigates if children's early word decoding ability in second grade can predict later academic performance. In an effort to estimate the unique effect of early word decoding (grade 2) with academic performance (grade 9), gender and non-verbal cognitive ability were…

  2. Personality Factors in Elementary School Children: Contributions to Academic Performance over and above Executive Functions?

    ERIC Educational Resources Information Center

    Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.

    2013-01-01

    Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…

  3. The Role of Resilience, Delayed Gratification and Stress in Predicting Academic Performance

    ERIC Educational Resources Information Center

    Cheng, Vivienne; Catling, Jonathan

    2015-01-01

    Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at…

  4. Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis

    ERIC Educational Resources Information Center

    Dumuid, Dorothea; Olds, Timothy; Martín-Fernández, Josep-Antoni; Lewis, Lucy K.; Cassidy, Leah; Maher, Carol

    2017-01-01

    Poor academic performance has been linked with particular lifestyle behaviors, such as unhealthy diet, short sleep duration, high screen time, and low physical activity. However, little is known about how lifestyle behavior patterns (or combinations of behaviors) contribute to children's academic performance. We aimed to compare academic…

  5. The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

    ERIC Educational Resources Information Center

    Friedman, Barry A.; Mandel, Rhonda G.

    2010-01-01

    Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college…

  6. The Effect of Action Orientation on the Academic Performance of Undergraduate Marketing Majors

    ERIC Educational Resources Information Center

    Jaramillo, Fernando; Spector, Paul E.

    2004-01-01

    Due to the effect of academic performance on employment opportunities and admission to graduate schools, researchers have long recognized the need for identifying factors that are linked to the academic performance of undergraduate marketing students. This research proposes a model that investigates the relationships among motivation, effort,…

  7. Intelligence and Scientific-Creative Thinking: Their Convergence in the Explanation of Students' Academic Performance

    ERIC Educational Resources Information Center

    Ruiz, Maria Jose; Bermejo, Rosario; Ferrando, Mercedes; Prieto, Maria Dolores; Sainz, Marta

    2014-01-01

    Introduction: Academic performance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academic performance. Among these forms of…

  8. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents.

    PubMed

    Rampersaud, Gail C; Pereira, Mark A; Girard, Beverly L; Adams, Judi; Metzl, Jordan D

    2005-05-01

    Breakfast has been labeled the most important meal of the day, but are there data to support this claim? We summarized the results of 47 studies examining the association of breakfast consumption with nutritional adequacy (nine studies), body weight (16 studies), and academic performance (22 studies) in children and adolescents. Breakfast skipping is highly prevalent in the United States and Europe (10% to 30%), depending on age group, population, and definition. Although the quality of breakfast was variable within and between studies, children who reported eating breakfast on a consistent basis tended to have superior nutritional profiles than their breakfast-skipping peers. Breakfast eaters generally consumed more daily calories yet were less likely to be overweight, although not all studies associated breakfast skipping with overweight. Evidence suggests that breakfast consumption may improve cognitive function related to memory, test grades, and school attendance. Breakfast as part of a healthful diet and lifestyle can positively impact children's health and well-being. Parents should be encouraged to provide breakfast for their children or explore the availability of a school breakfast program. We advocate consumption of a healthful breakfast on a daily basis consisting of a variety of foods, especially high-fiber and nutrient-rich whole grains, fruits, and dairy products.

  9. Does Private Tutoring Increase Students' Academic Performance? Evidence from Turkey

    ERIC Educational Resources Information Center

    Berberoglu, Giray; Tansel, Aysit

    2014-01-01

    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'…

  10. Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

    ERIC Educational Resources Information Center

    Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.

    2004-01-01

    This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An…

  11. The Link between Basing Self-Worth on Academics and Student Performance Depends on Domain Identification and Academic Setting

    ERIC Educational Resources Information Center

    Lawrence, Jason S.; Charbonneau, Joseph

    2009-01-01

    Two studies showed that the link between how much students base their self-worth on academics and their math performance depends on whether their identification with math was statistically controlled and whether the task measured ability or not. Study 1 showed that, when math identification was uncontrolled and the task was ability-diagnostic,…

  12. Self-Control and Academic Performance: Two Field Studies on University Citizenship Behavior and Counterproductive Academic Behavior

    ERIC Educational Resources Information Center

    Zettler, Ingo

    2011-01-01

    Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed that students' self-control impacts university…

  13. Physical fitness and academic performance in youth: A systematic review.

    PubMed

    Santana, C C A; Azevedo, L B; Cattuzzo, M T; Hill, J O; Andrade, L P; Prado, W L

    2017-06-01

    Physical fitness (PF) is a construct of health- and skill-related attributes which have been associated with academic performance (AP) in youth. This study aimed to review the scientific evidence on the association among components of PF and AP in children and adolescents. A systematic review of articles using databases PubMed/Medline, ERIC, LILACS, SciELO, and Web of Science was undertaken. Cross-sectional and longitudinal studies examining the association between at least one component of PF and AP in children and adolescents, published between 1990 and June 2016, were included. Independent extraction of articles was carried out by the two authors using predefined data fields. From a total of 45 studies included, 25 report a positive association between components of PF with AP and 20 describe a single association between cardiorespiratory fitness (CRF) and AP. According to the Strengthening the Reporting of Observational Studies in Epidemiology guidelines: 12 were classified as low, 32 as medium risk, and 1 as high risk of bias. Thirty-one studies reported a positive association between AP and CRF, six studies with muscular strength, three studies with flexibility, and seven studies reported a positive association between clustered of PF components and AP. The magnitude of the associations is weak to moderate (β = 0.10-0.42 and odds = 1.01-4.14). There is strong evidence for a positive association between CRF and cluster of PF with AP in cross-sectional studies; and evidence from longitudinal studies for a positive association between cluster of PF and AP; the relationship between muscular strength and flexibility with AP remains uncertain. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  14. Understanding Academic Performance of International Students: The Role of Ethnicity, Academic and Social Integration

    ERIC Educational Resources Information Center

    Rienties, Bart; Beausaert, Simon; Grohnert, Therese; Niemantsverdriet, Susan; Kommers, Piet

    2012-01-01

    More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts…

  15. Does Academic Training Change Intentions? Drawing upon the Theory of Planned Behaviour to Improve Academic Performance

    ERIC Educational Resources Information Center

    Hodge, Brad; Wright, Brad; Bennett, Pauleen

    2017-01-01

    In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills…

  16. Personality traits measured at baseline can predict academic performance in upper secondary school three years late.

    PubMed

    Rosander, Pia; Bäckström, Martin

    2014-12-01

    The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  17. A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance.

    PubMed

    McDermott, Ashley F; Rose, Maya; Norris, Troy; Gordon, Eric

    2016-01-28

    This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance. This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training. Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later. The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance. © The Author(s) 2016.

  18. The relationship between sleep habits and academic performance in dental students in Croatia.

    PubMed

    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.

  19. Physical fitness and academic performance in middle school students.

    PubMed

    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.

  20. [Academic performance in first year medical students: an explanatory multivariate model].

    PubMed

    Urrutia Aguilar, María Esther; Ortiz León, Silvia; Fouilloux Morales, Claudia; Ponce Rosas, Efrén Raúl; Guevara Guzmán, Rosalinda

    2014-12-01

    Current education is focused in intellectual, affective, and ethical aspects, thus acknowledging their significance in students´ metacognition. Nowadays, it is known that an adequate and motivating environment together with a positive attitude towards studies is fundamental to induce learning. Medical students are under multiple stressful, academic, personal, and vocational situations. To identify psychosocial, vocational, and academic variables of 2010-2011 first year medical students at UNAM that may help predict their academic performance. Academic surveys of psychological and vocational factors were applied; an academic follow-up was carried out to obtain a multivariate model. The data were analyzed considering descriptive, comparative, correlative, and predictive statistics. The main variables that affect students´ academic performance are related to previous knowledge and to psychological variables. The results show the significance of implementing institutional programs to support students throughout their college adaptation.

  1. WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel featured…

  2. Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin.

    PubMed

    Niu, Sunny X; Tienda, Marta

    2010-03-01

    UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with white students ranked at or below the third decile, top 10% black and Hispanic enrollees arrive with lower average standardized test scores, yet consistently performed as well or better in grades, first year persistence, and four-year graduation likelihood. A similar story obtains for top 10% graduates from Longhorn high schools verses lower-ranked students who graduated from highly competitive feeder high schools. Multivariate results reveal that high school attended rather than test scores is largely responsible for racial differences in college performance.

  3. Effects of self-recording on attendance and performance in a competitive swimming training environment.

    PubMed

    McKenzie, T L; Rushall, B S

    1974-01-01

    Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors.

  4. Effects of self-recording on attendance and performance in a competitive swimming training environment

    PubMed Central

    McKenzie, Thomas L.; Rushall, Brent S.

    1974-01-01

    Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors. PMID:4436167

  5. A Large-Scale Investigation into the Relationship between Attendance and Attainment: A Study Using an Innovative, Electronic Attendance Monitoring System

    ERIC Educational Resources Information Center

    Newman-Ford, Loretta; Fitzgibbon, Karen; Lloyd, Stephen; Thomas, Stephen

    2008-01-01

    The literature available on the relationship between student attendance and attainment is inconsistent. Nevertheless, there is some empirical evidence to suggest that attendance is a determinant of academic performance and progression. Colby published results of a study which examined the relationship within a single year 1 undergraduate module,…

  6. The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

    PubMed

    Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

    2018-05-19

    The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  7. If you feed them, they will come: A prospective study of the effects of complimentary food on attendance and physician attitudes at medical grand rounds at an academic medical center

    PubMed Central

    Segovis, Colin M; Mueller, Paul S; Rethlefsen, Melissa L; LaRusso, Nicholas F; Litin, Scott C; Tefferi, Ayalew; Habermann, Thomas M

    2007-01-01

    Background Evidence suggests that attendance at medical grand rounds at academic medical centers is waning. The present study examined whether attendance at medical grand rounds increased after providing complimentary food to attendees and also assessed attendee attitudes about complimentary food. Methods In this prospective, before-and-after study, attendance at medical grand rounds was monitored from September 25, 2002, to June 2, 2004, using head counts. With unrestricted industry (eg, pharmaceutical) financial support, complimentary food was provided to medical grand rounds attendees beginning June 4, 2003. Attendance was compared during the pre-complimentary food and complimentary food periods. Attitudes about the complimentary food were assessed with use of a survey administered to attendees at the conclusion of the study period. Results The mean (± SD) overall attendance by head counts increased 38.4% from 184.1 ± 90.4 during the pre-complimentary food period to 254.8 ± 60.5 during the complimentary food period (P < .001). At the end of the study period, 70.1% of the attendee survey respondents indicated that they were more likely to attend grand rounds because of complimentary food, 53.6% indicated that their attendance increased as a result of complimentary food, and 53.1% indicated that their attendance would decrease if complimentary food was no longer provided. Notably, 80.3% indicated that food was not a distraction, and 81.7% disagreed that industry representatives had influence over medical grand rounds because of their financial support for the food. Conclusion Providing free food may be an effective strategy for increasing attendance at medical grand rounds. PMID:17626625

  8. Using Critical Thinking Rubrics to Increase Academic Performance

    ERIC Educational Resources Information Center

    Hohmann, Julie W.; Grillo, Michael C.

    2014-01-01

    The purpose of this study was to develop a way to measure students' abilities to think critically about concepts covered during academic support sessions. Tutors trained in a College Reading and Learning Association (CRLA)-certified program at the University of Louisville used a rubric based on the Paul-Elder Critical Thinking Model in order to…

  9. The Nuances of Tutoring and Academic Performance of Undergraduate Students

    ERIC Educational Resources Information Center

    Hetzel, Carole J.; Laskey, Marcia L.; Hardt-Schultz, Roberta F.

    2014-01-01

    The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that…

  10. Understanding Job Satisfaction and its Relationship to Student Academic Performance

    ERIC Educational Resources Information Center

    Knox, Jeffrey A.; Anfara, Vincent A., Jr.

    2013-01-01

    There is a direct correlation between the variables of teacher job satisfaction and student academic achievement (Brookover & Lezotte, 1979; Mertler, 2002; Wynne, 1980). One would assume that schools that are not making AYP are doing everything possible to be removed from this status. One may also hypothesize that teacher job satisfaction is…

  11. 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…

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

    ERIC Educational Resources Information Center

    Calisir, Fethi; Basak, Ecem; Comertoglu, Sevinc

    2016-01-01

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

  13. Students' Attitudes and Their Academic Performance in Nationhood Education

    ERIC Educational Resources Information Center

    Awang, Mohd Mahzan; Ahmad, Abdul Razaq; Bakar, Nora'asikin Abu; Ghani, Sayuti Abd; Yunus, Asyraf Nadia Mohd; Ibrahim, Mohd Asrul Hery; Ramalu, Jaya Chitra; Saad, Che Pee; Rahman, Mohd Jasmy Abd

    2013-01-01

    The main goal of the nationhood education is to instill the sense of loyalty and passion into the nation. In a Malaysian context, several academic subjects at higher education such as Malaysian Studies, Ethnic Relations and National Language have been implemented in order to achieve the goal. Malaysian Study is one of the compulsory courses…

  14. The Relationship between School Absence, Academic Performance, and Asthma Status

    ERIC Educational Resources Information Center

    Moonie, Sheniz; Sterling, David A.; Figgs, Larry W.; Castro, Mario

    2008-01-01

    Background: Children with asthma experience more absenteeism from school compared with their nonasthma peers. Excessive absenteeism is related to lower student grades, psychological, social, and educational adjustment. Less is known about the relationship between the presence of asthma and the academic achievement in school-aged children. Since…

  15. 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…

  16. Social Networks Use, Loneliness and Academic Performance among University Students

    ERIC Educational Resources Information Center

    Stankovska, Gordana; Angelkovska, Slagana; Grncarovska, Svetlana Pandiloska

    2016-01-01

    The world is extensively changed by Social Networks Sites (SNSs) on the Internet. A large number of children and adolescents in the world have access to the internet and are exposed to the internet at a very early age. Most of them use the Social Networks Sites with the purpose of exchanging academic activities and developing a social network all…

  17. Selective Attention, Anxiety, Depressive Symptomatology and Academic Performance in Adolescents

    ERIC Educational Resources Information Center

    Fernandez-Castillo, Antonio; Gutierrez-Rojas, Maria Esperanza

    2009-01-01

    Introduction: In this cross-sectional, descriptive research we studied the relation between three psychological variables (anxiety, depression and attention) in order to analyze their possible association with and predictive power for academic achievement (as expressed in school grades) in a sample of secondary students. Method: For this purpose…

  18. Laughing within Reason: On Pleasure, Women, and Academic Performance.

    ERIC Educational Resources Information Center

    McWilliam, Erica

    In the formal settings of universities, all academics regulate themselves constantly, including how and when they laugh. This paper considers the matter of pleasure and women's scholastic and pedagogical work, and how it has come to be understood. The paper explores the idea that pleasure is taken "within reason," drawing on Michel…

  19. Why Do Achievement Measures Underpredict Female Academic Performance?

    ERIC Educational Resources Information Center

    Mattern, Krista; Sanchez, Edgar; Ndum, Edwin

    2017-01-01

    In the context of college admissions, the current study examined whether differential prediction of first-year grade point average (FYGPA) by gender could be explained by an omitted variable problem--namely, academic discipline, or the amount of effort a student puts into schoolwork and the degree to which a student sees him/herself as hardworking…

  20. Term-Time Employment and the Academic Performance of Undergraduates

    ERIC Educational Resources Information Center

    Wenz, Michael; Yu, Wei-Choun

    2010-01-01

    This article outlines a framework for evaluating the decision of undergraduate students to engage in term-time employment as a method of financing higher education. We then examine the impact of work on academic achievement and find that employment has modest negative effects on student grades, with a grade point average (GPA) falling by 0.007…

  1. The Interdependence of Sixth Graders' School Attitudes and Academic Performance.

    ERIC Educational Resources Information Center

    Glick, Oren

    In this study, data were obtained from sixth grade students on attitudes toward each of four aspects of the school experience and on academic achievement. Data were available from 159 males and 199 females from 17 sixth grade classrooms in 17 schools within the Kansas City school district. Attitudes toward school were measured with the Pupil…

  2. The Role of Work Placement in Engineering Students' Academic Performance

    ERIC Educational Resources Information Center

    Blicblau, Aaron Simon; Nelson, Tracey Louise; Dini, Kurosh

    2016-01-01

    Engineering graduates without industrial experience may find that employment is difficult to obtain immediately after completing their studies. This study investigates the impact of two arrangements of work experiences; short term (over 12 weeks, STP) and long-term (over 52 weeks, IBL) on academic grades. This study involved 240 undergraduate…

  3. Individual differences in chronotypes associated with academic performance among Chilean University students.

    PubMed

    Valladares, Macarena; Ramírez-Tagle, Rodrigo; Muñoz, Miss Alexandra; Obregón, Ana María

    2018-04-01

    A chronotype is an individual trait that determines circadian rhythm (dark/light cycle) characteristics, associated with bedtime, waking, and other daily activities. A chronotype is classified as morning, intermediate, and evening. The objective is to associate chronotypes with academic performance in university students. A cross-sectional study was performed to evaluate the chronotype of university students (n = 703) by Horne-Ostberg questionnaire and associated with academic performance. The group with higher GPAs had higher chronotype scores (p = 0.002). Morning and intermediate chronotypes exhibited better academic performance; however, more studies are necessary to determine the underlying causes, which could influence cognitive aspects.

  4. School Attendance Patterns, Unmet Educational Needs, and Truancy: A Chronological Perspective

    ERIC Educational Resources Information Center

    Spencer, Andrea M.

    2009-01-01

    This study examines chronological patterns of attendance and academic performance of urban students who are identified as truants in Grade 8. A chronological review of 42 student records, from school entry through Grade 8, identified high frequencies of absenteeism and academic performance issues beginning at school entry and, in many cases,…

  5. Student Bedtimes, Academic Performance, and Health in a Residential High School.

    PubMed

    Wernette, Maliah J; Emory, Jan

    2017-08-01

    Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson's correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students' late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

  6. Self-reported academic performance in relation to health behaviours among Bahria University students.

    PubMed

    Rehman, Rehana; Zafar, Amara; Mohib, Aleena; Hussain, Mehwish; Ali, Rabiya

    2018-02-01

    To find an association between self-reported academic performance with different socio-demographic factors, health behaviours and mental health amongst university students. This cross-sectional study was conducted at Bahria University, Karachi, from January 2012 to December 2013, and comprised university students of different disciplines. An anonymous, self-reported questionnaire was distributed among the subjects. Convenient sampling technique was used. Demographic information, including age, gender and field of study, were obtained. Depresion was evaluated via Centre for Epidemiological Studies Depression Scale. SPSS 22 was used to analyse data. Of the 813 respondents, 334(41.1%) were males and 479(58.9%) females. The mean age was 19.9±1.8 years. Overall, 126(15.5%) subjects reported excellent, 242(29.8%) very good, 310(38.1%) good, 100(12.3%) satisfactory and 35(4.3%) not satisfactory academic performance. Residential status of students played a significant role on their academic performance (p=0.011). Breakfast eating behaviour depicted a significant association with the academic performance (p=0.04).The proportion of unsatisfactory academic performances among students having severe sleep disorder was the highest, followed by mild/moderate (p=0.01). The depression scale's item 'troubling in mind' was highly associated with academic performance (p<0.05). A constructive association existed among healthy behaviours and academic performance. .

  7. Oral health status and academic performance among Ohio third-graders, 2009-2010.

    PubMed

    Detty, Amber M R; Oza-Frank, Reena

    2014-01-01

    Although recent literature indicated an association between dental caries and poor academic performance, previous work relied on self-reported measures. This analysis sought to determine the association between academic performance and untreated dental caries (tooth decay) using objective measures, controlling for school-level characteristics. School-level untreated caries prevalence was estimated from a 2009-2010 oral health survey of Ohio third-graders. Prevalence estimates were combined with school-level academic performance and other school characteristics obtained from the Ohio Department of Education. Linear regression models were developed as a result of bivariate testing, and final models were stratified based upon the presence of a school-based dental sealant program (SBSP). Preliminary bivariate analysis indicated a significant relationship between untreated caries and academic performance, which was more pronounced at schools with an SBSP. After controlling for other school characteristics, the prevalence of untreated caries was found to be a significant predictor of academic performance at schools without an SBSP (P=0.001) but not at schools with an SBSP (P=0.833). The results suggest the association between untreated caries and academic performance may be affected by the presence of a school-based oral health program. Further research focused on oral health and academic performance should consider the presence and/or availability of these programs. © 2014 American Association of Public Health Dentistry.

  8. Longitudinal Links Between Gambling Participation and Academic Performance in Youth: A Test of Four Models.

    PubMed

    Vitaro, Frank; Brendgen, Mara; Girard, Alain; Dionne, Ginette; Boivin, Michel

    2018-01-11

    Gambling participation and low academic performance are related during adolescence, but the causal mechanisms underlying this link are unclear. It is possible that gambling participation impairs academic performance. Alternatively, the link between gambling participation and low academic performance could be explained by common underlying risk factors such as impulsivity and socio-family adversity. It could also be explained by other current correlated problem behaviors such as substance use. The goal of the present study was to examine whether concurrent and longitudinal links between gambling participation and low academic performance exist from age 14 to age 17 years, net of common antecedent factors and current substance use. A convenience sample of 766 adolescents (50.6% males) from a longitudinal twin sample participated in the study. Analyses revealed significant, albeit modest, concurrent links at both ages between gambling participation and academic performance. There was also a longitudinal link between gambling participation at age 14 and academic performance at age 17, which persisted after controlling for age 12 impulsivity and socio-family adversity as well as current substance use. Gambling participation predicts a decrease in academic performance during adolescence, net of concurrent and antecedent personal and familial risk factors.

  9. Binge drinking and academic performance, engagement, aspirations, and expectations: a longitudinal analysis among secondary school students in the COMPASS study.

    PubMed

    Patte, Karen A; Qian, Wei; Leatherdale, Scott T

    2017-11-01

    The longitudinal relationship between binge drinking and academic engagement, performance, and future aspirations and expectations was examined among a cohort of secondary school students. In separate multinomial generalized estimating equations models, linked data from Year 1 (Y1: 2012-2013), Year 2 (Y2: 2013-2014), and Year 3 (Y3: 2014-2015) of the COMPASS study (N = 27 112) were used to test the relative likelihood of responses to seven academic indices when binge drinking was initiated in varying frequencies, adjusting for gender, grade, race/ethnicity, tobacco use, and the individual mean of the predictor and all time-varying covariates. Among students who had never engaged in binge drinking at baseline, those who reported regular binge drinking at follow-up were relatively less likely to complete their homework, attend class, and value and achieve high grades, with more frequent binge drinking at follow-up generally resulting in larger relative risk ratios. Interestingly, shifting from "never" to "rare/sporadic" binge drinking one to two years later resulted in an increased relative risk of wanting to pursue all levels of postsecondary education. Beginning binge drinking on a "monthly" basis also increased the likelihood of college/ trade or bachelor degree ambitions, relative to high school, but not graduate/professional pathways; while degree aspirations were not associated with initiating weekly binge drinking. Results suggest students who initiate binge drinking have poor school performance and engagement, which may interfere with achieving their future academic goals. This study reinforces the reasons substance use prevention should be considered an academic priority, as such efforts may also prove beneficial for educational achievement.

  10. University Students' Academic Performance: An Integrative Conceptual Framework and Empirical Analysis

    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…

  11. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  12. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    ERIC Educational Resources Information Center

    Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

    2017-01-01

    In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

  13. Effort Allocation in Tournaments: The Effect of Gender on Academic Performance in Italian Universities

    ERIC Educational Resources Information Center

    Castagnetti, Carolina; Rosti, Luisa

    2009-01-01

    We consider the academic performance of Italian university graduates and their labor market position 3 years after graduation. Our data confirm the common finding that female students outperform male students in academia but are overcome in the labor market. Assuming that academic competition is fair and that individual talent is equally…

  14. Video Self-Modeling to Improve Academic Performance: A Literature Review

    ERIC Educational Resources Information Center

    Prater, Mary Anne; Carter, Nari; Hitchcock, Caryl; Dowrick, Peter

    2012-01-01

    Video self-modeling (VSM) has been used for decades to effectively improve individuals' behaviors and skills. The purpose of this review is to locate and analyze published studies that used VSM for typical school-based academic skills to determine the effect of VSM interventions on students' academic performance. Only eight studies were located…

  15. A Contextualized View on Long-Term Predictors of Academic Performance

    ERIC Educational Resources Information Center

    Gut, Janine; Reimann, Giselle; Grob, Alexander

    2013-01-01

    Several studies show that parents' and teachers' perceptions of children's academic competence are important predictors of children's subsequent academic performance. However, there is a lack of evidence on what precedes these perceptions as well as the dynamics within a comprehensive model. The aim of this study was to investigate the…

  16. Academic Performance and Substance Use: Findings from a State Survey of Public High School Students

    ERIC Educational Resources Information Center

    Cox, Regan G.; Zhang, Lei; Johnson, William D.; Bender, Daniel R.

    2007-01-01

    Background: Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. Methods: The sampling frame for the 2003…

  17. 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…

  18. Dual Credit Student Enrollment: Does It Contribute to Academic Performance at the Community College?

    ERIC Educational Resources Information Center

    Johnson, Roscoe A.

    2017-01-01

    This research compares the academic performance of two groups of students at the community college level of higher education. These two groups are dual credit students and non-dual credit students. The academic records of these students were examined from the years 2010-2014. Students in both groups had completed their formal high school education…

  19. Mental Health and Academic Performance of First-Year College Students

    ERIC Educational Resources Information Center

    Wyatt, Tammy Jordan; Oswalt, Sara B.; Ochoa, Yesenia

    2017-01-01

    The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Purpose: The primary purpose of the study is to examine differences in mental health diagnoses and their related academic impact with a special focus on classification year in college.…

  20. The Effect of Studying Tech Prep in High School and College Academic Performance

    ERIC Educational Resources Information Center

    Ray, Larry A.

    2011-01-01

    This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…

  1. Demographic Profiling--A Determination of Academic Performance in a Postgraduate Diploma in Marketing Management

    ERIC Educational Resources Information Center

    Beneke, J.; Beeming, C.

    2011-01-01

    This article analyses the direct effect of demographic variables on academic outcomes. The study concludes that ethnic group plays a pivotal role in determining the academic performance of students registered for the Postgraduate Diploma in Marketing Management at the University of Cape Town. White students (presumed to emanate from a privileged…

  2. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    ERIC Educational Resources Information Center

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  3. Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance.

    ERIC Educational Resources Information Center

    Eckenrode, John; And Others

    1995-01-01

    Examined the effect of residential and school mobility in the academic performance of 5- to 15-year-old maltreated children. Found that maltreated children encounter more academic difficulties in part because they experience relatively high levels of residential mobility and school transfer. Found little evidence to support the role of mobility in…

  4. Understanding the Effects of Student Engagement on Persistence and Academic Performance for Community College Students

    ERIC Educational Resources Information Center

    Matthews, Aretha L.

    2009-01-01

    The purpose of this study was to analyze the spring 2008 Community College Survey of Student Engagement (CCSSE) results from a community college located in Southeast Texas to determine what relationship student engagement had to student persistence and academic performance and if that relationship differed by race, ethnicity, or academic program.…

  5. Alcohol Use and American Indian/Alaska Native Student Academic Performance among Tribal Colleges

    ERIC Educational Resources Information Center

    Cometsevah, Cecelia L.

    2013-01-01

    Student academic performance, persistence, and graduation among American Indian/Alaska Native students in higher education are very low compared to other racial groups. Studies have shown that American Indian students enter higher education with a lack of academic preparedness, financial challenges, lack of social skills development, and lack of…

  6. Relationship of TOEFL iBT[R] Scores to Academic Performance: Some Evidence from American Universities

    ERIC Educational Resources Information Center

    Cho, Yeonsuk; Bridgeman, Brent

    2012-01-01

    This study examined the relationship between scores on the TOEFL Internet-Based Test (TOEFL iBT[R]) and academic performance in higher education, defined here in terms of grade point average (GPA). The academic records for 2594 undergraduate and graduate students were collected from 10 universities in the United States. The data consisted of…

  7. The Effects of Student Employment on Academic Performance in Tatarstan Higher Education Institutions

    ERIC Educational Resources Information Center

    Yanbarisova, D. M.

    2015-01-01

    Today, combining academic study with employment is typical for a wide range of students. There are many reasons why students choose to work, from the need to integrate into the job market to the desire to fill spare time. The present article investigates how various study and work combinations affect the academic performance of students in their…

  8. Brief Experimental Analyses of Academic Performance: Introduction to the Special Series

    ERIC Educational Resources Information Center

    McComas, Jennifer J.; Burns, Matthew K.

    2009-01-01

    Academic skills are frequent concerns in K-12 schools that could benefit from the application of applied behavior analysis (ABA). Brief experimental analysis (BEA) of academic performance is perhaps the most promising approach to apply ABA to student learning. Although research has consistently demonstrated the effectiveness of academic…

  9. Teachers' ratings of the academic performance of children with epilepsy.

    PubMed

    Katzenstein, Jennifer M; Fastenau, Philip S; Dunn, David W; Austin, Joan K

    2007-05-01

    The present study examined how knowledge of a child's seizure condition is related to teachers' assessment of the child's academic ability. Children with epilepsy were divided into two groups based on teachers' awareness of the children's seizure condition (Label). The children's achievement was assessed using the Woodcock Johnson Tests of Achievement-Revised (WJ-R), and the teacher's ratings were obtained from the Child Behavior Checklist Teacher Report Form (TRF) (Source). A 2 (Source) x 2 (Label) mixed-design analysis of covariance (controlling for IQ and how well the teacher knew the child) revealed a significant interaction, F(1,121)=4.22, P=0.04. For the WJ-R there was no effect of Label on Achievement, but on the TRF lower scores were observed for children who were labeled. These results support the hypothesis that some teachers might underestimate the academic abilities of children with epilepsy.

  10. 5 strategies for improving performance of academic medical centers.

    PubMed

    Valletta, Robert M; Harkness, Alicia

    2013-06-01

    Academic medical centers should consider five strategies for becoming more cost-efficient and profitable as reforms are implemented: Make faculty responsible for cost and quality. Explore opportunities to collaborate with community hospitals. Extend care and education beyond the walls of the organization, employing technology and innovative teaching practices. Maximize healthcare IT investment by sharing data-rich patient records with other medical centers and research institutes. Align research with business strategy.

  11. Educational Objectives and Academic Performance in Higher Education. Volume 1. Prediction of Academic Performance. Volume 2. Aims and Objectives.

    ERIC Educational Resources Information Center

    Entwistle, Noel J.; And Others

    1977-01-01

    Volume 1 discusses a large-scale follow-up study of the correlates of academic success in 2,595 college students. Volume 2 presents a philosophical and historical approach to studying educational objectives. (Available in microfiche from: Carfax Publishing Company, Haddon House, Dorchester-on-Thames, Oxford 0X9 8JZ, England.) (CP)

  12. A longitudinal study of childhood obesity, weight status change, and subsequent academic performance in Taiwanese children.

    PubMed

    Chen, Li-Jung; Fox, Kenneth R; Ku, Po-Wen; Wang, Ching-Hui

    2012-09-01

    This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end of each grade. Weight and height were measured at the beginning of each grade. A weight change variable was created based on each child's weight status difference at grades 1 and 6. A multivariate linear regression model for predicting academic performance at grade 6 was developed with adjustment for individual characteristics and family factors. A latent growth curve (LGC) showed the association between changes in body mass index (BMI) and in academic performance across a 6-year period. BMI in children increased significantly across 6 years. The rate of increase in BMI over 6 years was higher for children with higher baseline BMIs than it was for children with lower baseline BMIs. However, BMI changes were not significantly associated with changes of academic performance. There was no significant relationship between initial obesity or change in weight status and subsequent academic performance. It appears that either being or becoming overweight/obese did not impact academic achievement for these Taiwanese children. © 2012, American School Health Association.

  13. Association Between Undergraduate Performance Predictors and Academic and Clinical Performance of Osteopathic Medical Students.

    PubMed

    Agahi, Farshad; Speicher, Mark R; Cisek, Grace

    2018-02-01

    Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academic performance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and

  14. Assessing the relationship between perceived emotional intelligence and academic performance of medical students

    NASA Astrophysics Data System (ADS)

    Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

    2014-12-01

    This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

  15. Among Friends: The Role of Academic-Preparedness Diversity in Individual Performance within a Small-Group STEM Learning Environment

    ERIC Educational Resources Information Center

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-01-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students…

  16. Factors Impacting Job Performance and Role Attractiveness in Academic Directors and Their Implications for Policy and Practice in Higher Education

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2014-01-01

    The purpose of this study was to identify factors that impacted on the performance and attractiveness of the Academic Director's role. Academic Directors are responsible for leading and managing an academic qualification. Academic Directors (n = 101) participating in a leadership development programme were invited to respond to an online 360…

  17. Good quality sleep is associated with better academic performance among university students in Ethiopia.

    PubMed

    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.

  18. Sleep Patterns and Academic Performance During Preparation for College Entrance Exam in Chinese Adolescents.

    PubMed

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S

    2016-04-01

    Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. A sample of 481 Chinese adolescents in 12th grade (ages 16-19 years) completed questionnaires about sleep patterns, academic performance, academic stress, and sociodemographic factors 4-6 weeks before the CEE in June 2013. The CEE scores for each student also were obtained. A total of 21% of the students had bedtimes after 12:00 am, 78.3% had sleep latency longer than 30 minutes, 14.6% had wake time earlier than 6:00 am, and the vast majority (94.4%) had sleep duration less than 8 hours. After adjusting for selected confounders such as academic stress, prolonged sleep latency was associated with poorer self-reported academic performance, and late bedtime was associated with higher CEE score. Our findings highlight the complex association between sleep and academic performance. Assessing and monitoring sleep patterns in adolescents during periods of high academic demand and stress may yield important recommendations for their health and safety as well as establishing optimal sleep and study habits. © 2016, American School Health Association.

  19. Associations Between Cardiorespiratory Fitness and Overweight With Academic Performance in 12-Year-Old Brazilian Children.

    PubMed

    de Almeida Santana, Carla Caroliny; Farah, Breno Quintella; de Azevedo, Liane Beretta; Hill, James O; Gunnarsdottir, Thrudur; Botero, João Paulo; do Prado, Edna Cristina; do Prado, Wagner Luiz

    2017-05-01

    Obesity has been associated with poor academic achievement, while cardiorespiratory fitness (CRF) has been linked to academic success. To investigate whether CRF is associated with academic performance in Brazilian students, independently of body mass index (BMI), fatness and socioeconomic status (SES). 392 5th and 6th grade students (193 girls) (12.11 ± 0.75 years old) were evaluated in 2012. Skinfold thickness measures were performed, and students were classified according to BMI-percentile. CRF was estimated by a 20-meter shuttle run test, and academic achievement by standardized math and Portuguese tests. Multiple linear regression analyses were conducted to explore the association between academic performance and CRF, adjusted for SES, skinfold thickness or BMI-percentile. Among girls CRF was associated with higher academic achievement in math (β = 0.146;p = .003) and Portuguese (β = 0.129;p = .004) in crude and adjusted analyses. No significant association was found among boys. BMI was not associated with overall academic performance. There was a weak negative association between skinfold thickness and performance in mathematics in boys (β =- 0.030;p = .04), but not in girls. The results highlight the importance of maintaining high fitness levels in girls throughout adolescence a period commonly associated with reductions in physical activity levels and CRF.

  20. Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices.

    PubMed

    Roy, Nelson; Merrill, Ray M; Thibeault, Susan; Gray, Steven D; Smith, Elaine M

    2004-06-01

    To examine the frequency and adverse effects of voice disorders on job performance and attendance in teachers and the general population, 2,401 participants from Iowa and Utah (n1 = 1,243 teachers and n2 = 1,279 nonteachers) were randomly selected and were interviewed by telephone using a voice disorder questionnaire. Teachers were significantly more likely than nonteachers to have experienced multiple voice symptoms and signs including hoarseness, discomfort, and increased effort while using their voice, tiring or experiencing a change in voice quality after short use, difficulty projecting their voice, trouble speaking or singing softly, and a loss of their singing range (all odds ratios [ORs] p <.05). Furthermore, teachers consistently attributed these voice symptoms to their occupation and were significantly more likely to indicate that their voice limited their ability to perform certain tasks at work, and had reduced activities or interactions as a result. Teachers, as compared with nonteachers, had missed more workdays over the preceding year because of voice problems and were more likely to consider changing occupations because of their voice (all comparisons p <.05). These findings strongly suggest that occupationally related voice dysfunction in teachers can have significant adverse effects on job performance, attendance, and future career choices.