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Sample records for academic performance implications

  1. 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…

  2. International Student Academic Performance: Some Statistical Evidence and Its Implications

    ERIC Educational Resources Information Center

    He, Yunke; Banham, Heather

    2009-01-01

    Using time series data, this study shows that domestic students' academic performance is generally better than international students' performance, but the gap is significantly narrowing as international students' performance is improving over time. The study also shows that there is no strong correlation between the percentage of international…

  3. NCAA Academic Performance Metrics: Implications for Institutional Policy and Practice

    ERIC Educational Resources Information Center

    LaForge, Larry; Hodge, Janie

    2011-01-01

    The purpose of this paper is to provide the higher education community with information about the Federal Graduation Rate (FGR), the Academic Progress Rate (APR), and the Graduation Success Rate (GSR) to assist in developing sound institutional policy. First, relevant background information is provided to clarify the context underlying the…

  4. Teachers and Students' Academic Performance in Nigerian Secondary Schools: Implications for Planning

    ERIC Educational Resources Information Center

    Akinsolu, A. Olatoun

    2010-01-01

    This paper examined the number of qualified teachers and its relationship to students' academic performance in public secondary schools in a sample of Local Government Areas (LGA) of Osun State. This descriptive study used a post-hoc dataset. An instrument titled "Quantity and Quality of Teachers and Students' Academic Performance" (QQTSAP) was…

  5. Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance

    ERIC Educational Resources Information Center

    VanDerheyden, Amanda M.; Burns, Matthew K.

    2009-01-01

    Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance indicators (including topography of the skill, measurement characteristics, and decision criteria) that…

  6. 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…

  7. Perfectionism and longitudinal patterns of stress for STEM majors: Implications for academic performance.

    PubMed

    Rice, Kenneth G; Ray, Merideth E; Davis, Don E; DeBlaere, Cirleen; Ashby, Jeffrey S

    2015-10-01

    Complementary hypotheses suggest that perfectionism may (a) cause later stress (stress generation) and (b) moderate the effects of stress on subsequent outcomes (stress enhancement). The present study tested these hypotheses with a sample of 432 first-time college freshmen pursuing science, technology, engineering, and math (STEM) majors. Students completed baseline perfectionism scales and repeated measures for perceived academic stress at monthly intervals 3 times in the fall semester and 3 times in the spring semester. Course grade data from institutional records were used to calculate first-year STEM grade point average (GPA) as the distal outcome in analyses. Gender, high school GPA, SAT math scores, and university were covariates. Latent profile analyses supported adaptive, maladaptive, and nonperfectionist classes and latent class growth mixture models identified distinctly low, moderate, and high patterns of academic stress over the year. Latent transition analyses indicated that maladaptive perfectionists were likely to experience moderate or high stress (none transitioned to low stress), and adaptive perfectionists were likely to have low or moderate stress (only 4% transitioned to high stress). Women were substantially more likely than male maladaptive perfectionists to experience high stress. Low-stressed adaptive perfectionists followed by moderately stressed maladaptive perfectionists had relatively higher GPAs than other groups. Subgroups of perfectionists who transitioned to the next higher stress level had substantially lower GPAs than other groups. Overall, results were consistent with stress-generation and stress-enhancement hypotheses regarding perfectionists. Findings suggested implications for prevention and intervention with perfectionistic STEM students that should be implemented early in their college experience. PMID:26167648

  8. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    NASA Astrophysics Data System (ADS)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  9. The Relationship between Student Health and Academic Performance: Implications for School Psychologists

    ERIC Educational Resources Information Center

    Shaw, Steven R.; Gomes, Paul; Polotskaia, Anna; Jankowska, Anna M.

    2015-01-01

    Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition,…

  10. Performance Funding and Full-Time Equivalence: Implications for Funding in Academic Libraries.

    ERIC Educational Resources Information Center

    Kenerson, Murle E.

    The Tennessee Higher Education Commission (THEC) is responsible for the annual development and adoption of specific policies and formulas for the equitable distribution of monies in the area of educational instruction and academic support, including libraries. Two formulas are applied to determine funding: Full-Time Equated (FTE) enrollment…

  11. Clinical implications of daytime sleepiness for the academic performance of middle school-aged adolescents with attention deficit hyperactivity disorder.

    PubMed

    Langberg, Joshua M; Dvorsky, Melissa R; Marshall, Stephen; Evans, Steven W

    2013-10-01

    This study investigated the relative impact of total time slept per night and daytime sleepiness on the academic functioning of 100 middle school-aged youth (mean age = 11.9) with attention deficit hyperactivity disorder (ADHD). The primary goal of the study was to determine if total time slept per night and/or daytime sleepiness, as measured by youth self-report on the Pediatric Daytime Sleepiness Scale (PDSS), predicted academic functioning above and beyond symptoms of ADHD and relevant covariates, such as intelligence, achievement scores and parent education level. Self-reported daytime sleepiness but not self-reported total time slept per night was associated significantly with all academic outcomes. When examined in a hierarchical regression model, self-reported daytime sleepiness significantly predicted parent-rated homework problems and academic impairment and teacher-rated academic competence above and beyond symptoms of ADHD and relevant covariates, but did not predict grade point average or teacher-rated academic impairment. The implications of these findings for understanding more clearly the association between ADHD and sleep and the functional implications of this relationship are discussed. PMID:23509927

  12. Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

    ERIC Educational Resources Information Center

    Goni, Umar; Bello, S.

    2016-01-01

    This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

  13. 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. PMID:23973386

  14. 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,…

  15. 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…

  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. 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…

  18. Gender Difference in Students' Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling

    ERIC Educational Resources Information Center

    Goni, Umar; wali S. B., Yagana; Ali, Hajja Kaltum; Bularafa, Mohammed Waziri

    2015-01-01

    This study examines the differences between students' gender and academic achievement in Colleges of Education in Borno State. The study set one research objective, one research question and tested one research hypothesis. the population of this study include all the NCE students from three NCE awarding institutions in the state that were…

  19. Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services

    ERIC Educational Resources Information Center

    Tanglang, Nebath; Ibrahim, Aminu Kazeem

    2015-01-01

    The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale…

  20. 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…

  1. 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…

  2. Enhancing Academic Performance: Issues in Target Selection.

    ERIC Educational Resources Information Center

    Hoge, Robert D.; Andrews, D. A.

    1987-01-01

    Learning of subject matter and acquisition of academically relevant skills are important goals in enhancing academic achievement in the classroom. The results of 22 experiments reviewed in this article support the validity of the academic performance targets but not classroom behavior targets. Some limitations on these conclusions are discussed.…

  3. Improving the Academic Performance of Athletes.

    ERIC Educational Resources Information Center

    Thompson, Rosemary

    1986-01-01

    The new higher standards required of entering collegiate athletes will not immediately create change in the performance and attitudes of student athletes. Academic performance of student athletes can be enhanced through the development of a comprehensive program fusing the relationship between athletics and academics. (MD)

  4. Self-Assessed Intelligence and Academic Performance

    ERIC Educational Resources Information Center

    Chamorro-Premuzic, Tomas; Furnham, Adrian

    2006-01-01

    This paper reports the results of a two-year longitudinal study of the relationship between self-assessed intelligence (SAI) and academic performance (AP) in a sample of 184 British undergraduate students. Results showed significant correlations between SAI (both before and after taking an IQ test) and academic exam marks obtained two years later,…

  5. Predictors of Students' Academic Performance

    ERIC Educational Resources Information Center

    Makar, Kathryn K.

    2013-01-01

    Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in…

  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. Misconduct in Academic Research: Its Implications for the Service Quality Provided by University Libraries.

    ERIC Educational Resources Information Center

    Hernon, Peter; Altman, Ellen

    1995-01-01

    Describes a study which linked the misconduct of proposing, performing, and reporting academic research to librarians' perceptions of service quality; explores implications of fraud for library collections and information services; and discusses factors meriting further research. Tables present examples of sources in which those implicated in…

  8. Attribution Theory and Academic Library Performance Evaluation.

    ERIC Educational Resources Information Center

    Gedeon, Julie A.; Rubin, Richard E.

    1999-01-01

    Discusses problems with performance evaluations in academic libraries and examines attribution theory, a sociopsychological theory which helps explain how biases may arise in the performance-evaluation process and may be responsible for producing serious and unrecognized inequities. Considers fairness in performance evaluation and differential…

  9. 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…

  10. 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…

  11. Some Legal Implications in Academic Advising.

    ERIC Educational Resources Information Center

    Showell, Jeffrey A.

    1998-01-01

    Summarizes federal regulations concerning academic advising, including defamation, negligence, privacy, disabilities, civil rights, duty to report crimes, and privilege. Relevant state laws, interpretations, hypothetical situations, and the possible institutional and personal penalties, both civil and criminal, of not following current laws are…

  12. Student Mobility, Academic Performance, and School Accountability.

    ERIC Educational Resources Information Center

    Mao, Michael X.; And Others

    The magnitude of student mobility was examined in the Texas public schools by reporting how many students are moving, when and where they are moving, and who is moving, and by clarifying the relationships between mobility and academic performance at the individual student, campus, and district levels. While the study's primary focus was on…

  13. Relationships between study skills and academic performance

    NASA Astrophysics Data System (ADS)

    Md Rahim, Nasrudin; Meon, Hasni

    2013-04-01

    Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.

  14. 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…

  15. 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…

  16. A Paradigm Shift to Improve Academic Performance

    ERIC Educational Resources Information Center

    Rulloda, Rudolfo B.

    2009-01-01

    A shift to computer skills for improving academic performances was investigated. The No Child Left Behind Act of 2001 increased the amount of high school dropouts after the Act was enacted. At-risk students were included in this research study. Several models described using teachers for core subjects and mentors to built citizenship skills, along…

  17. 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…

  18. Challenges of Student Selection: Predicting Academic Performance

    ERIC Educational Resources Information Center

    van der Merwe, D.; de Beer, M.

    2006-01-01

    Finding accurate predictors of tertiary academic performance, specifically for disadvantaged students, is essential because of budget constraints and the need of the labour market to address employment equity. Increased retention, throughput and decreased dropout rates are vital. When making admission decisions, the under preparedness of students…

  19. Sleep loss, learning capacity and academic performance.

    PubMed

    Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

    2006-10-01

    At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested. PMID:16564189

  20. 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,…

  1. 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…

  2. A Gaming Frame of Mind: Digital Contexts and Academic Implications

    ERIC Educational Resources Information Center

    Abrams, Sandra S.

    2009-01-01

    When considering the interdisciplinary nature of education, researchers need to acknowledge students' traditional and multimodal literacies and learning environments. Technological changes have brought about new learning spaces and what students learn through their video gaming experiences seems to have important academic implications and…

  3. 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…

  4. Parental Behaviors and Adolescent Academic Performance: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Melby, Janet N.; Conger, Rand D.

    1996-01-01

    Used 4 waves of data on 347 seventh graders and their parents to examine relation of parental involvement and hostility to academic performance. Parental behavior affected later academic performance, when controlling for earlier performance. Setting and positively reinforcing appropriate behavioral standards increased academic performance, whereas…

  5. Systematic reinforcement: academic performance of underachieving students.

    PubMed

    Chadwick, B A; Day, R C

    1971-01-01

    The effect of contingent tangible and social reinforcement on academic performance was investigated in an experimental classroom of 25 selected underachieving students. Measures were taken of both teacher and child behavior during a baseline and two experimental treatment periods. During Treatment I, a point system with tangible backup reinforcers was combined with contingent social reinforcers dispensed by the teaching staff to assess the effects on three measures of academic performance (i.e., per cent of time at work, work output per minute, and accuracy). During Treatment II, the contingencies for the tangible reinforcers were terminated while social reinforcement was continued to see if the positive effects of Treatment I on academic performance would persist. The results show that with combined tangible and social reinforcers, students' work time, rate of output per hour, and accuracy in all activities substantially increased. After termination of the tangible reinforcers, the students maintained their high rates of output per hour and accuracy for the remaining period of the study while the total amount of time at work returned to the baseline level. PMID:16795308

  6. 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. PMID:25651879

  7. Student Collaborative Networks and Academic Performance

    NASA Astrophysics Data System (ADS)

    Schmidt, David; Bridgeman, Ariel; Kohl, Patrick

    2013-04-01

    Undergraduate physics students commonly collaborate with one another on homework assignments, especially in more challenging courses. However, there currently exists a dearth of empirical research directly comparing the structure of students' collaborative networks to their academic performances in lower and upper division physics courses. We investigate such networks and associated performances through a mandated collaboration reporting system in two sophomore level and three junior level physics courses during the Fall 2012 and Spring 2013 semesters. We employ social network analysis to quantify the structure and time evolution of networks involving approximately 140 students. Analysis includes analytical and numerical assignments in addition to homework and exam scores. Preliminary results are discussed.

  8. 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

  9. 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.

  10. 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. PMID:25398080

  11. The influence of childhood maltreatment on adolescents’ academic performance

    PubMed Central

    Slade, Eric P.; Wissow, Lawrence S.

    2007-01-01

    Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a covariate in multivariate analyses of adolescents’ risk for school performance impairments. Family fixed effects were used to control for unobservables linked to family background and neighborhood effects. More intense childhood maltreatment was associated with greater probability of having a low GPA (P=0.001) and problems completing homework assignments (P=0.007). Associations between maltreatment intensity and adolescent school performance were not sensitive to model specification. Additional analyses suggested that maltreatment effects are moderated by cognitive deficits related to attention problems. The implications of these findings for educators and schools are discussed. PMID:18037979

  12. 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. PMID:26004488

  13. 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. PMID:27168614

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. The Prediction of Academic and Clinical Performance in Medical School

    ERIC Educational Resources Information Center

    Gough, Harrison G.; Hall, Wallace B.

    1975-01-01

    A study of medical student performance showed the clinical performance factor more or less unpredictable from aptitude and premedical academic achievement indices while the academic performance factor was forecast with acceptable accuracy by equations based on the Medical College Admissions Test and premedical grade point average. (JT)

  20. 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" students,…

  1. Defensive externality and its relation to academic performance.

    PubMed

    Prociuk, T J; Breen, L J

    1975-03-01

    This study examined the relationship between locus of control and academic performance by evaluating the academic achievement of defensive externals, which has been considered a confounding factor in previous research. A further objective was an examination of the effect of two mediating variables in their relation to locus of control and academic performance. One hundred sixty college students were administered the Internal, Powerful Others, and Chance scales, the Fear of Negative Evaluation scale, and the Achievement via Independence/via Conformance scales. Obtained results demonstrated that internals were academically superior to both defensive and congruent externals. Defensive externals were shown to have higher grade point averages than congruent externals, and female defensive externals achieved greater academic success than their male counterparts. Further results suggested that the relationship between locus of control and academic performance may not be a direct one but may be modified by specific mediating variables. PMID:1151611

  2. What Research Says: The Effects of Reward Systems on Academic Performance.

    ERIC Educational Resources Information Center

    Wilson, Lucinda M.; Corpus, Deborah A.

    2001-01-01

    Examines educational research on the effects of rewards and punishments on students' academic performance. Discusses findings on the effects of extrinsic and intrinsic rewards, locus of control with students or teacher, the benefits of celebrations and rewards, and implications for the classroom. (JPB)

  3. Predicting General Academic Performance and Identifying the Differential Contribution of Participating Variables Using Artificial Neural Networks

    ERIC Educational Resources Information Center

    Musso, Mariel F.; Kyndt, Eva; Cascallar, Eduardo C.; Dochy, Filip

    2013-01-01

    Many studies have explored the contribution of different factors from diverse theoretical perspectives to the explanation of academic performance. These factors have been identified as having important implications not only for the study of learning processes, but also as tools for improving curriculum designs, tutorial systems, and students'…

  4. The Digital Divide and Its Impact on Academic Performance

    ERIC Educational Resources Information Center

    Sun, Jerry Chih-Yuan; Metros, Susan E.

    2011-01-01

    The purpose of this article is to explore issues of the digital divide and its impact on academic performance. Research shows that proper use of technology by students increases their academic performance outcomes. In the literature review section, the authors review articles and theories based on Bennett's (2001) societal equity framework. The…

  5. 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…

  6. 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…

  7. Internet Use and Collegiate Academic Performance Decrements: Early Findings.

    ERIC Educational Resources Information Center

    Kubey, Robert W.; Lavin, Michael J.; Barrows, John R.

    2001-01-01

    Notes that recent research at colleges and universities has suggested that some college students' academic performance might be impaired by heavier use of the Internet. Finds that heavier recreational Internet use was shown to be correlated highly with impaired academic performance. Notes that loneliness, staying up late, tiredness, and missing…

  8. 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…

  9. 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)

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Engineering Students' Perceptions of Academic Activities and Support Services: Factors that Influence Their Academic Performance

    ERIC Educational Resources Information Center

    Amenkhienan, Charlotte A.; Kogan, Lori R.

    2004-01-01

    The present study, through the use of focus groups, identified the academic activities and support services perceived by engineering students as having a positive impact on their academic performance. The results suggest three primary factors: (a) individual effort and involvement, (b) peer interaction, and (c) faculty contact. Differences in…

  15. The Role of Academic Motivation and Engagement on the Relationship between Dual Enrollment and Academic Performance

    ERIC Educational Resources Information Center

    An, Brian P.

    2015-01-01

    I examine whether academic motivation and engagement--conditions that advocates consider mechanisms for the effect of dual enrollment--account for the relationship between dual enrollment and academic performance. Few studies examine the claimed mechanisms that account for the impact of dual enrollment, which leaves the processes through which…

  16. Academic and Nonacademic Predictors of Female Student-Athletes' Academic Performance.

    ERIC Educational Resources Information Center

    Petrie, Trent A.; Stoever, Shawn

    1997-01-01

    Investigates the effects of academic and nonacademic variables on female intercollegiate student-athletes' (N=152) academic performances over two consecutive semesters. Results indicate that Scholastic Aptitude Test scores consistently related to fall and spring semester grades for both freshmen and upper-division students, whereas social support…

  17. Blinded by Beauty: Attractiveness Bias and Accurate Perceptions of Academic Performance

    PubMed Central

    Talamas, Sean N.; Mavor, Kenneth I.; Perrett, David I.

    2016-01-01

    Despite the old adage not to ‘judge a book by its cover’, facial cues often guide first impressions and these first impressions guide our decisions. Literature suggests there are valid facial cues that assist us in assessing someone’s health or intelligence, but such cues are overshadowed by an ‘attractiveness halo’ whereby desirable attributions are preferentially ascribed to attractive people. The impact of the attractiveness halo effect on perceptions of academic performance in the classroom is concerning as this has shown to influence students’ future performance. We investigated the limiting effects of the attractiveness halo on perceptions of actual academic performance in faces of 100 university students. Given the ambiguity and various perspectives on the definition of intelligence and the growing consensus on the importance of conscientiousness over intelligence in predicting actual academic performance, we also investigated whether perceived conscientiousness was a more accurate predictor of academic performance than perceived intelligence. Perceived conscientiousness was found to be a better predictor of actual academic performance when compared to perceived intelligence and perceived academic performance, and accuracy was improved when controlling for the influence of attractiveness on judgments. These findings emphasize the misleading effect of attractiveness on the accuracy of first impressions of competence, which can have serious consequences in areas such as education and hiring. The findings also have implications for future research investigating impression accuracy based on facial stimuli. PMID:26885976

  18. Blinded by Beauty: Attractiveness Bias and Accurate Perceptions of Academic Performance.

    PubMed

    Talamas, Sean N; Mavor, Kenneth I; Perrett, David I

    2016-01-01

    Despite the old adage not to 'judge a book by its cover', facial cues often guide first impressions and these first impressions guide our decisions. Literature suggests there are valid facial cues that assist us in assessing someone's health or intelligence, but such cues are overshadowed by an 'attractiveness halo' whereby desirable attributions are preferentially ascribed to attractive people. The impact of the attractiveness halo effect on perceptions of academic performance in the classroom is concerning as this has shown to influence students' future performance. We investigated the limiting effects of the attractiveness halo on perceptions of actual academic performance in faces of 100 university students. Given the ambiguity and various perspectives on the definition of intelligence and the growing consensus on the importance of conscientiousness over intelligence in predicting actual academic performance, we also investigated whether perceived conscientiousness was a more accurate predictor of academic performance than perceived intelligence. Perceived conscientiousness was found to be a better predictor of actual academic performance when compared to perceived intelligence and perceived academic performance, and accuracy was improved when controlling for the influence of attractiveness on judgments. These findings emphasize the misleading effect of attractiveness on the accuracy of first impressions of competence, which can have serious consequences in areas such as education and hiring. The findings also have implications for future research investigating impression accuracy based on facial stimuli. PMID:26885976

  19. Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma.

    PubMed

    Holland, Alice Ann; Hughes, Carroll W; Harder, Lana; Silver, Cheryl; Bowers, Daniel C; Stavinoha, Peter L

    2016-01-01

    It has been proposed previously that extrinsic motivation may enable survivors of childhood medulloblastoma to significantly improve aspects of neurocognitive performance. In healthy populations, enhanced motivation has been shown to promote academic fluency, a domain likely more relevant to the educational outcomes of pediatric medulloblastoma survivors than academic skill development. The present study investigates the effect of enhanced extrinsic motivation on fluent (i.e., accurate and efficient) academic performance in pediatric medulloblastoma survivors. Participants were 36 children, ages 7-18, who had completed treatment for medulloblastoma. Participants completed a neuropsychological battery that included administration of equivalent tasks on Forms A and B of the Woodcock-Johnson III Tests of Achievement. Half were randomly assigned to an incentive condition prior to the administration of Form B. Provision of a performance-based incentive resulted in statistically significant improvement, but not normalization of function, in performance on measures of academic fluency. No demographic, treatment-related, academic, neuropsychological, or self-perception variables predicted response to incentive. Findings suggest that academic performance of survivors may significantly improve under highly motivating conditions. In addition to implications for educational services, this finding raises the novel possibility that decreased motivation represents an inherent neuropsychological deficit in this population and provides a rationale for further investigation of factors affecting individual differences in motivational processes. Further, by examining effort in a context where effort is not inherently suspect, present findings also significantly contribute to the debate regarding the effects of effort and motivation on neuropsychological performance. PMID:25825959

  20. 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…

  1. 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…

  2. Academic Performance and Advisement of University Students: A Case Study

    ERIC Educational Resources Information Center

    Addus, Abdussalam A.; Chen, David; Khan, Anwar S.

    2007-01-01

    The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate…

  3. 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,…

  4. 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…

  5. Performance Measurement of Academic Liaison in Higher Education Libraries.

    ERIC Educational Resources Information Center

    Johnson, Hilary

    Academic liaison--the two-way communication between a particular academic area and the library, focused through an individual or group of library staff--has received little attention in the debate about performance measurement. Changes have taken place in higher education libraries in both scale, with the growth of student numbers, and intent,…

  6. 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…

  7. 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…

  8. Network DEA: an application to analysis of academic performance

    NASA Astrophysics Data System (ADS)

    Saniee Monfared, Mohammad Ali; Safi, Mahsa

    2013-05-01

    As governmental subsidies to universities are declining in recent years, sustaining excellence in academic performance and more efficient use of resources have become important issues for university stakeholders. To assess the academic performances and the utilization of the resources, two important issues need to be addressed, i.e., a capable methodology and a set of good performance indicators as we consider in this paper. In this paper, we propose a set of performance indicators to enable efficiency analysis of academic activities and apply a novel network DEA structure to account for subfunctional efficiencies such as teaching quality, research productivity, as well as the overall efficiency. We tested our approach on the efficiency analysis of academic colleges at Alzahra University in Iran.

  9. 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

  10. 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

  11. Forum on the Future of Academic Medicine: Final Session--Implications of the Information Revolution for Academic Medicine.

    ERIC Educational Resources Information Center

    Iglehart, John

    2000-01-01

    Summarizes two speeches. William W. Stead offers three scenarios illustrating typical future interactions of consumers with a medical system based on informatics and information technology and then considers implications for academic medicine. Valerie Florance discusses a program that is exploring ways medical schools and teaching hospitals can…

  12. 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.

  13. 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…

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

    PubMed Central

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

    2016-01-01

    Abstract Objective To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. Methods 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. Findings 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). Conclusion In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance. PMID:26966329

  15. Does private tutoring increase students' academic performance? Evidence from Turkey

    NASA Astrophysics Data System (ADS)

    Berberoğlu, Giray; Tansel, Aysit

    2014-10-01

    This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

  16. 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

  17. Performance Appraisal in Academic and Research Libraries.

    ERIC Educational Resources Information Center

    Yarbrough, Larry N.

    There is a need for increased efficiency and effectiveness in the employment of the library's human resources. Performance appraisal can serve as a basis for salary and advancement decisions, career development, and performance improvement. Three criteria for performance appraisal can be distinguished: (1) the trait approach, (2) the job…

  18. 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

  19. Motivational Implications of Faculty Performance Standards

    ERIC Educational Resources Information Center

    Hardre, Patricia L.; Kollmann, Sherry L.

    2012-01-01

    Expectations and how they are communicated influence employees' motivation, effort, goals, efficacy and performance. This study examined faculty performance evaluation standards and processes of 60 academic departments in research universities for motivationally relevant elements. Characteristics were systematically analysed to understand their…

  20. Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis.

    PubMed

    Lizandra, Jorge; Devís-Devís, José; Pérez-Gimeno, Esther; Valencia-Peris, Alexandra; Peiró-Velert, Carmen

    2016-01-01

    This study examined whether adolescents' time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the 'success breeds success' hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance and the

  1. Does Sedentary Behavior Predict Academic Performance in Adolescents or the Other Way Round? A Longitudinal Path Analysis

    PubMed Central

    Lizandra, Jorge; Devís-Devís, José; Pérez-Gimeno, Esther; Valencia-Peris, Alexandra; Peiró-Velert, Carmen

    2016-01-01

    This study examined whether adolescents’ time spent on sedentary behaviors (academic, technological-based and social-based activities) was a better predictor of academic performance than the reverse. A cohort of 755 adolescents participated in a three-year period study. Structural Equation Modeling techniques were used to test plausible causal hypotheses. Four competing models were analyzed to determine which model best fitted the data. The Best Model was separately tested by gender. The Best Model showed that academic performance was a better predictor of sedentary behaviors than the other way round. It also indicated that students who obtained excellent academic results were more likely to succeed academically three years later. Moreover, adolescents who spent more time in the three different types of sedentary behaviors were more likely to engage longer in those sedentary behaviors after the three-year period. The better the adolescents performed academically, the less time they devoted to social-based activities and more to academic activities. An inverse relationship emerged between time dedicated to technological-based activities and academic sedentary activities. A moderating auto-regressive effect by gender indicated that boys were more likely to spend more time on technological-based activities three years later than girls. To conclude, previous academic performance predicts better sedentary behaviors three years later than the reverse. The positive longitudinal auto-regressive effects on the four variables under study reinforce the ‘success breeds success’ hypothesis, with academic performance and social-based activities emerging as the strongest ones. Technological-based activities showed a moderating effect by gender and a negative longitudinal association with academic activities that supports a displacement hypothesis. Other longitudinal and covariate effects reflect the complex relationships among sedentary behaviors and academic performance

  2. 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…

  3. Coping with Mathematics Anxiety: Stress Management and Academic Performance.

    ERIC Educational Resources Information Center

    Sime, Wesley E.; And Others

    1987-01-01

    Administered the Mathematics Anxiety Rating Scale to Introductory Statistics college students. A high mathematics anxiety was associated with lower performance on a statistics examination. Classroom stress-coping intervention reduced anxiety and physiological stress responses, but did not improve academic performance. (Author/KS)

  4. 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…

  5. 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. PMID:23458606

  6. Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

    ERIC Educational Resources Information Center

    Uhlik, Kim S.; Jones, Pamela E.

    2008-01-01

    The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors'…

  7. Implications of Academic Dishonesty for Teaching in Psychology

    ERIC Educational Resources Information Center

    Jordan, Augustus E.

    2003-01-01

    Academic dishonesty among students reveals potential problems in the teaching of psychology. In particular, a teaching pedagogy that emphasizes information delivery, and uses examinations as a method to discriminate among students aspiring for social and financial status, contributes to an academic climate of dishonesty. As a constructive…

  8. Institutional and Academic Entrepreneurship: Implications for University Governance and Management

    ERIC Educational Resources Information Center

    Anderseck, Klaus

    2004-01-01

    The teaching of Entrepreneurship in universities, particularly in the German-speaking countries, began to take off in the 1990s. Once the idea was accepted, introduction of chairs and course programmes posed no particular difficulties. Some traditional academics have questioned the academic rigour of the subject, particularly when the teaching and…

  9. 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

  10. 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. PMID:27061556

  11. 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…

  12. 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…

  13. Children's Thinking Styles, Play, and Academic Performance

    ERIC Educational Resources Information Center

    Holmes, Robyn M.; Liden, Sharon; Shin, Lisa

    2013-01-01

    Based on the study of seventy-four middle school children of mostly Filipino and part Hawaiian heritages, this article explores the relationships of children's thinking styles, play preferences, and school performance. Using the Group Embedded Figures Test, the Articulation of the Body Scale, and written responses to three questions, the authors…

  14. 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…

  15. 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…

  16. Cognition, study habits, test anxiety, and academic performance.

    PubMed

    Kleijn, W C; van der Ploeg, H M; Topman, R M

    1994-12-01

    The Study Management and Academic Results Test (SMART) was developed to measure study- and examination-related cognitions, time management, and study strategies. This questionnaire was used in three prospective studies, together with measures for optimism and test anxiety. In the first two studies, done among 253 first-year students enrolled in four different faculties, the highest significant correlations with academic performance were found for the SMART scales. In a replication study among first-year medical students (n = 156) at a different university, the same pattern of results was observed. A stepwise multiple regression analysis, with academic performance as a dependent variable, showed significant correlations only for the SMART Test Competence and Time Management (Multiple R = .61). Results give specific indications about the profile of successful students. PMID:7892384

  17. 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…

  18. 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

  19. 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…

  20. 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…

  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. 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.…

  3. 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…

  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. 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…

  6. 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…

  7. Academic Performance and School Integration: A Multi-Ethnic Analysis.

    ERIC Educational Resources Information Center

    Maynor, Waltz

    Determining whether statistically significant differences occur in the measured achievement of a group of 608 white pupils, 127 Lumbee Indian pupils, and 680 black pupils--from a newly racially integrated North Carolina school system--this study analyzed academic performance with respect to each student ethnic group, each teacher ethnic group, and…

  8. 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…

  9. 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 randomly…

  10. Using Audio Books to Improve Reading and Academic Performance

    ERIC Educational Resources Information Center

    Montgomery, Joel R.

    2009-01-01

    This article highlights significant research about what below grade-level reading means in middle school classrooms and suggests a tested approach to improve reading comprehension levels significantly by using audio books. The use of these audio books can improve reading and academic performance for both English language learners (ELLs) and for…

  11. Parental Expectations and Children's Academic Performance in Sociocultural Context

    ERIC Educational Resources Information Center

    Yamamoto, Yoko; Holloway, Susan D.

    2010-01-01

    In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental…

  12. 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…

  13. 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…

  14. 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,…

  15. 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…

  16. Teachers Adapt Their Instruction According to Students' Academic Performance

    ERIC Educational Resources Information Center

    Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa

    2012-01-01

    This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Attending Community College, Parenting Satisfaction, and Academic Performance

    ERIC Educational Resources Information Center

    Gilfert, Christy M.

    2010-01-01

    This research was a quantitative study designed to evaluate parenting satisfaction, academic performance, and students' perceptions of pursuing higher education in students attending community college. One purpose of this research was to determine if pursuing higher education at the community college level impacted the parenting satisfaction of…

  4. Our Performance Standards Guage Kids' Academic and Extracurricular Strides.

    ERIC Educational Resources Information Center

    Weeks, Kent M.

    1988-01-01

    Describes Metropolitan Nashville (Tennesseee) Board of Education's creation of a strategic plan to establish specific standards for academic performance and participation in school activities. By committing to quantitatively based goals to achieve a centain level of improvement, the board has put the entire school community on notice and has set…

  5. Family Religious Involvement, Parenting Practices and Academic Performance in Adolescents

    ERIC Educational Resources Information Center

    Park, Hae Seong; Bonner, Patricia

    2008-01-01

    This project investigated the impacts of family religious involvement and family religious affiliations on parenting practices and academic performance. This study utilized data from the base-year and first follow-up of the Education Longitudinal Study: 2002/2004 (ELS). A series of statistical techniques were incorporated to examine the nature of…

  6. 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…

  7. The Influence of Childhood Maltreatment on Adolescents' Academic Performance

    ERIC Educational Resources Information Center

    Slade, Eric P.; Wissow, Lawrence S.

    2007-01-01

    Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a…

  8. Social jetlag negatively correlates with academic performance in undergraduates.

    PubMed

    Haraszti, Réka Ágnes; Ella, Krisztina; Gyöngyösi, Norbert; Roenneberg, Till; Káldi, Krisztina

    2014-06-01

    Discrepancies between sleep timing on workdays and weekends, also known as social jetlag (SJL), affect the majority of the population and have been found to be associated with increased health risk and health-impairing behaviors. In this study, we explored the relationship between SJL and academic performance in a sample of undergraduates of the Semmelweis University. We assessed SJL and other sleep-related parameters with the Munich ChronoType Questionnaire (MCTQ) (n = 753). Academic performance was measured by the average grade based on weekly test results as well as scores acquired on the final test (n = 247). The average mid-sleep point on free days in the Hungarian sample fits well the regression line plotted for longitudes within the Central European Time Zone and chronotypes, confirming that sunlight has a major impact on chronotype. Multivariate analysis showed negative effect of SJL on the weekly average grade (p = 0.028, n = 247) during the lecture term with its highly regular teaching schedules, while this association disappeared in the exam period (p = 0.871, n = 247) when students had no scheduled obligations (lower SJL). We also analyzed the relationship between the time of the weekly tests and academic performance and found that students with later sleep times on free days achieved worse in the morning (p = 0.017, n = 129), while the inverse tendency was observed for the afternoon test-takers (p = 0.10, n = 118). We did not find significant association between academic performance and sleep duration or sleep debt on work days. Our data suggest that circadian misalignment can have a significant negative effect on academic performance. One possible reason for this misalignment is socially enforced sleep times. PMID:24491157

  9. The association between aerobic fitness and language processing in children: implications for academic achievement.

    PubMed

    Scudder, Mark R; Federmeier, Kara D; Raine, Lauren B; Direito, Artur; Boyd, Jeremy K; Hillman, Charles H

    2014-06-01

    Event-related brain potentials (ERPs) have been instrumental for discerning the relationship between children's aerobic fitness and aspects of cognition, yet language processing remains unexplored. ERPs linked to the processing of semantic information (the N400) and the analysis of language structure (the P600) were recorded from higher and lower aerobically fit children as they read normal sentences and those containing semantic or syntactic violations. Results revealed that higher fit children exhibited greater N400 amplitude and shorter latency across all sentence types, and a larger P600 effect for syntactic violations. Such findings suggest that higher fitness may be associated with a richer network of words and their meanings, and a greater ability to detect and/or repair syntactic errors. The current findings extend previous ERP research explicating the cognitive benefits associated with greater aerobic fitness in children and may have important implications for learning and academic performance. PMID:24747513

  10. The Association between Aerobic Fitness and Language Processing in Children: Implications for Academic Achievement

    PubMed Central

    Scudder, Mark R.; Federmeier, Kara D.; Raine, Lauren B.; Direito, Artur; Boyd, Jeremy K.; Hillman, Charles H.

    2014-01-01

    Event-related brain potentials (ERPs) have been instrumental for discerning the relationship between children’s aerobic fitness and aspects of cognition, yet language processing remains unexplored. ERPs linked to the processing of semantic information (the N400) and the analysis of language structure (the P600) were recorded from higher and lower aerobically fit children as they read normal sentences and those containing semantic or syntactic violations. Results revealed that higher fit children exhibited greater N400 amplitude and shorter latency across all sentence types, and a larger P600 effect for syntactic violations. Such findings suggest that higher fitness may be associated with a richer network of words and their meanings, and a greater ability to detect and/or repair syntactic errors. The current findings extend previous ERP research explicating the cognitive benefits associated with greater aerobic fitness in children and may have important implications for learning and academic performance. PMID:24747513

  11. Academic Goal Orientation and Cardiovascular Reactivity in a Performance Situation.

    PubMed

    Lackner, Helmut K; Gramer, Margit; Paechter, Manuela; Wimmer, Sigrid; Hinghofer-Szalkay, Helmut; Papousek, Ilona

    2015-09-01

    The present study investigated whether students' academic goal orientation (learning goals, performance goals, work avoidance) and their individual competence beliefs (their academic self-concept) can predict motivation-related cardiovascular activation patterns in a demanding performance situation. A sample of seventy-two undergraduate students rated their academic goal orientation as well as their competence beliefs and completed a mental arithmetic task. Heart rate (HR), blood pressure, pre-ejection period (PEP) as well as cardiac output (CO) and total peripheral resistance were monitored continuously during rest and task exposure. Students scoring higher on work avoidance showed smaller increases in HR and CO, and a smaller shortening of the PEP. A lower academic self-concept was associated with attenuated CO reactivity and a smaller shortening of the PEP. Learning and performance goals were unrelated to cardiovascular activity. The attenuated cardiac activity observed for work avoidance and competence beliefs was interpreted in terms of reduced task engagement resulting from lower success importance. PMID:25957033

  12. Academic performance in children of divorce: psychological resilience and vulnerability.

    PubMed

    Mulholland, D J; Watt, N F; Philpott, A; Sarlin, N

    1991-08-01

    Parental divorce can be conceptualized as a stressful event for all children, but one must recognize that reactions to divorce can vary widely among children. This investigation was based on two basic ideas: 1) children of divorce as a group would show deficits in academic performance compared to children from intact families, even several years after their parents' separation, and 2) because factors that promote psychological resilience and vulnerability, we expected to find normal heterogeneity within the divorce sample. Among 96 middle-school adolescents from a suburban school district near Denver, children of divorce showed significant performance deficits in academic achievement, as reflected in grade-point average and scholastic motivation in middle school, but not in nationally normed tests of scholastic aptitude and other less direct measures of behavioral conformity. An analysis of GPA over time revealed strikingly disparate patterns of achievement between divorce and control groups. Corresponding patterns of scholastic aptitude scores, absence from school and comportment revealed no systematic differences over time. These results suggest strongly that parental divorce can be a critical event in the academic development of children. Large differences in academic achievement between our divorce group as a whole and the controls cannot be attributed, at least at the time of sampling, to differences in social class or intellectual ability. Despite a similar family background, i.e., marital dissolution, a minority of the children of divorce showed vulnerability in the pattern of academic achievement over time while the majority demonstrated academic careers not unlike that of the controls. PMID:1946827

  13. Impact of Noncognitive Factors on First-Year Academic Performance and Persistence of NCAA Division I Student Athletes

    ERIC Educational Resources Information Center

    Ting, Siu-Man Raymond

    2009-01-01

    SAT scores and noncognitive factors (acquired knowledge in a field, community service, positive self-concept, and preference for long-term goals) were found to be related to academic performance and persistence among 1st-year NCAA Division I student athletes (N = 109). Implications for college counselors and future research directions are…

  14. 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…

  15. 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…

  16. 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 significantly…

  17. Perspectives on academic misconduct: implications for education and practice.

    PubMed

    Klainberg, Marilyn B; McCrink, Andrea; Eckardt, Patricia; Schecter, Rose; Bongiorno, Anne; Sedhom, Laila

    2014-01-01

    From Harvard to high school, concern related to academic misconduct, specifically cheating and its impact on societal issues, has become a great concern for educational communities. While a significant number of studies on ethical behaviors in practice in other professions such as business have been published, little research exists on registered nurses in practice. Even fewer studies have, for registered nurses, addressed if there is an association between perceived academic misconduct as students and perceived unethical behaviors in the workplace. The purpose of this study was to determine the relationship between perceptions of registered professional nurses' (RNs) current workplace behaviors and the RNs' retrospective perceptions of their academic misconduct as students. A convenience sample of 1 66 RNs enrolled in master's degree programs at four university schools of nursing completed questionnaires regarding their beliefs and behaviors. The outcome of this study was significant. Results revealed a strong relationship between unethical behaviors of the RN in practice and their prior academic misconduct when they were students. PMID:26021131

  18. Executive Impairment Determines ADHD Medication Response: Implications for Academic Achievement

    ERIC Educational Resources Information Center

    Hale, James B.; Reddy, Linda A.; Semrud-Clikeman, Margaret; Hain, Lisa A.; Whitaker, James; Morley, Jessica; Lawrence, Kyle; Smith, Alex; Jones, Nicole

    2011-01-01

    Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment efficacy. Documenting…

  19. Social and academic implications of acoustically hostile classrooms for hard of hearing children

    NASA Astrophysics Data System (ADS)

    Jamieson, Janet R.

    2005-04-01

    The correlation between lowered academic achievement and classroom noise has been demonstrated for normally hearing children (Shield and Dockrell, 2003). However, the implications of poor classroom acoustics on the socialization and academic performance of children who are hard of hearing have not been examined. Eleven hard of hearing students in one school district, ranging from kindergarten to grade 7, were the foci of the present study. Acoustic measurements of each of the 11 classrooms in both unoccupied and occupied conditions revealed that all classrooms were acoustically challenging for the hard of hearing students, particularly at transition times, when ventilation was operational, and in the primary grades, when language learning needs are greatest. Interviews with parents and teachers underscored the difficulty these students experienced in comprehending teacher instructions and participating in group work. The students seldom initiated conversation or seatwork independently, but, rather, followed the lead of their peers. The hard of hearing students experienced frequent difficulties in understanding or participating in informal peer-to-peer conversations in the classroom, and parents and teachers attributed the children's frequent social isolation and withdrawal at school to the combined effects of poor hearing abilities and hostile classroom acoustics. [Work supported by Hampton Research Fund.

  20. Academic performance and student engagement in level 1 physics undergraduates

    NASA Astrophysics Data System (ADS)

    Casey, M. M.; McVitie, S.

    2009-09-01

    At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

  1. The Relationship between Mathematics and Language: Academic Implications for Children with Specific Language Impairment and English Language Learners

    ERIC Educational Resources Information Center

    Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.

    2014-01-01

    Purpose: The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method: School-age children (N = 61; 20 SLI, 20 ELL, 21 native…

  2. 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. PMID:23040161

  3. Implications for Academic Workload of the Changing Role of Distance Educators

    ERIC Educational Resources Information Center

    Bezuidenhout, Adéle

    2015-01-01

    The changing work roles and resulting workloads of distance educators hold significant implications for the wellbeing and mental health of academics. New work roles include redesigning curricula for online delivery, increasing staff-student ratios and demands for student-support, management of part-time staff, and 24-h availability. This research…

  4. Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries

    ERIC Educational Resources Information Center

    Lilburn, Jeff

    2012-01-01

    Recent scholarship challenges the celebratory discourse surrounding Web 2.0. This paper engages with this scholarship to examine critically the implications of academic libraries' presence within commercially owned social media spaces. It considers the apparent contradiction between work to promote the principles of open access and the idea of the…

  5. Academic Entrepreneurship (Re)defined: Significance and Implications for the Scholarship of Higher Education

    ERIC Educational Resources Information Center

    Mars, Matthew M.; Rios-Aguilar, Cecilia

    2010-01-01

    Over the past several decades higher education scholars have conducted a significant amount of research aimed at understanding the implications of enhanced interactions between the academy and the private marketplace. Accordingly, a voluminous literature that includes conceptualizations and discussions of "academic entrepreneurship" has emerged.…

  6. 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. PMID:26703793

  7. 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

  8. Generation X: implications for faculty recruitment and development in academic health centers.

    PubMed

    Bickel, Janet; Brown, Ann J

    2005-03-01

    Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty are Generation X'ers. Looking at these issues in terms of the generations involved offers insights into a number of faculty development challenges, including inadequate and inexpert mentoring, work-life conflicts, and low faculty morale. These insights suggest strategies for strengthening academic medicine's recruitment and retention of Generation X into faculty and leadership roles. These strategies include (1) improving career and academic advising by specific attention to mentoring "across differences"--for instance, broaching the subject of formative differences in background during the initial interaction; adopting a style that incorporates information-sharing with engagement in problem solving; offering frequent, frank feedback; and refraining from comparing today to the glories of yesterday; to support such improvements, medical schools should recognize and evaluate mentoring as a core academic responsibility; (2) retaining both valued women and men in academic careers by having departments add temporal flexibility and create and legitimize less-than-full-time appointments; and (3) providing trainees and junior faculty with ready access to educational sessions designed to turn their "intellectual capital" into "academic career capital."Given the trends discussed in this article, such supports and adaptations are indicated to assure that academic health centers maintain traditions of excellence. PMID:15734801

  9. 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,…

  10. Does home internet use influence the academic performance of low-income children?

    PubMed

    Jackson, Linda A; von Eye, Alexander; Biocca, Frank A; Barbatsis, Gretchen; Zhao, Yong; Fitzgerald, Hiram E

    2006-05-01

    HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families (http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was 15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed. PMID:16756435

  11. 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…

  12. 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…

  13. 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…

  14. Racial Identity Development and Academic Achievement of Academically Gifted African American Students: Implications for School Counselors

    ERIC Educational Resources Information Center

    Spencer, Natalie F.; Dowden, Angel Riddick

    2014-01-01

    Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…

  15. Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

    PubMed

    Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. PMID:22460236

  16. 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.

  17. Relationship of subjective chronic fatigue to academic performance.

    PubMed

    Nagane, Mitsuo

    2004-08-01

    Psychophysiological variables which affect the activity of schoolchildren with subjective chronic fatigue were studied. For 32 Japanese elementary school children, 15 boys and 17 girls in Grade 4, the major finding was that the majority of children with subjective chronic fatigue were less active in school. The motor and academic performance of children with greater subjective chronic fatigue were significantly inferior to those of normal children. Good learning was associated with less drowsiness. These findings suggest that subjective chronic fatigue is closely related to daily activities, especially adjustment to school. PMID:15460357

  18. Learned Resourcefulness Moderates the Relationship between Academic Stress and Academic Performance.

    ERIC Educational Resources Information Center

    Akgun, Serap; Ciarrochi, Joseph

    2003-01-01

    Explored whether more resourceful students could protect themselves from academic stress, particularly in terms of not allowing stress to affect their grades. Focuses on college freshman (n=141) who completed measures of academic stress and learned resourcefulness. Includes references. (CMK)

  19. 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…

  20. 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…

  1. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement.

    PubMed

    Gordon, Derrick M; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2009-07-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  2. Mentoring urban Black Middle-School Male Students: Implications for Academic Achievement

    PubMed Central

    Gordon, Derrick M.; Iwamoto, Derek; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth

    2010-01-01

    Researchers have called for innovative and culturally responsive intervention programs to enhance male, African American middle school students’ academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects academic underachievement among adolescent Black males by building a model that is Afro-centric, uses pro-social modeling, and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. Sixty-one middle-school Black males were enrolled (BEMI: n=29; Comparison: n=32) in this study. Results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. PMID:20379371

  3. Neuropsychological and Academic Achievement Correlates of Abnormal WISC-R Verbal-Performance Discrepancies.

    ERIC Educational Resources Information Center

    Lueger, Robert J.; And Others

    1985-01-01

    Examined neuropsychological and academic achievement correlates of statistically abnormal verbal-performance discrepancies on the Wechsler Intelligence Scale for Children (Revised). Results indicated that abnormal discrepancies reflect specific aphasia deficits rather than generalized neuropsychological dysfunction and that academic achievement…

  4. 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…

  5. Academic, social and cultural factors influencing medical school grade performance.

    PubMed

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866

  6. Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students.

    PubMed

    Salamonson, Yenna; Andrew, Sharon; Everett, Bronwyn

    2009-01-01

    Connecting students with learning activities to promote academic engagement has been a focus of higher education over the past decade, partly driven by an increasing rate of student participation in part-time employment, and a growing concern about the quality of the student experience. Using a prospective survey design, this study selected three elements of academic engagement (homework completion, lecture attendance, and study hours) and academic disengagement (part-time work), to identify predictors of academic performance in a pathophysiology subject in 126 second year nursing students. Homework completion emerged as the strongest positive predictor of academic performance, followed by lecture attendance; however, time spent studying was not a significant predictor of academic performance. Of concern was the finding that the amount of part-time work had a significant and negative impact on academic performance. Combining all elements of academic engagement and disengagement, and controlling for age and ethnicity, the multiple regression model accounted for 34% of the variance in the academic performance of second year nursing students studying pathophysiology. Results from these findings indicate the importance of active learning engagement in influencing academic success, and provide some direction for nursing academics to design effective learning approaches to promote academic engagement of nursing students. PMID:19697983

  7. Improving the academic performance of university biology students

    NASA Astrophysics Data System (ADS)

    Reese, Latasha Shireen

    Studies indicated that teaching styles and learning styles of students play a very important role in the academic success of students. A lack of knowledge about teaching styles and learning styles often complicates the challenge of learning and, therefore, affects the academic achievement of students. The research site at a college had a retention rate of 70% of its biology majors and needed to improve the retention rate of the biology program. The purpose of this study was to improve the academic performance of university biology students through a multicomponent program, the Student Retention Engagement Program. The 3 components included students and teachers understanding students' learning styles, teachers acquiring knowledge of learner-based teaching methodology, and peer mentoring. In the implementation of this applied dissertation, the researcher sought to increase the grade point averages of 100 Biology 103 students from 2.25 to at least an overall 2.50 out of a 4.00 point grade point average scale. After implementation of the intervention strategies. the overall retention ratc of biology majors was also targeted to improve from 70% to at least 75%. The focus of the dissertation was on the outcomes associated with implementing successful teaching and learning strategies with the biology students. In 1 component of the Student Retention Engagement Program, biology teachers learned to identify their preferred teaching styles through a teaching perspectives inventory administered during a professional development program. A training program focused on utilizing teaching strategies for specific student learning styles was implemented. Another component involved training and using upper class peer mentors. The supervisors of the Office of Retention selected upper class participants who held a 3.0 or higher grade point average. A learning style inventory was administered to the upper class peer mentors and participating students. The results helped to identify

  8. Uncovering Meaningful Correlation between Student Academic Performance and Library Material Usage

    ERIC Educational Resources Information Center

    Wong, Shun Han Rebekah; Webb, T. D.

    2011-01-01

    Academic libraries must demonstrate empirically that library usage does contribute positively to student academic performance and, thereby, to the university's effectiveness. While customary academic library assessment practices may not be sufficient for this purpose, the Hong Kong Baptist University (HKBU) Library undertook an experimental…

  9. 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.…

  10. Palama Settlement: Effect of the Academic-Athletic Program on Future School Performance.

    ERIC Educational Resources Information Center

    Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

    The hypothesis that participation in a Palama Settlement House after-school, academic-athletic program leads to an increase in academic performance in the targeted subject (math) in school is examined in this document. It is also of interest to know whether or not the program is reaching its target group of low academic achievers. A sample of…

  11. 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…

  12. An Investigation of the Relationship between a Computer-Based Method and Academic Performance

    ERIC Educational Resources Information Center

    Stayner, Mindy L.

    2014-01-01

    The purpose of this quantitative study was to investigate the relationship between a computer-based learning (CBL) method and academic performance, controlling for independent, non-academic and academic confounding, variables of high school GPA, college GPA, marital status, number of dependents, age, gender, race, level of education, and semester…

  13. 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,…

  14. Exploring the Predictors of Educational Experience and Academic Performance among University Students in Regina.

    ERIC Educational Resources Information Center

    Chow, Henry P. H.

    2003-01-01

    A survey of 318 students at the University of Regina (Saskatchewan) found that a more positive educational experience was related to higher grade point average, better attitudes toward school and learning, higher socioeconomic status, and higher self-assessed academic ability. Academic performance was significantly related to academic ability,…

  15. 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…

  16. 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…

  17. Learning Behaviours, Attention and Anxiety in Caribbean Children: Beyond the 'Usual Suspects' in Explaining Academic Performance.

    ERIC Educational Resources Information Center

    Durbrow, Eric H.; Schaefer, Barbara A.; Jimerson, Shane R.

    2000-01-01

    Contributions of learning behaviors; anxiety; attention problems; cognitive ability; and home background to academic performance was investigated in Caribbean village children (N=61). It was determined that anxiety, attention, and learning-related behaviors explained 32-35% of variance in academic scores. Results suggest that academic performance…

  18. 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

  19. Are All Student Organizations Created Equal? The Differences and Implications of Student Participation in Academic versus Non-Academic Organizations

    ERIC Educational Resources Information Center

    Holzweiss, Peggy; Rahn, Rhonda; Wickline, John

    2007-01-01

    This study examined differences between participation in academic and non-academic student organizations at a large, predominantly White, public research institution. A survey of 354 undergraduates revealed that students joined academic organizations to prepare for their futures while students joined non-academic organizations for immediate…

  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. PMID:24699536

  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. 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…

  3. College Students' Beliefs, Strategy Employment, Transfer, and Academic Performance: An Examination across Three Academic Disciplines.

    ERIC Educational Resources Information Center

    Simpson, Michele L.; Rush, Leslie

    2003-01-01

    Notes that in order to help students with the rigors of the first year of college, many postsecondary institutions offer some form of academic assistance. Describes a program evaluation study, which aimed to determine if students changed in their personal beliefs about an academic discipline and if they changed in the strategic behavior they…

  4. 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…

  5. Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder (ADHD)

    PubMed Central

    Langberg, Joshua M.; Molina, Brooke S.G.; Arnold, L. Eugene; Epstein, Jeffery N.; Altaye, Mekibib; Hinshaw, Stephen P.; Swanson, James M.; Wigal, Timothy; Hechtman, Lily

    2011-01-01

    Examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mage=16.8 yr) who met diagnostic criteria for ADHD-Combined type in early childhood (Mage = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education, classroom performance, homework completion, or homework management mediated the relationship between symptoms of ADHD and academic outcomes. Childhood predictors of adolescent achievement differed from those for performance. Classroom performance and homework management mediated the relationship between symptoms of inattention and academic outcomes. Implications for understanding the relationship between symptoms of ADHD and academic functioning are discussed. PMID:21722025

  6. 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. PMID:27427810

  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. 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

  9. 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…

  10. The Academic Researcher Role: Enhancing Expectations and Improved Performance

    ERIC Educational Resources Information Center

    Kyvik, Svein

    2013-01-01

    This article distinguishes between six tasks related to the academic researcher role: (1) networking; (2) collaboration; (3) managing research; (4) doing research; (5) publishing research; and (6) evaluation of research. Data drawn from surveys of academic staff, conducted in Norwegian universities over three decades, provide evidence that the…

  11. 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…

  12. Software Applications Course as an Early Indicator of Academic Performance

    ERIC Educational Resources Information Center

    Benham, Harry C.; Bielinska-Kwapisz, Agnieszka; Brown, F. William

    2013-01-01

    This study's objective is to determine if students who were unable to successfully complete a required sophomore level business software applications course encountered unique academic difficulties in that course, or if their difficulty signaled more general academic achievement problems in business. The study points to the importance of including…

  13. What children do on the Internet: domains visited and their relationship to socio-demographic characteristics and academic performance.

    PubMed

    Jackson, Linda A; Samona, Ricky; Moomaw, Jeff; Ramsay, Lauren; Murray, Christopher; Smith, Amy; Murray, Lindsay

    2007-04-01

    HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families. Participants included 140 children, mostly 13-year-old African American (83%) boys (58%), living in single-parent households (75%) where the median annual income was $15,000 (USD). This report focuses on children's Internet activities, socio-demographic characteristics related to their Internet activities, and the relationship between academic performance and Internet activities. Overall, findings indicate that low-income children initially use the Internet primarily for entertainment. As home Internet use loses its novelty children become more focused in their Internet activities, reducing the number of websites they visit and visiting more websites targeted to their specific interests. Pornography websites are popular initially, especially among boys, but their popularity decreases dramatically after 3 months. Age, race, and sex have little influence on which websites are most popular. Academic performance predicts subsequent Internet activities, and Internet activities predict subsequent academic performance. Directions for future research to identify mechanisms that mediate the relationship between Internet activities and academic performance and implications for the digital divide are discussed. PMID:17474834

  14. 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…

  15. Sleep Duration and Academic Performance Among Student Pharmacists

    PubMed Central

    Zeek, Megan L.; Savoie, Matthew J.; Song, Matthew; Kennemur, Leanna M.; Qian, Jingjing; Jungnickel, Paul W.

    2015-01-01

    Objective. To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists. Methods. 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. Results. 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). Conclusion. 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. PMID:26396272

  16. 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. PMID:26847254

  17. 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…

  18. 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…

  19. Parental Involvement in Homework and Primary School Academic Performance in Kenya

    ERIC Educational Resources Information Center

    Echaune, Manasi; Ndiku, Judah M.; Sang, Anthony

    2015-01-01

    The factors associated with students' academic performance may have been addressed but the impact of parental involvement continues to be a significant issue. Some schools in Kenya post poor results amid claims that parents are not supportive. This study examined the effect of parental involvement in homework on academic performance in public…

  20. 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. PMID:26312822

  1. 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…

  2. 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…

  3. The First Year Introduction Program as a Predictor of Student Academic Performance

    ERIC Educational Resources Information Center

    Montgomery, Joe C.; Jeffs, Maddy; Schlegel, Jason; Jones, Ty

    2009-01-01

    This study hypothesized that student performance in a First Year Introduction program (FYI), representing an initial sampling of students' academic behaviors, would correlate with subsequent academic success. Subjects were 1,501 first-time, first-year students attending Columbia Basin College in fall quarter 2007, whose FYI performance was graded…

  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. 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…

  6. 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…

  7. 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,…

  8. 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…

  9. A Study of Teacher Retention and Academic Performance in Public Elementary and Middle Schools in Georgia

    ERIC Educational Resources Information Center

    Stevens, Karmenlita L.

    2009-01-01

    The purpose of this study is to compare the teacher retention rates in public elementary and middle schools in Georgia that met or did not meet the academic performance component of Adequate Yearly Progress. The teacher retention rates were expected to be higher in schools that met the academic performance component of AYP and lower in the schools…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Involvement in Extracurricular Activities as Related to Academic Performance, Personality, and Peer Acceptance.

    ERIC Educational Resources Information Center

    Fung, Yee-wang; Wong, Ngai-ying

    1991-01-01

    Reveals findings of a survey of 294 Hong Kong secondary school students. Evaluates relationships among involvement in extracurricular activities, academic performance, personality, and peer acceptance. Concludes that activity involvement is positively related to academic performance, personality, and peer acceptance. Suggests that further research…

  15. Relationships among Student Admission Characteristics, Licensing Examinations and Academic Performance: A Comparison of Three Graduating Classes.

    ERIC Educational Resources Information Center

    Lowenthal, Werner

    1981-01-01

    The degree to which the PCAT, SAT, grade point average, and other admission criteria can predict student academic performance in a school of pharmacy and on professional licensing examinations is assessed. The performance of pharmacy students on quantitative admission measures, academic courses and licensing examinations are analyzed and compared.…

  16. 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…

  17. Performance Appraisal System Impact on University Academic Staff Job Satisfaction and Productivity

    ERIC Educational Resources Information Center

    Ndambakuwa, Yustina; Mufunda, Jacob

    2006-01-01

    The University of Zimbabwe (UZ) introduced a performance appraisal system (PAS) designed to improve performance indicators across the board in Public Service including academic/faculty staff at the University of Zimbabwe as part of a nation wide strategy. The Public service is a body responsible for all civil workers including academic staff,…

  18. 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…

  19. 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,…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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,…

  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. Using Performance Feedback to Decrease Classroom Transition Time and Examine Collateral Effects on Academic Engagement

    ERIC Educational Resources Information Center

    Codding, Robin S.; Smyth, Carol Ann

    2008-01-01

    Performance feedback has been described as a necessary component of consultation. Although feedback has been used to improve academic performance of individual students, less research has examined the effects on classroom academic engagement when implementation of classroom management variables is the source of feedback. Using a multiple-baseline…

  8. 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. PMID:25257093

  9. The Role of Sleep in Predicting College Academic Performance: Is It A Unique Predictor?

    PubMed Central

    Taylor, Daniel J.; Vatthauer, Karlyn E.; Bramoweth, Adam D.; Ruggero, Camilo; Roane, Brandy

    2014-01-01

    Few studies have looked at the predictability of academic performance (i.e., cumulative grade point average [GPA]) using sleep when common nonsleep predictors of academic performance are included. The present project studied psychological, demographic, educational, and sleep risk factors of decreased academic performance in college undergraduates. Subjects (N = 867) completed a questionnaire packet and sleep diary. It was hypothesized that low total sleep time (TST), increased sleep onset latency (SOL), later bedtimes, later wake times, and TST inconsistency would predict decreased academic performance. The most significant predictors of academic performance were high school GPA, standardized test scores (i.e., SAT/ACT), TST, time awake before arising (TWAK), TST inconsistency, and the quadratic equations of perceived stress (PSS) and TST. PMID:23402597

  10. How Does Internet Information Seeking Help Academic Performance?--The Moderating and Mediating Roles of Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Zhu, Yu-Qian; Chen, Li-Yueh; Chen, Houn-Gee; Chern, Ching-Chin

    2011-01-01

    Although researchers tend to agree that Internet is a good source for learning and research, little empirical data has substantiated this claim by specifically linking time and effort spent on the Internet for school related information seeking to academic performances. This research investigates the relationship between vocational high school…

  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. 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…

  14. Investigating Interruptions: Implications for Flightdeck Performance

    NASA Technical Reports Server (NTRS)

    Latorella, Kara A.

    1999-01-01

    A fundamental aspect of multiple task management is attending to new stimuli and integrating associated task requirements into an ongoing task set; this is "interruption management" (IM). Anecdotal evidence and field studies indicate the frequency and consequences of interruptions, however experimental investigations of mechanisms influencing IM are scarce. Interruptions on commercial flightdecks are numerous, of various forms, and have been cited as contributing factors in many aviation incident and accident reports. This research grounds an experimental investigation of flightdeck interruptions in a proposed IM stage model. This model organizes basic research, identifies influencing mechanisms, and suggests appropriate dependent measures for IM. Fourteen airline pilots participated in a flightdeck simulation experiment to investigate the general effects of performing an interrupting task and interrupted procedure, and the effects of specific task factors: (1) modality; (2) embeddedness, or goal-level, of an interruption; (3) strength of association, or coupling-strength, between interrupted tasks; (4) semantic similarity; and (5) environmental stress. General effects of interruptions were extremely robust. All individual task factors significantly affected interruption management, except "similarity." Results extend the Interruption Management model, and are interpreted for their implications for interrupted flightdeck performance and intervention strategies for mitigating their effects on the flightdeck.

  15. 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…

  16. A Model of Academic Enablers and Academic Performance among Postsecondary Learners

    ERIC Educational Resources Information Center

    Kuterbach, James M.

    2013-01-01

    The purpose of this study was to determine the most important factors in predicting academic outcomes at the post-secondary level. With an increasing number of students attending college and the spiraling costs of post-secondary education there is a greater need, now more than ever, to discern the most important factors in positive academic…

  17. 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…

  18. 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…

  19. Parents' Reward Strategies and Children's Academic Intrinsic Motivation and School Performance.

    ERIC Educational Resources Information Center

    Gottfried, Adele E.; Gottfried, Allen W.

    This study investigated the relationship between parents' reward strategies for children's school performance and children's intrinsic academic motivation, achievement, and classroom functioning. Nine-year-olds (N=107) were given tests that measured motivation and achievement (the Children's Academic Intrinsic Motivation Inventory and the…

  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. Academic Goals, Goal Process Cognition, and Exam Performance among College Students

    ERIC Educational Resources Information Center

    Okun, Morris A.; Fairholme, Chris; Karoly, Paul; Ruehlman, Linda S.; Newton, Craig

    2006-01-01

    We investigated the nature of and linkages between student-generated academic goals, individual differences in self-regulatory thinking (goal process cognition), and exam performance among college students. In Study 1 (N = 365) and in Study 2 (N = 325), we elicited students' self-ascribed most important academic goals for introductory psychology…

  2. 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…

  3. College Residence and Academic Performance: Who Benefits from Living on Campus?

    ERIC Educational Resources Information Center

    Turley, Ruth N. Lopez; Wodtke, Geoffrey

    2010-01-01

    Although previous research suggests that living on campus promotes a variety of desirable academic outcomes by enhancing students' involvement and engagement with their institutions, research on academic performance frequently ignores the possibility that different groups of students are differentially affected by their living environments.…

  4. Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

    ERIC Educational Resources Information Center

    Bacro, Fabien

    2012-01-01

    This study examined the relations between 8-12-year-olds' perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students' perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with…

  5. 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…

  6. 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.…

  7. 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…

  8. 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…

  9. The Role of Invitational Education and Intelligence Beliefs in Academic Performance

    ERIC Educational Resources Information Center

    Hossein, Mahdian; Asadzadeh, Hassan; Shabani, Hassan; Ahghar, Ghodsi; Ahadi, Hassan; Shamir, Abootaleb Seadatee

    2011-01-01

    The purpose of the present study is to examine the role of Invitational Education and intelligence beliefs in the academic performance of high school students. The research population comprised all male and female students studying at high schools in the academic year of 2009-2010 in Kashmar, a city in Iran. Selected through multi-stage random…

  10. Student Academic Performance Outcomes of a Classroom Physical Activity Intervention: A Pilot Study

    ERIC Educational Resources Information Center

    Erwin, Heather; Fedewa, Alicia; Ahn, Soyeon

    2012-01-01

    Physical activity is beneficial to children's health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n = 15) received daily PA breaks. Reading and mathematics…

  11. Students Perceptions on Factors That Affect Their Academic Performance: The Case of Great Zimbabwe University (GZU)

    ERIC Educational Resources Information Center

    Mapuranga, Barbra; Musingafi, Maxwell C. C.; Zebron, Shupikai

    2015-01-01

    Some educators argue that entry standards are the most important determinants of successful completion of a university programme; others maintain that non-academic factors must also be considered. In this study we sought to investigate open and distance learning students' perceptions of the factors affecting academic performance and successful…

  12. 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,…

  13. 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…

  14. Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance during Early Adolescence

    ERIC Educational Resources Information Center

    Bouchey, Heather A.; Harter, Susan

    2005-01-01

    The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were…

  15. 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…

  16. Minority Student Perceptions of the Impact of Mentoring to Enhance Academic Performance in STEM Disciplines

    ERIC Educational Resources Information Center

    Kendricks, Kimberly D.; Nedunuri, K. V.; Arment, Anthony R.

    2013-01-01

    The Benjamin Banneker Scholars Program (BBSP) was designed at an HBCU to increase the academic performance, retention, and graduation of minority students in science, technology, engineering and mathematics (STEM). At the end of each academic year, students completed a BBSP Post-Program Satisfaction Survey. Each year Mentoring was consistently…

  17. Sleep and academic performance in undergraduates: a multi-measure, multi-predictor approach.

    PubMed

    Gomes, Ana Allen; Tavares, Jos; de Azevedo, Maria Helena P

    2011-11-01

    The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester. In addition to self-reported measures of academic performance, a final grade for each student was collected at the end of the semester. Univariate analyses found that sleep phase, morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were significantly associated with at least two academic performance measures. Among 15 potential predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-semester marks: previous academic achievement, class attendance, sufficient sleep, night outings, and sleep quality (R(2)=0.14 and adjusted R(2)=0.14, F(5, 1234)= 40.99, p < .0001). Associations between academic achievement and the remaining sleep variables as well as the academic, well-being, and lifestyle variables lost significance in stepwise regression. Together with class attendance, night outings, and previous academic achievement, self-reported sleep quality and self-reported frequency of sufficient sleep were among the main predictors of academic performance, adding an independent and significant contribution, regardless of academic variables and lifestyles of the students. PMID:22080785

  18. Effects of Accountancy Internship on Subsequent Academic Performance.

    ERIC Educational Resources Information Center

    Kwong, K. S.; Lui, Gladie

    1991-01-01

    Explores the effects of accounting internships upon subsequent academic achievement. Reports that grade point averages and degree examination results of 10 Chinese University of Hong Kong students who had been interns were compared to scores of 236 accounting majors who had not. Concludes that internships increased student knowledge and…

  19. The Effects of Term-Time Employment on Academic Performance.

    ERIC Educational Resources Information Center

    Watts, Catherine

    2002-01-01

    In interviews with 12 full-time undergraduates employed part time, 5 said their employment was not related to their degree program; attitudes about work's effect on academics were mixed. There were no significant achievement differences between working and nonworking students. Many felt financial pressure to work while in school. (SK)

  20. 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…

  1. Governing Student Assessment: Administrative Rules, Silenced Academics and Performing Students

    ERIC Educational Resources Information Center

    Evans, Alicia M.

    2011-01-01

    In this paper, the author reports on an analysis of an Australian university's assessment procedure. The procedure--a major governance document of the university--is deconstructed by way of a Foucauldian discourse analysis in order to consider how students and academics are governed. There were three major findings. The dominant discourse…

  2. 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…

  3. 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…

  4. 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 Foucault's…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Levels of Stress and Academic Performance in Baccalaureate Nursing Students.

    ERIC Educational Resources Information Center

    Gwele, Nonthandazo Sylvia; Uys, Leana Ria

    1998-01-01

    Comparison of 39 nursing students in an old program with 62 in the first year of a new baccalaureate program showed the former experienced more stress and did not perceive the program as challenging. Academic gains of new-program students were not as significant as those of old-program students. (SK)

  11. Motivational and Self Regulated Learning Components of Academic Performance

    ERIC Educational Resources Information Center

    Moliterni, Pasquale; De Stasio, Simona; Carboni, Mauro; Di Chiacchio, Carlo

    2010-01-01

    This investigation is concerned with the examination of cognitive, motivational and emotional components of learning strategies and with the ways in which combinations of those dimensions, are associated with academic achievement. Recent models of self-regulated learning stress the importance of integrating both motivational and cognitive…

  12. 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…

  13. Psychological correlates of university students' academic performance: a systematic review and meta-analysis.

    PubMed

    Richardson, Michelle; Abraham, Charles; Bond, Rod

    2012-03-01

    A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed. PMID:22352812

  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. Good Quality Sleep is Associated with Better Academic Performance among University Students in Ethiopia

    PubMed Central

    Lemma, Seblewengel; Berhane, Yemane; Worku, Alemayehu; Gelaye, Bizu; Williams, Michelle A.

    2013-01-01

    Purpose This study assessed the association of sleep quality with academic performance among University students in Ethiopia. Methods this cross sectional study of 2173 college students (471 female and 1672 male) was conducted in two Universities in Ethiopia. Students were selected in to 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 ‘t’ test, Analysis of Variance (ANOVA) and multiple linear regression were used to evaluate associations. Results 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. Conclusion 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. PMID:23928956

  16. Who succeeds at dental school? Factors predicting students' academic performance in a dental school in republic of Korea.

    PubMed

    Ihm, Jung-Joon; Lee, Gene; Kim, Kack-Kyun; Jang, Ki-Taeg; Jin, Bo-Hyoung

    2013-12-01

    The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education. PMID:24319133

  17. Changes in Early Adolescents' Sense of Responsibility to Their Parents in the United States and China: Implications for Academic Functioning

    ERIC Educational Resources Information Center

    Pomerantz, Eva M.; Qin, Lili; Wang, Qian; Chen, Huichang

    2011-01-01

    This research examined American and Chinese children's sense of responsibility to their parents during early adolescence, with a focus on its implications for children's academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility…

  18. Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

    PubMed

    Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2014-04-01

    In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks. PMID:24532054

  19. Using the Science Writing Heuristic in the General Chemistry Laboratory to Improve Students' Academic Performance

    ERIC Educational Resources Information Center

    Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.

    2007-01-01

    The analysis describes the effects of using the science writing heuristic (SWH) in the general chemistry laboratory on the students' academic performance. The technique has found to be extremely important factor in a student's learning process and achievement in science.

  20. Evocative gene-parenting correlations and academic performance at first grade: an exploratory study.

    PubMed

    Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger

    2012-11-01

    Academic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene-parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock-Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock-Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school. PMID:23062296

  1. The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie

    2011-01-01

    Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems…

  2. The Relationships among Students' Commitment, Self-Esteem, Organisational Citizenship Behaviour and Academic Performance

    ERIC Educational Resources Information Center

    Khaola, Peter P.

    2014-01-01

    As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic…

  3. Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia

    PubMed Central

    Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

    2015-01-01

    Background This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson’s bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95% confidence interval 1.25–3.02) and less likely to be delayed, have to re-sit an examination, or be warned (adjusted odds ratio 0.47, 95% confidence interval 0.29–0.77). Conclusion Only 32.8% of the variation in self-reported academic performance was explained by the studied

  4. Differences in medical students’ academic interest and performance across career choice motivations

    PubMed Central

    Kim, Kyong-Jee; Hwang, Jee Y.

    2016-01-01

    Objectives To investigate medical students’ career choice motivation and its relationship with their academic interest and performance. Methods We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents’ main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants’ levels of academic interest were measured in a Likert-type question. Participants’ academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons. Results A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews. Conclusions Our study illustrates differences in medical students’ academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students’ career choice motivation and academic interest on their academic performance. PMID:26878567

  5. Assessing Schools' Academic Performance Using a Belief Structure

    ERIC Educational Resources Information Center

    Borhan, Maslan; Jemain, Abdul Aziz

    2012-01-01

    A lot of attention has been given to education as it is the most practical way of improving social mobility. In order to be progressive and resilient, there has to be an overall transformation of society as evidenced in the annual budget allocations which has educational implications to it. Therefore, schools will come to term that they are under…

  6. Impact of Electronic Device Use in Class on Pharmacy Students’ Academic Performance

    PubMed Central

    Johnson, Heather L.; Wrobel, Mark J.

    2012-01-01

    Objectives. To evaluate and assess the impact of pharmacy students’ electronic device (e-device) use during a lecture-based pharmacotherapeutics sequence. Methods. A validated survey instrument to assess e-device use was e-mailed to 238 second- (P2) and third-year (P3) pharmacy students. Grades were reviewed retrospectively and correlated with e-device use to determine its impact on academic performance. Results. Of 140 responding students (59% response rate), 106 reported using e-devices during class for course-related (91.5%) and non-course-related (81.1%) activities. When P2 and P3 students were combined, e-device use was not associated with academic performance (p = 0.70). Academic performance was not impacted among P3 students (p = 0.86), but P2 students performed better academically if they refrained from using e-devices during class (mean grade = 88.5% vs. 83.3%; p=0.019). Conclusions. The impact of e-device use on overall academic performance was negligible. Use of e-devices by students enrolled in their first pharmacotherapeutics course may negatively impact academics. PMID:23193331

  7. Self-Concept and Social Anxiety as Predictor Variables of Academic Performance of Spanish Adolescents with Divorced Parents

    ERIC Educational Resources Information Center

    Orgiles, Mireia; Johnson, Blair T.; Huedo-Medina, Tania B.; Espada, Jose P.

    2012-01-01

    Introduction: According to previous studies, when parents divorce it may increase the vulnerability of children to develop personal problems, such as lowering academic performance. This research examines the academic performance of Spanish children with divorced parents and its relation to academic self-concept and social anxiety. Method: The…

  8. A Structural Model of Self-Concept, Autonomous Motivation and Academic Performance in Cross-Cultural Perspective

    ERIC Educational Resources Information Center

    Ahmed, Wondimu; Bruinsma, Marjon

    2006-01-01

    The purpose of this study was to propose and test a motivational model of performance by integrating constructs from self-concept and self-determination theories and to explore cultural group differences in the model. To this end, self-report measures of global self-esteem, academic self-concept, academic motivation and academic performance were…

  9. Predicting Student Academic Performance in an Engineering Dynamics Course: A Comparison of Four Types of Predictive Mathematical Models

    ERIC Educational Resources Information Center

    Huang, Shaobo; Fang, Ning

    2013-01-01

    Predicting student academic performance has long been an important research topic in many academic disciplines. The present study is the first study that develops and compares four types of mathematical models to predict student academic performance in engineering dynamics--a high-enrollment, high-impact, and core course that many engineering…

  10. Academic Performance of L.A.C.C. Transfers to California State College at Los Angeles, 1967-68.

    ERIC Educational Resources Information Center

    Gold, Ben K.

    Grade reports for the 848 students who had transfered from Los Angeles City College to California State College at Los Angeles during the academic year 1967-68 are analyzed and presented in tabular form. Tables include: (1) academic performance of transfers in their first quarter, (2) distribution of majors, (3) academic performance according to…

  11. 2009-10 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1005

    ERIC Educational Resources Information Center

    Blazer, Christie

    2010-01-01

    This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2009-10 school year. M-DCPS earned a performance grade of "B" in 2010 and was only four points short of an "A." Over half of the District's schools (57 percent) earned an "A." Overall, the District's performance on the FCAT improved…

  12. 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;…

  13. The Relationship Between Suicide Ideation, Behavioral Health, and College Academic Performance.

    PubMed

    De Luca, Susan M; Franklin, Cynthia; Yueqi, Yan; Johnson, Shannon; Brownson, Chris

    2016-07-01

    The impact of suicidal ideation on college students' academic performance has yet to be examined, yet mental health is often linked with academic performance. Underclassmen and upperclassmen were compared on behavioral health outcomes related to academic success (N = 26,457). Ideation (b = -0.05, p < .05), increased mental health (b = -0.03, p < .01) or substance use severity (b = -0.02, p < .01) was associated with lower GPAs. Underclassmen's behavioral health severity was related to lower GPA. Students reported higher GPAs when participating in extracurricular activities during the past year. Ideation, beyond mental health, is an important when assessing academic performance. Increasing students' connections benefits students experiencing behavioral concerns but also aids in suicide prevention initiatives and improves academic outcomes. Creating integrated health care systems on campus where physical, mental health and academic support services is crucial to offer solutions for students with severe or co-morbid mental health histories. PMID:26831304

  14. Multiple Mini-Interview Performance Predicts Academic Difficulty in the PharmD Curriculum.

    PubMed

    Heldenbrand, Seth D; Flowers, Schwanda K; Bordelon, Bryan J; Gubbins, Paul O; O'Brien, Catherine; Stowe, Cindy D; Martin, Bradley C

    2016-03-25

    Objective. To identify admissions variable prognostics for academic difficulty in the PharmD curriculum to use for admissions determinations and early identification of at-risk students. Methods. Retrospective multivariate analysis of 2008-2012 admission data were linked with academic records to identify students with academic difficulty (ie, those with Ds, Fs, delayed progression). The influence of prepharmacy grade point average (GPA), composite Pharmacy College Admission Test (PCAT) score, multiple-mini interview (MMI) score, age, credit hours, state residence, and prior degree on academic difficulty was estimated using multivariate logistic regression. Results. Students' (n=587) prepharmacy GPA, composite PCAT score, mean MMI score, and age were 3.6, 72.0, 5.5, 22.8 (SD=4.14 years), respectively. Students having a GPA <3.25, PCAT score <60th percentile, or MMI score <4.5, were approximately 12-, 7-, and 3-times more likely, respectively, to experience academic difficulty than those with a GPA ≥ 3.75, PCAT score >90, or MMI score of 5-6. Conclusion. Using GPA, PCAT, and MMI performance can predict academic difficulty and assist in the early identification of academically at-risk PharmD students. PMID:27073280

  15. Multiple Mini-Interview Performance Predicts Academic Difficulty in the PharmD Curriculum

    PubMed Central

    Flowers, Schwanda K.; Bordelon, Bryan J.; Gubbins, Paul O.; O’Brien, Catherine; Stowe, Cindy D.; Martin, Bradley C.

    2016-01-01

    Objective. To identify admissions variable prognostics for academic difficulty in the PharmD curriculum to use for admissions determinations and early identification of at-risk students. Methods. Retrospective multivariate analysis of 2008-2012 admission data were linked with academic records to identify students with academic difficulty (ie, those with Ds, Fs, delayed progression). The influence of prepharmacy grade point average (GPA), composite Pharmacy College Admission Test (PCAT) score, multiple-mini interview (MMI) score, age, credit hours, state residence, and prior degree on academic difficulty was estimated using multivariate logistic regression. Results. Students’ (n=587) prepharmacy GPA, composite PCAT score, mean MMI score, and age were 3.6, 72.0, 5.5, 22.8 (SD=4.14 years), respectively. Students having a GPA <3.25, PCAT score <60th percentile, or MMI score <4.5, were approximately 12-, 7-, and 3-times more likely, respectively, to experience academic difficulty than those with a GPA ≥ 3.75, PCAT score >90, or MMI score of 5-6. Conclusion. Using GPA, PCAT, and MMI performance can predict academic difficulty and assist in the early identification of academically at-risk PharmD students. PMID:27073280

  16. A Reputation for Success (or Failure): The Association of Peer Academic Reputations With Academic Self-Concept, Effort, and Performance Across the Upper Elementary Grades

    ERIC Educational Resources Information Center

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

    2008-01-01

    The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer…

  17. The Importance of Online Community in Student Academic Performance

    ERIC Educational Resources Information Center

    Graff, Martin

    2006-01-01

    This study sought to investigate four separate issues regarding student performance in a blended learning environment in the delivery of a Psychology course to 140 University undergraduates. Firstly, to investigate the relationship between student performance on three different coursework assignments and their performance on interim online…

  18. An Evaluation of the PCAT Examination Based on Academic Performance

    ERIC Educational Resources Information Center

    Popovich, Nicholas G.; And Others

    1977-01-01

    The performance of first-professional-year pharmacy students was compared to their PCAT performance of prepharmacy students. The value of the PCAT was found to lie in those portions of it that are directly related to the coursework in which a student is enrolled, especially when there is a performance level within a class that is directly…

  19. Transformational, Transactional Leadership Styles and Job Performance of Academic Leaders

    ERIC Educational Resources Information Center

    Mahdinezhad, Maryam; Bin Suandi, Turiman; bin Silong, Abu Daud; Omar, Zoharah Binti

    2013-01-01

    In higher learning education, the performance is influenced by many factors. Effective leadership has an imperative role in the better performance and growth of the organization. Yet, several performance efforts were unsuccessful as a result of factors such as satisfactory leadership style of leaders. This study was carried out to identify the…

  20. Academic Performance of Students without Disabilities in the Inclusive Environment

    ERIC Educational Resources Information Center

    Fruth, Jason D.; Woods, Melanie N.

    2015-01-01

    This study examines the impact of inclusion on secondary students by focusing on the performance of students without disabilities in the inclusive environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the inclusive environment on the performance of students with disabilities.…

  1. Physical fitness and academic performance in primary school children with and without a social disadvantage.

    PubMed

    de Greeff, J W; Hartman, E; Mullender-Wijnsma, M J; Bosker, R J; Doolaard, S; Visscher, C

    2014-10-01

    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 possible moderator effect of SDC. Data on 544 children were collected and analysed (130 SDC, 414 non-SDC, mean age = 8.0 ± 0.7). Physical fitness was measured with tests for cardiovascular and muscular fitness. Academic performance was evaluated using scores on mathematics, spelling and reading. SDC did not differ on physical fitness, compared with non-SDC, but scored significantly lower on academic performance. In the total group, multilevel analysis showed positive associations between cardiovascular fitness and mathematics (β = 0.23), and between cardiovascular fitness and spelling (β = 0.16), but not with reading. No associations were found between muscular fitness and academic performance. A significant interaction effect between SDC and cardiovascular fitness was found for spelling. To conclude, results showed a specific link between cardiovascular fitness and mathematics, regardless of socioeconomic status. SDC did moderate the relationship between cardiovascular fitness and spelling. PMID:25092881

  2. Relationship between procrastination and academic performance among a group of undergraduate dental students in India.

    PubMed

    Lakshminarayan, Nagesh; Potdar, Shrudha; Reddy, Siddana Goud

    2013-04-01

    Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second-, third-, and fourth-year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academic performance. A sixteen-item questionnaire was used to assess the level of procrastination among these students. Data related to their academic performance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academic performance. It showed a negative correlation of -0.63 with a significance level of p<0.01 (two-tailed test), indicating that students who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann-Whitney U test found a significant difference in procrastination scores between the two gender groups (p<0.05). Hence, among the Indian undergraduate dental students evaluated in this study, it appeared that individuals with above average and average academic performance had lower scores of procrastination and vice versa. PMID:23576599

  3. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    NASA Astrophysics Data System (ADS)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  4. Texas Assessment of Academic Skills and TEAMS Exit Level. Student Performance Results, October 1990. Volume 2. Performance by School District.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    This report of the Texas Assessment of Academic Skills (TAAS) Student Performance Results lists performance results on the TAAS and the Texas Educational Assessment of Minimum Skills (TEAMS), an exit examination, alphabetically by school district for each grade level tested (grades 3, 5, 7, 9, 11 for the TAAS and grades 11 and 12 for the initial…

  5. Does Early Kurmanji Speaking Bilingualism Lead to Better Academic Performance? The Role of Working Memory and Reading Performance

    ERIC Educational Resources Information Center

    Seadatee-Shamir, Abootaleb; Soleimanian, AliAkbar; Zahmatkesh, Zeinab; Mahdian, Hossein

    2011-01-01

    The relationship among WMC (working memory capacity), reading performance and academic achievement is both logically and theoretically undisputable. However, what may not be as obvious is that such capacity and performance, and as a result, achievement, could be higher among ECBL (early childhood bilingual) students. To reaffirm the obvious and…

  6. Effects of nutritional status on academic performance of Malaysian primary school children.

    PubMed

    Zaini, M Z Anuar; Lim, C T; Low, W Y; Harun, F

    2005-01-01

    Numerous factors are known to affect the academic performance of students. These include prenatal conditions, birth conditions, postnatal events, nutritional, socio-economic factors and environmental factors. This paper examines the nutritional status and its relationship with academic performance of 9-10 years old primary school children recruited randomly in Selangor, Malaysia. A standard self-administered questionnaire was utilized to obtain pertinent information and a face-to-face interview was also conducted with the parents. Results of the academic performances were extracted from the students' report cards. The intellectual performance was assessed using Raven's Coloured Progressive Matrices. Physical examination was also conducted on these students by doctors. Overall 1,405 students and 1,317 parents responded to the survey. Of these 83.6% were Malays, 11.6% Indians, and 4.2% Chinese. The majority of them (82.9%) were from urban areas. The female: male ratio was 51:49; mean age was 9.71 years. The mean height and weight were 32.3 kg and 135.2 cm respectively. Their mean BMI was 17.42 kg/cm2, with 0.9% underweight, 76.3% normal BMI, 16.3% overweight, and 6.3% obese. Academic performance was significantly correlated with breast feeding, income and educational level of their parents, BMI, and whether they have been taking breakfast. There was a weak correlation between presence of anaemia and intellectual performance. Improving the socio-economic status of the parents will lend a helping hand in the academic performance of the students. Since breast feeding is associated with better academic and intellectual performance it must be emphasized, particularly to expectant mothers in the antenatal clinics. PMID:16425650

  7. Changes in Early Adolescents' Sense of Responsibility to their Parents in the United States and China: Implications for Academic Functioning

    PubMed Central

    Pomerantz, Eva M.; Qin, Lili; Wang, Qian; Chen, Huichang

    2011-01-01

    This research examined American and Chinese children's sense of responsibility to their parents during early adolescence, with a focus on its implications for children's academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility to their parents. Information on children's academic functioning was also collected from children as well as school records. Although children's sense of responsibility to their parents declined over the seventh and eighth grades in the United States, this was not the case in China. In both countries, children's sense of responsibility was predictive of enhanced academic functioning among children over time. PMID:21466541

  8. Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective

    ERIC Educational Resources Information Center

    Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis

    2012-01-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…

  9. The Effects of Self-Monitoring of Academic Performance on Students with Learning Disabilities and ADD/ADHD.

    ERIC Educational Resources Information Center

    Shimabukuro, Serena M.; Prater, Mary Anne; Jenkins, Amelia; Edelen-Smith, Patricia

    1999-01-01

    A study investigated the effects of self-monitoring of academic productivity and accuracy on the academic performance and on-task behavior of three male students (ages 12-13) with both learning disabilities and attention deficit disorders. Students made gains in academic productivity and accuracy and their on-task behaviors improved across all…

  10. A Comparison of Athletes and Non-Athletes at Highly Selective Colleges: Academic Performance and Personal Development

    ERIC Educational Resources Information Center

    Aries, Elizabeth; McCarthy, Danielle; Salovey, Peter; Banaji, Mahzarin R.

    2004-01-01

    Student-athletes were studied over 4 years at a highly selective liberal arts college and an Ivy League university. Students spending 10 or more hours per week in athletic activities had lower entering academic credentials and academic self-assessments than non-athletes, but the academic performance of athletes was not below what would be expected…

  11. Early adversity and neural correlates of executive function: Implications for academic adjustment

    PubMed Central

    McDermott, Jennifer M.; Westerlund, Alissa; Zeanah, Charles H.; Nelson, Charles A.; Fox, Nathan A.

    2011-01-01

    Early adversity can negatively impact the development of cognitive functions, although little is known about whether such effects can be remediated later in life. The current study examined one facet of executive functioning — inhibitory control — among children who experienced institutional care and explored the impact of a foster care intervention within the context of the Bucharest Early Intervention Project (BEIP). Specifically, a go/nogo task was administered when children were eight years old and behavioral and event-related potential (ERP) measures were collected. Results revealed that children assigned to care as usual (i.e., institutional care) were less accurate and exhibited slower neural responses compared to children assigned to the foster care intervention and children who had never been institutionalized. However, children in both the care as usual and foster care groups exhibited diminished attention processing of nogo cues as assessed via P300 amplitude. Foster care children also showed differential reactivity between correct and error responses via the error-related negativity (ERN) as compared to children in the care as usual group. Combined, the results highlight perturbations in neural sources of behavioral and attention problems among children experiencing early adversity. Potential implications for academic adjustment in at risk children are discussed. PMID:22682911

  12. The Academic Rational Beliefs Scale: Development, Validation, and Implications for College Counselors

    ERIC Educational Resources Information Center

    Egan, Paul J.; Canale, Joseph R.; del Rosario, Peter M.; White, Royce M.

    2007-01-01

    This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational-irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  14. Academic Enablers and Student Achievement: Implications for Assessment and Intervention Services in the Schools

    ERIC Educational Resources Information Center

    DiPerna, James Clyde

    2006-01-01

    Academic enablers have been defined as attitudes and behaviors that facilitate students' participation in, and benefit from, academic instruction in the classroom (J.C. DiPerna & S.N. Elliott, 2000). The purpose of this article is to provide practitioners with an overview of specific academic enablers (motivation, study skills, engagement, and…

  15. Using the 2 x 2 Framework of Achievement Goals to Predict Achievement Emotions and Academic Performance

    ERIC Educational Resources Information Center

    Putwain, David W.; Sander, Paul; Larkin, Derek

    2013-01-01

    Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that…

  16. Is the Relationship between AP® Participation and Academic Performance Really Meaningful? Research Brief 2015-1

    ERIC Educational Resources Information Center

    Ewing, Maureen; Howell, Jessica

    2015-01-01

    Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor's degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly…

  17. Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia M.; Abere, Migosi Joash

    2015-01-01

    Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random…

  18. Factors Influencing Competence and Performance of Reference Librarians in Academic Libraries in Nigeria.

    ERIC Educational Resources Information Center

    Omoniyi, Joseph O.

    2002-01-01

    Reports on research that focused on competence and performance of reference libraries in academic libraries in Nigeria. Includes recommendations for improving competence and performance, including the reference process; staffing and other resources; education for reference librarians; knowledge of modern technology; and emotional stability and…

  19. The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices

    ERIC Educational Resources Information Center

    Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2015-01-01

    This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their…

  20. The Relationship between Principals' Leadership Behaviors and Student Academic Performance in Four Classifications of Schools

    ERIC Educational Resources Information Center

    Cheatham, Tresa

    2010-01-01

    The study focused on the problem of poor academic performance in elementary schools by examining the relationship between principals' leadership behaviors and student achievement outcomes and the extent to which these behaviors differ according to the poverty and performance characteristics of the school. A review of the effective schools…

  1. Perceptions of Academic Performance: Positive Illusions in Adolescents with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R.

    2013-01-01

    Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or…

  2. Sleep Patterns and Academic Performance during Preparation for College Entrance Exam in Chinese Adolescents

    ERIC Educational Resources Information Center

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S.

    2016-01-01

    Background: 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. Methods: A sample of…

  3. 2008-09 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 0902

    ERIC Educational Resources Information Center

    Blazer, Christie

    2009-01-01

    This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2008-09 school year. M-DCPS earned a performance grade of "B" in 2009 and was only four points short of an "A." Over half of the District's schools (58 percent) earned an "A" and the percent of…

  4. 2010-11 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1101

    ERIC Educational Resources Information Center

    Blazer, Christie

    2011-01-01

    This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2010-11 school year. M-DCPS earned a performance grade of "B" in 2011 and was only six points short of an "A." Over half of the District's schools (56 percent) earned an "A." In Writing, the percent of students receiving higher scores…

  5. The Effect of Work Placements on the Academic Performance of Chinese Students in UK Higher Education

    ERIC Educational Resources Information Center

    Crawford, Ian; Wang, Zhiqi

    2015-01-01

    The main controversy as a result of the commercialisation of international education markets is that international students especially those from China are unable to perform as well as UK students in UK universities. So far, research has yet to identify the influence of placements on the academic performance of Chinese students from entry to…

  6. Influence of Integration of Information Communication Technology in Teaching on Students' Academic Performance

    ERIC Educational Resources Information Center

    Mbugua, Stephen Ngugi; Kiboss, Joel; Tanui, Edward

    2015-01-01

    Teachers must understand the context within which students' performance improvement takes place. Operational effectiveness and strategy are both essential to superior performance and strategy execution is crucial for quality and better students' academic result. ICT can be a catalyst by providing tools which teachers use to improve teaching and…

  7. Determinants of Students' Academic Performance in Four Selected Accounting Courses at University of Zimbabwe

    ERIC Educational Resources Information Center

    Nyikahadzoi, Loveness; Matamande, Wilson; Taderera, Ever; Mandimika, Elinah

    2013-01-01

    The study seeks to establish scientific evidence of the factors affecting academic performance for first year accounting students using four selected courses at the University of Zimbabwe. It uses Ordinary Least Squares method to analyse the influence of personal and family background on performance. The findings show that variables age gender,…

  8. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  9. Closing the Accountability Gap for Public Universities: Putting Academic Departments in the Performance Loop

    ERIC Educational Resources Information Center

    Burke, Joseph C.

    2005-01-01

    A fatal flaw in accountability programs is that they leave academic departments--the units most responsible for results--out of the performance loop. This article ties together institutional priorities and departmental performance through a limited list of common departmental indicators. It also links institutional aims and departmental…

  10. Study of the Performance and Characteristics of U.S. Academic Research Institution Technology Commercialization (ARITC)

    ERIC Educational Resources Information Center

    Kim, Jisun

    2012-01-01

    This dissertation aims to provide a better understanding of the technology licensing practices of academic research institutions. The study identifies time durations in licensing and incorporates these into a model to evaluate licensing performance. Performance is measured by the efficiency of an institution's technology licensing process and…

  11. Rogue Males? Approaches to Study and Academic Performance of Male Psychology Students

    ERIC Educational Resources Information Center

    Sanders, Lalage; Sander, Paul; Mercer, Jenny

    2009-01-01

    This three-year longitudinal study explored the approach to study and academic performance of a group of male psychology undergraduates. In induction week, 112 new psychology students completed the survey. Later in the year, some of the males were interviewed in small groups. Performance was measured from marks at the end of Years 1 and 3. In Year…

  12. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

    First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

  13. Predicting academic performance of dental students using perception of educational environment.

    PubMed

    Al-Ansari, Asim A; El Tantawi, Maha M A

    2015-03-01

    Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students' perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012-13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the five DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2-6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students. PMID:25729028

  14. Video Game Playing and Academic Performance in College Students

    ERIC Educational Resources Information Center

    Burgess, Stephen R.; Stermer, Steven Paul; Burgess, Melinda C. R.

    2012-01-01

    The relations between media consumption, especially TV viewing, and school performance have been extensively examined. However, even though video game playing may have replaced TV viewing as the most frequent form of media usage, relatively little research has examined its relations to school performance, especially in older students. We surveyed…

  15. Relations of academic procrastination, rationalizations, and performance in a web course with deadlines.

    PubMed

    Tuckman, Bruce W

    2005-06-01

    This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines. PMID:16173372

  16. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    NASA Astrophysics Data System (ADS)

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.

  17. Practical implications of neutron survey instrument performance.

    PubMed

    Tanner, R J; Bartlett, D T; Hager, L G; Jones, L N; Molinos, C; Roberts, N J; Taylor, G C; Thomas, D J

    2004-01-01

    Improvements have been made to the Monte Carlo modelling used to calculate the response of the neutron survey instruments most commonly used in the UK, for neutron energies up to 20 MeV. The improved modelling of the devices includes the electronics and battery pack, allowing better calculations of both the energy and angle dependence of response. These data are used to calculate the response of the instruments in rotationally and fully isotropic, as well as unidirectional fields. Experimental measurements with radionuclide sources and monoenergetic neutron fields have been, and continue to be made, to test the calculated response characteristics. The enhancements to the calculations have involved simulation of the sensitivity of the response to variations in instrument manufacture, and will include the influence of the user and floor during measurements. The practical implications of the energy and angle dependence of response, variations in manufacture, and the influence of the user are assessed by folding the response characteristics with workplace energy and direction distributions. PMID:15353745

  18. Academic Freedom, Promotion, Reappointment, Tenure and the Administrative Use of Student Evaluation of Faculty (SEF): (Part IV) Analysis and Implications of Views from the Court in Relation to Academic Freedom, Standards, and Quality Instruction.

    ERIC Educational Resources Information Center

    Haskell, Robert E.

    1997-01-01

    Legal rulings related to student evaluation of faculty (SEF) are reviewed in terms of their implications for academic freedom and quality of instruction in higher education. The issues examined are not primarily concerned with individual faculty rights, but with the implications of SEF when used for administrative purposes. (SLD)

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

    PubMed

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

    2016-06-01

    Guided by family systems and ecological theories, this study examined the multicontextual implications of family, school, and individual domains for adolescents' school success. The first goal of this study was to examine reciprocal influences among family climate, school attachment, and academic self-regulation (ASR) during the middle school years. The second goal was to test the relative impact of each of these domains on adolescents' school adjustment and academic achievement after the transition to high school. We applied a cross-lag structural equation modeling approach to longitudinal data from 979 students in the 6th grade and their families, followed over 5 measurement occasions, from 6th through 9th grade. Controlling for family income, parent education, and adolescent gender, the results revealed reciprocal relationships between the family climate and school attachment over time; both of these factors were related to increases in ASR over time. In turn, ASR was a robust predictor of academic success, with unique associations with school adjustment and academic achievement. Family climate and school adjustment had modest to marginal associations with school adjustment, and no association with academic achievement. Applications of these findings for family school interventions are discussed. (PsycINFO Database Record PMID:26376426

  20. Relationship of selection criteria to subsequent academic performance in an Australian undergraduate dental school.

    PubMed

    Mercer, A; Abbott, P V; Puddey, I B

    2013-02-01

    In 1998, in addition to previous academic achievement, an aptitude test (UMAT) and a structured interview were introduced into selection for the Bachelor of Dental Science (BDSc), the undergraduate dental course at the University of Western Australia. The aim of this study was to determine the relationship between the combination of school-leaver dental students' entry scores, some demographic characteristics and subsequent student performance in the undergraduate course. Three hundred and ninety-eight school-leavers who enrolled in the BDSc from 1999 through 2011 were studied. Regression models were constructed comprising entry scores, gender and age as predictors in relation to subsequent academic performance. The main outcome measure was the weighted average mark (WAM) for each of five academic year levels as well as results in specific units, defined as either 'knowledge' based or 'clinically' based. Of the variables studied, previous academic performance and female gender had the strongest relationship with yearly WAM for Years 1 through 4 and for both 'knowledge' based and 'clinically' based units. The interview score showed a strong relationship in the major clinical years and in a range of 'clinically' based units. UMAT scores were less consistent in relationship to WAM. These results support assessment through a highly structured interview together with prior academic achievement as an evidence-based approach to selection of students for this undergraduate dental course. PMID:23279391

  1. The relationship between academic performanceand pilot performance in a collegiate flight training environment

    NASA Astrophysics Data System (ADS)

    Jones, Carolyn A.

    While flight time has commonly been used as a measure of a pilot's skill level, little research has been performed to determine what factors are linked to predicting a pilot's performance, particularly in a training environment. If a dependable link was found, prediction of how well an individual would do in flight training would be possible. Time, money and resources could be focused on individuals who are more likely to succeed in pilot training. Therefore, this study was designed to determine if a relationship between GPA and pilot performance exists, in order to determine if academic performance can serve as a predictor of pilot performance in a training environment. The use of historical records from Middle Tennessee State University's Aerospace Department, which included GPA information and flight training records information, was used evaluate this relationship. Results of the study indicate a statistically significant modest correlation between academic performance and pilot performance between some of the variable pairings.

  2. Associations between Achievement Goal Orientations and Academic Performance Among Students at a UK Pharmacy School

    PubMed Central

    Hanna, Lezley-Anne; Hanna, Alan; Hall, Karen

    2015-01-01

    Objective. To ascertain goal orientations of pharmacy students and establish whether associations exist between academic performance, gender, or year of study. Methods. Goal orientations were assessed using a validated questionnaire. Respondents were categorized as high or low performers based on university grades. Associations and statistical significance were ascertained using parametric and nonparametric tests and linear regression, as appropriate. Results. A response rate of 60.7% was obtained. High performers were more likely to be female than male. The highest mean score was for mastery approach; the lowest for work avoidance. The mean score for work avoidance was significantly greater for low performers than for high performers and for males than for females. First-year students were most likely to have top scores in mastery and performance approaches. Conclusion. It is encouraging that the highest mean score was for mastery approach orientation, as goal orientation may play a role in academic performance of pharmacy students. PMID:26396273

  3. Intellectual and academic performance in children undergoing solid organ pretransplant evaluation.

    PubMed

    Reed-Knight, Bonney; Lee, Jennifer L; Cousins, Laura A; Mee, Laura L

    2015-03-01

    Although prior research has shown lower intellectual functioning across pediatric solid organ transplant recipients relative to matched siblings or norm comparisons, few studies have assessed intellectual and academic performance prior to transplant across organ groups. The current data examine intellectual and academic functioning in children being evaluated for kidney, liver, or heart transplant. This investigation included intellectual and academic testing data from 195 children and adolescents between the ages of six and 19 yr evaluated for solid organ transplantation. Across organ groups, patients' intellectual functioning as estimated by the WASI/WASI-II at the time of pretransplant evaluation was within the average range, but lower compared to test norms. Patients demonstrated lower estimates of word reading, math computation, and spelling skills compared to the normal population, with the exception of heart patients' word reading and spelling skills and liver patients' spelling scores. Cognitive and academic impairments exist in children prior to transplantation. Findings emphasize the support that patients may require to manage the complicated medical regimen and succeed academically. Routine cognitive and academic assessment can inform healthcare providers regarding transplant patients' capacity to take on increasing medical responsibility and successfully reintegrate into the school environment. PMID:25389073

  4. [Integrative review: a portrait of death and its implications in academic teaching].

    PubMed

    de Lima, Márcia Gabriela Rodrigues; Nietsche, Elisabeta Albertina; dos Santos, Solange Capaverde; Teixeira, Joice Ane; Bottega, Janilene Camara; Nicola, Glaucia Dal Omo; Ilha, Silomar

    2012-09-01

    This is an integrative literature review aimed at finding out how death, teaching about death and the dying process have been addressed in scientific publications in the health field. The research was performed using the Literatura da América Latina e Caribe em Ciências da Saúde e Base de Dados em Enfermagem (Latin America and Caribe Health Sciences Literature and Nursing Database) databases with the descriptors "death" and "teach". The survey covered national publications between 1998 and 2010, 14 articles were selected to compose the corpus of the study. The results indicated the lack of proper training by students, teachers and other health professionals to deal with death, since they had little or no preparation throughout their academic life. Thus, stimulating scientific production within this theme promotes a bigger diffusion of this specific knowledge and helps in the qualification and training of professionals to deal with death and the dying process. PMID:23405826

  5. Sleep and academic performance in later adolescence: results from a large population-based study.

    PubMed

    Hysing, Mari; Harvey, Allison G; Linton, Steven J; Askeland, Kristin G; Sivertsen, Børge

    2016-06-01

    The aim of the current study was to assess the association between sleep duration and sleep patterns and academic performance in 16-19 year-old adolescents using registry-based academic grades. A large population-based study from Norway conducted in 2012, the youth@hordaland-survey, surveyed 7798 adolescents aged 16-19 years (53.5% girls). The survey was linked with objective outcome data on school performance. Self-reported sleep measures provided information on sleep duration, sleep efficiency, sleep deficit and bedtime differences between weekday and weekend. School performance [grade point average (GPA)] was obtained from official administrative registries. Most sleep parameters were associated with increased risk for poor school performance. After adjusting for sociodemographic information, short sleep duration and sleep deficit were the sleep measures with the highest odds of poor GPA (lowest quartile). Weekday bedtime was associated significantly with GPA, with adolescents going to bed between 22:00 and 23:00 hours having the best GPA. Also, delayed sleep schedule during weekends was associated with poor academic performance. The associations were somewhat reduced after additional adjustment for non-attendance at school, but remained significant in the fully adjusted models. In conclusion, the demonstrated relationship between sleep problems and poor academic performance suggests that careful assessment of sleep is warranted when adolescents are underperforming at school. Future studies are needed on the association between impaired sleep in adolescence and later functioning in adulthood. PMID:26825591

  6. Synthesizing the Effect of Building Condition Quality on Academic Performance

    ERIC Educational Resources Information Center

    Gunter, Tracey; Shao, Jing

    2016-01-01

    Since the late 1970s, researchers have examined the relationship between school building condition and student performance. Though many literature reviews have claimed that a relationship exists, no meta-analysis has quantitatively examined this literature. The purpose of this review was to synthesize the existing literature on the relationship…

  7. Assessing Complex Academic Performance at the Group Level.

    ERIC Educational Resources Information Center

    Scarloss, Beth

    This study was a secondary analysis of data collected by staff of the Program for Complex Instruction (PCI). The purpose of the larger study was to investigate the effect on learning gains of having students know the content and performance standards on which they will be judged as well as the effect of using evaluation criteria. This study looks…

  8. Student Academic Performance in Undergraduate Managerial-Accounting Courses

    ERIC Educational Resources Information Center

    Al-Twaijry, Abdulrahman Ali

    2010-01-01

    The author's purpose was to identify potential factors possibly affecting student performance in three sequential management-accounting courses: Managerial Accounting (MA), Cost Accounting (CA), and Advanced Managerial Accounting (AMA) within the Saudi Arabian context. The sample, which was used to test the developed hypotheses, included 312…

  9. Goal Orientations Predict Academic Performance beyond Intelligence and Personality

    ERIC Educational Resources Information Center

    Steinmayr, Ricarda; Bipp, Tanja; Spinath, Birgit

    2011-01-01

    Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N=520 11th and 12th graders (303 female; mean age M=16.94 years). Intelligence, the Big Five factors of personality…

  10. How Motivation Affects Academic Performance: A Structural Equation Modelling Analysis

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  11. Using Screen Capture Feedback to Improve Academic Performance

    ERIC Educational Resources Information Center

    Denton, David W.

    2014-01-01

    Feedback is an effective instructional practice for improving achievement. The importance of feedback has been understood by teachers for many years, yet recent research has elevated its status. One characteristic of effective feedback is personalized comments, which assist students in understanding their performance. Most research analyzes the…

  12. Lead Policy and Academic Performance: Insights from Massachusetts

    ERIC Educational Resources Information Center

    Reyes, Jessica Wolpaw

    2015-01-01

    In this article, Jessica Wolpaw Reyes investigates the link between lead exposure and student achievement in Massachusetts. Childhood exposure to even low levels of lead can adversely affect neurodevelopment, behavior, and cognitive performance. Using a panel dataset of cohorts of children born in the 1990s who were third and fourth graders in the…

  13. Relative Performance of Academic Departments Using DEA with Sensitivity Analysis

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  14. Online Students: Relationships between Participation, Demographics and Academic Performance

    ERIC Educational Resources Information Center

    Coldwell, J.; Craig, A.; Paterson, T.; Mustard, J.

    2008-01-01

    Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate any relationships…

  15. Adolescent Work Intensity, School Performance, and Academic Engagement

    ERIC Educational Resources Information Center

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

    2010-01-01

    Teenagers working more than 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…

  16. Student Academic Performance and Compensation: The Impact of Cooperative Education

    ERIC Educational Resources Information Center

    Blair, Benjamin F.; Millea, Meghan

    2004-01-01

    Much of the cooperative education research seeks to document the effectiveness of cooperative education programs. One branch of this research considers the impacts of participation on student performance. This study contributes to that literature by examining these impacts in further depth. Specifically, we examine the effect of cooperative…

  17. Academic Procrastinators: Their Rationalizations and Web-Course Performance.

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.

    This study compared high, moderate, and low procrastinators on their (1) frequency and nature of rationalizations to justify procrastination, (2) reported degree of self-regulation, and (3) grades in a web-based course with 216 performances, all with deadlines. One hundred and sixteen college students enrolled in a web-based "study skills" course…

  18. Faculty Commitment to Performance Based Funding for Academic Programs

    ERIC Educational Resources Information Center

    Sandiford, Janice R.; Montoya, Rolando, Jr.

    2005-01-01

    Higher education institutions receiving public financial support are accountable to the governmental bodies providing their funding. The current accountability movement has generated demands for greater effectiveness and efficiency from public higher education institutions. A recent manifestation of this movement is performance-based funding that…

  19. Motivation Predictors of College Student Academic Performance and Retention

    ERIC Educational Resources Information Center

    Friedman, Barry A.; Mandel, Rhonda G.

    2012-01-01

    College student retention and performance in higher education are important issues for educational institutions, educators, and students. The purpose of this study was to determine if student needs for achievement, affiliation, autonomy, and dominance measured by the Needs Assessment Questionnaire (Heckert et al., 2000) could predict academic…

  20. Performance Measures of Academic Faculty--A Case Study

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Soen, Dan; Sinuani-Stern, Zila

    2011-01-01

    This case study is the first to track the method used by an Israeli institution of higher education to assess and reward faculty members using a set of performance measures ("Excellence criteria"). The study profiles faculty members who received financial rewards for excellence during 2005-2007, based on the previous year's activities, as measured…

  1. Relations with parents and school and Chinese adolescents' self-concept, delinquency, and academic performance.

    PubMed

    Lau, S; Leung, K

    1992-06-01

    Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct. PMID:1637685

  2. Co-resident Grandparents and Grandchildren’s Academic Performance in Taiwan

    PubMed Central

    Pong, Suet-ling; Chen, Vivien W.

    2015-01-01

    Using the Taiwanese panel survey data, we investigate the consequences of children’s co-residence with grandparents, and we find a positive effect on academic achievement. Further analysis reveals different types of effects among the various types of grandparent-grandchild co-residence. While long-term co-residence confers the most educational benefits, a recent transition into co-residence confers no such advantage. Compared to other co-resident situations, children who recently transition out of co-residence with grandparents are the most disadvantaged. Furthermore, we find educational benefits of co-resident grandparents in both single-parent and two-parent families, but long-term co-resident grandparents’ positive association with grandchildren’s academic achievement is the most pronounced in households where both parents are absent. We interpret these finding using a theoretical framework, and discuss their implications for policy and for other research. PMID:25620815

  3. Trait procrastination among dental students in India and its influence on academic performance.

    PubMed

    Madhan, Balasubramanian; Kumar, Cholleti Sudheer; Naik, Eslavath Seena; Panda, Sujit; Gayathri, Haritheertham; Barik, Ashish Kumar

    2012-10-01

    Trait procrastination is believed to be highly prevalent among college students and detrimental to their educational performance. As the scenario among dental students is virtually unknown, this study was conducted to evaluate the prevalence of trait procrastination among dental students and to analyze its influence on their academic performance. A total of 174 fourth-year dental students from three dental colleges in India voluntarily completed the Lay's Procrastination Scale-student version (LPS). The mean percentage marks scored in the subsequent final university examinations were used as a measure of academic performance. The descriptive statistics were computed to evaluate the prevalence of significant procrastination (LPS score ≥60). Mann-Whitney U test and multiple linear regressions were used to assess the influence of age and gender on procrastination severity, and the latter was again used to analyze the association between procrastination severity and academic performance. The results indicated that 27 percent (n=47) of the students exhibited a significant extent of trait procrastination; neither age nor gender affected its severity (p<0.05). Procrastination had a significant and negative impact on the academic performance of the student (beta=-0.150, p=0.039). These findings highlight the need for active measures to reduce the causes and consequences of procrastination in dental education. PMID:23066141

  4. 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. PMID:25722253

  5. The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents.

    PubMed

    Adolphus, Katie; Lawton, Clare L; Dye, Louise

    2015-01-01

    Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11-13 years (n = 292; males: 53.8%) completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0-2 days), occasional (3-4 days), or frequent (5-7 days). Participants' CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal, and quantitative reasoning. Normative standard age scores (SAS) for verbal, non-verbal, quantitative reasoning, and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language, and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted). However, methodological considerations which could account for this disagreement with previous research, were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance. PMID:26000270

  6. The Relationship between Habitual Breakfast Consumption Frequency and Academic Performance in British Adolescents

    PubMed Central

    Adolphus, Katie; Lawton, Clare L.; Dye, Louise

    2015-01-01

    Breakfast has been shown to be beneficial for cognitive and academic performance in school children. However, there is a paucity of studies which examine the relationship between breakfast consumption and academic performance and a complete absence of studies in UK school children. The aim of this study, therefore, was to examine the association between habitual breakfast consumption frequency and Cognitive Abilities Test (CAT) performance, a reasoning test routinely used in UK schools. Adolescents aged 11–13 years (n = 292; males: 53.8%) completed a questionnaire to report usual weekly breakfast intake frequency. Breakfast was subjectively defined by the participants. Habitual weekly breakfast consumption frequency was categorized as rare (0–2 days), occasional (3–4 days), or frequent (5–7 days). Participants’ CAT performance was used as a proxy measure of academic performance. The CAT has three components: verbal, non-verbal, and quantitative reasoning. Normative standard age scores (SAS) for verbal, non-verbal, quantitative reasoning, and overall mean SAS were obtained from school records and hierarchical linear regression models were applied, adjusting for the confounders: gender, ethnicity, socio-economic status, English as an Additional Language, and body mass index. Habitual breakfast consumption frequency did not significantly predict any CAT SAS in all models (crude and adjusted). However, methodological considerations which could account for this disagreement with previous research, were identified. These included the isolation of school-day breakfast consumption, use of a standard definition of breakfast, and measurement of actual academic performance. The findings of the current study suggest more comprehensive ways in which future studies might investigate the relationship between habitual breakfast consumption and academic performance. PMID:26000270

  7. HIV-Related Knowledge and Perceptions by Academic Major: Implications for University Interventions.

    PubMed

    Smith, Matthew Lee; La Place, Lisa L; Menn, Mindy; Wilson, Kelly L

    2014-01-01

    Most universities offer human sexuality courses, although they are not required for graduation. While students in health-related majors may receive sexuality education in formal settings, majority of college students never receive formal sexual health or HIV/AIDS-related education, which may lead to elevated engagement in high-risk sexual behaviors. This study examines perceived knowledge about HIV/AIDS, perceived risk, and perceived consequences among college students by two distinct classifications of academic majors. Data were collected from 510 college students. Binary and multinomial logistic regressions were performed to compare HIV-related covariates by academic major category. Limited differences were observed by science, technology, engineering, and mathematics categorization. Relative to health and kinesiology majors, those who self-reported being "completely knowledgeable" about HIV were less likely to be physical sciences, mathematics, engineering, and business (PMEB) (OR = 0.41, P = 0.047) or education, humanities, and social sciences majors (OR = 0.25, P = 0.004). PMEB majors were less likely to report behavioral factors as a risk for contracting HIV (OR = 0.86, P = 0.004) and perceived acquiring HIV would be more detrimental to their quality of life (OR = 2.14, P = 0.012), but less detrimental to their mental well-being (OR = 0.58, P = 0.042). Findings can inform college-wide campaigns and interventions to raise HIV/AIDS awareness and improve college health. PMID:24660165

  8. HIV-Related Knowledge and Perceptions by Academic Major: Implications for University Interventions

    PubMed Central

    Smith, Matthew Lee; La Place, Lisa L.; Menn, Mindy; Wilson, Kelly L.

    2014-01-01

    Most universities offer human sexuality courses, although they are not required for graduation. While students in health-related majors may receive sexuality education in formal settings, majority of college students never receive formal sexual health or HIV/AIDS-related education, which may lead to elevated engagement in high-risk sexual behaviors. This study examines perceived knowledge about HIV/AIDS, perceived risk, and perceived consequences among college students by two distinct classifications of academic majors. Data were collected from 510 college students. Binary and multinomial logistic regressions were performed to compare HIV-related covariates by academic major category. Limited differences were observed by science, technology, engineering, and mathematics categorization. Relative to health and kinesiology majors, those who self-reported being “completely knowledgeable” about HIV were less likely to be physical sciences, mathematics, engineering, and business (PMEB) (OR = 0.41, P = 0.047) or education, humanities, and social sciences majors (OR = 0.25, P = 0.004). PMEB majors were less likely to report behavioral factors as a risk for contracting HIV (OR = 0.86, P = 0.004) and perceived acquiring HIV would be more detrimental to their quality of life (OR = 2.14, P = 0.012), but less detrimental to their mental well-being (OR = 0.58, P = 0.042). Findings can inform college-wide campaigns and interventions to raise HIV/AIDS awareness and improve college health. PMID:24660165

  9. Ranking Schools' Academic Performance Using a Fuzzy VIKOR

    NASA Astrophysics Data System (ADS)

    Musani, Suhaina; Aziz Jemain, Abdul

    2015-06-01

    Determination rank is structuring alternatives in order of priority. It is based on the criteria determined for each alternative involved. Evaluation criteria are performed and then a composite index composed of each alternative for the purpose of arranging in order of preference alternatives. This practice is known as multiple criteria decision making (MCDM). There are several common approaches to MCDM, one of the practice is known as VIKOR (Multi-criteria Optimization and Compromise Solution). The objective of this study is to develop a rational method for school ranking based on linguistic information of a criterion. The school represents an alternative, while the results for a number of subjects as the criterion. The results of the examination for a course, is given according to the student percentage of each grade. Five grades of excellence, honours, average, pass and fail is used to indicate a level of achievement in linguistics. Linguistic variables are transformed to fuzzy numbers to form a composite index of school performance. Results showed that fuzzy set theory can solve the limitations of using MCDM when there is uncertainty problems exist in the data.

  10. The Impact of Student Motivation on Participation and Academic Performance in Distance Learning

    ERIC Educational Resources Information Center

    Pittman, Candice Nicole

    2013-01-01

    This study investigated the impact of motivation on students' participation and academic performance in distance learning. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. These courses require more responsibility on the part of the student. Some students are unaware of the…

  11. Trait Intrinsic and Extrinsic Motivations, Academic Performance, and Creativity in Hong Kong College Students.

    ERIC Educational Resources Information Center

    Moneta, Giovanni B.; Siu, Christy M. Y.

    2002-01-01

    Examines the effects of trait intrinsic and extrinsic motivations, measured by the Work Preference Inventory, on creativity and academic performance. In an experimental creative writing task, intrinsic motivation correlated with creativity. In a follow-up study, intrinsic motivation correlated negatively with year-1 GPA, whereas extrinsic…

  12. Predictive Modeling of Student Performances for Retention and Academic Support in a Diagnostic Medical Sonography Program

    ERIC Educational Resources Information Center

    Borghese, Peter; Lacey, Sandi

    2014-01-01

    As part of a retention and academic support program, data was collected to develop a predictive model of student performances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

  13. The Influence of Parental Background on Students' Academic Performance in Physics in WASSCS 2000-2005

    ERIC Educational Resources Information Center

    Ebong, Samuel T.

    2015-01-01

    The study investigated parental background on student's academic performance in secondary schools in Abak local government, Akwa Ibom State, Nigeria. A survey design was adopted for the study. One thousand four hundred and forty (1440) senior secondary three (SS3) Physics students were drawn by simple random sampling from 12 Schools, six (6) each…

  14. The Effects of College Counseling Services on Academic Performance and Retention

    ERIC Educational Resources Information Center

    Lee, Donghyuck; Olson, Elizabeth A.; Locke, Ben; Michelson, Sandra Testa; Odes, Eleonora

    2009-01-01

    For this study, we examined the relationship between counseling experience and college students' academic performance and retention in a sample of 10,009 college freshmen and transfer students. The results indicated that counseling experience is significantly associated with student retention: students receiving counseling services were more…

  15. Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students.

    ERIC Educational Resources Information Center

    Eppler, Marion; Harju, Beverly L.

    1997-01-01

    A study of the relationship between goal orientation and academic performance in 262 undergraduates, classified as traditional or nontraditional, found both groups rated themselves higher on learning goals than achievement goals, but nontraditional students endorsed learning goals more strongly. Goal orientations were a better predictor of…

  16. Assessment of Instructional and Administrative Strategies Applied by Principals to Improve Academic Performance

    ERIC Educational Resources Information Center

    Akiri, Agharuwhe A.

    2014-01-01

    The study is based on the assessment of instructional and administrative strategies applied by principals to improve academic performance of students in schools. This simply means that the individual talents of everyone in school needs to be maximized for the effective benefit of the school, students, parents, and the society at large. It is…

  17. Effectiveness of problem-based learning on academic performance in genetics.

    PubMed

    Araz, Gülsüm; Sungur, Semra

    2007-11-01

    This study aimed at comparing the effectiveness of problem-based learning (PBL)1 and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, twoinstructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills. PMID:21591143

  18. Concerns About Ninth-Grade Students' Poor Academic Performance: One School's Action Plan.

    ERIC Educational Resources Information Center

    Fulk, Barbara M.

    2003-01-01

    Survey of high school teachers' and students' concerns about the academic performance of incoming 9th grade students. Finds teachers' major areas of concerns are time management, motivation, and homework. Students' greatest concerns are study habits, self-regulation, and test anxiety. Used survey results to develop strategies to improve student…

  19. Effects of Soldiers' Deployment on Children's Academic Performance and Behavioral Health. Monograph

    ERIC Educational Resources Information Center

    Richardson, Amy; Chandra, Anita; Martin, Laurie T.; Setodji, Claude Messan; Hallmark, Bryan W.; Campbell, Nancy F.; Hawkins, Stacy; Grady, Patrick

    2011-01-01

    Long and frequent deployments, with short dwell times in between, have placed stresses on Army children and families already challenged by frequent moves and parental absences. RAND Arroyo Center was asked by the Army to examine the effects of parental deployments on children's academic performance as well as their emotional and behavioral…

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

    ERIC Educational Resources Information Center

    Killgo, Jay

    2010-01-01

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

  1. Academic Performance of Community College Transfers: Psychological, Sociodemographic, and Educational Correlates

    ERIC Educational Resources Information Center

    Wang, Xueli

    2012-01-01

    This study focuses on the academic performance of community college transfer students at four-year institutions. It uses a nationally representative sample from the National Education Longitudinal Study of 1988 (NELS: 88/2000) and the Postsecondary Education Transcript Study (PETS). Results from an Ordinary Least Squares regression model suggest…

  2. Initial Teacher Education: Does Self-Efficacy Influence Candidate Teacher Academic Achievement and Future Career Performance?

    ERIC Educational Resources Information Center

    Shawer, Saad F.

    2013-01-01

    This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…

  3. Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline

    ERIC Educational Resources Information Center

    Komarraju, Meera; Ramsey, Alex; Rinella, Virginia

    2013-01-01

    Identifying the best predictors of academic performance is crucial for postsecondary institutions seeking students with the greatest promise. We investigated the relative strength of standardized test scores (ACT), high school GPA, and non-cognitive, college readiness skills in predicting college GPA. College freshmen (505) completed the 108-item…

  4. Epistemological Beliefs, Mathematical Problem-Solving Beliefs, and Academic Performance of Middle School Students

    ERIC Educational Resources Information Center

    Schommer-Aikins, Marlene; Duell, Orpha K.; Hutter, Rosetta

    2005-01-01

    This study examined the structure of middle school students' general epistemological beliefs and domain-specific mathematical problem-solving beliefs by asking whether the 2 belief systems are related and whether they predict students' academic performance. Over 1,200 seventh- and eighth-grade students completed an Epistemological Questionnaire,…

  5. Sports Participation and Academic Performance: Evidence from the National Longitudinal Study of Adolescent Health

    ERIC Educational Resources Information Center

    Rees, Daniel I.; Sabia, Joseph J.

    2010-01-01

    It has been argued that high school sports participation increases motivation and teaches teamwork and self-discipline. While several studies have shown that students who participate in athletic activities perform better in school than those who do not, it is not clear whether this association is a result of positive academic spillovers, or due to…

  6. The Relationship between Student Transfers and District Academic Performance: Accounting for Feedback Effects

    ERIC Educational Resources Information Center

    Welsch, David M.; Zimmer, David M.

    2015-01-01

    This paper draws attention to a subtle, but concerning, empirical challenge common in panel data models that seek to estimate the relationship between student transfers and district academic performance. Specifically, if such models have a dynamic element, and if the estimator controls for unobserved traits by including district-level effects,…

  7. Academic Behavior and Performance among African American Youth: Associations with Resources for Resilience

    ERIC Educational Resources Information Center

    Chesmore, Ashley A.; Winston, Willie, III; Brady, Sonya S.

    2016-01-01

    A social support and coping framework informed the present research on children's academic behavior and performance. Forty-six African American children aged 8-12 years were recruited from the 2011/2012 enrollment list of a partnering school. Data on children's resources for resilience (e.g., coping skills, perceived support from caregivers) were…

  8. Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation

    ERIC Educational Resources Information Center

    Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.

    2012-01-01

    Universities and colleges are very interested in understanding the factors that influence their students' academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et…

  9. Supporting Instructional Improvement in Low-Performing Schools to Increase Students' Academic Achievement

    ERIC Educational Resources Information Center

    Bellei, Cristian

    2013-01-01

    This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with…

  10. The Mediator Effects of Conceiving Imagination on Academic Performance of Design Students

    ERIC Educational Resources Information Center

    Lin, Wei-Sheng; Hsu, Yuling; Liang, Chaoyun

    2014-01-01

    Three studies were combined to examine the effects of creativity and imagination on the academic performance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it…

  11. School Contextual Effects on the Adolescent Academic Performance-Substance Use Relationship

    ERIC Educational Resources Information Center

    Andrade Adaniya, Fernando Humberto

    2012-01-01

    Children and adolescents are exposed to multiple contextual influences along their development towards adulthood. Before they transition to adulthood, adolescents acquire skills and knowledge usually in schools, which are one of the most influential contexts during adolescence. During school years performing well academically can generate better…

  12. Does Homework Behavior Mediate the Relation between Personality and Academic Performance?

    ERIC Educational Resources Information Center

    Lubbers, Miranda J.; Van Der Werf, Margaretha P. C.; Kuyper, Hans; Hendriks, A. A. Jolijn

    2010-01-01

    Past research has consistently shown that there is a relation between personality and academic performance, but much less work has focused on explaining this relation. The present study examined whether three aspects of homework behavior, namely homework time, procrastination, and learning strategies, mediate the relation between personality and…

  13. Stress among Academic Staff and Students' Satisfaction of Their Performances in Payame Noor University of Miandoab

    ERIC Educational Resources Information Center

    Jabari, Kamran; Moradi Sheykhjan, Tohid

    2015-01-01

    Present study examined the relationship between stress among academic staff and students' satisfaction of their performances in Payame Noor University (PNU) of Miandoab City, Iran in 2014. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society…

  14. 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…

  15. The Effects of Cognitive Flexibility and Openness to Change on College Students' Academic Performance

    ERIC Educational Resources Information Center

    Lin, Ya-Wei

    2013-01-01

    This research investigated the relationship between cognitive flexibility and openness to change and their effects on academic performance among college students at National Taiwan University in Taipei, Taiwan. Using a quantitative purposeful sampling strategy, data were collected in classroom settings from 770 undergraduate voluntary…

  16. The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

    ERIC Educational Resources Information Center

    Albeg, Loren J.; Castro-Olivo, Sara M.

    2014-01-01

    This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic…

  17. Parallels in Academic and Nonacademic Discursive Styles: An Analysis of a Mexican Woman's Narrative Performance

    ERIC Educational Resources Information Center

    Barajas, E. Dominguez

    2007-01-01

    This article presents a rhetorical analysis of a Mexican woman's oral narrative performance using a discourse studies and interactional sociolinguistics framework. The results of the analysis suggest that the discursive practice of the oral narrative and that of academic discourse share certain rhetorical features. These features are (a) the…

  18. The Effects of Attendance on Academic Performance: Panel Data Evidence for Introductory Microeconomics

    ERIC Educational Resources Information Center

    Stanca, Luca

    2006-01-01

    The author presents new evidence on the effects of attendance on academic performance. He used a large panel data set for introductory microeconomics students to explicitly take into account the effect of unobservable factors correlated with attendance, such as ability, effort, and motivation. He found that neither proxy variables nor instrumental…

  19. Indo Caribbean Immigrant Beliefs about Play and Its Impact on Early Academic Performance

    ERIC Educational Resources Information Center

    Roopnarine, Jaipaul L.; Jin, Bora

    2012-01-01

    In this study, the authors use psycho-cultural models of ethnic parental theories and acculturation to look at Indo Caribbean immigrant beliefs concerning the relationship between the amount of time children play and their early academic performance. During home interviews, fifty-seven Indo Caribbean couples offered their opinions about the…

  20. A National Issue: Whether the Teacher Turnover Effects Students' Academic Performance?

    ERIC Educational Resources Information Center

    Terry, Loretta A.; Kritsonis, William Allan

    2008-01-01

    The high teacher turnover rate and low student academic performance are two urgent issues that threaten the education of America's children--our greatest resource. The technical core of schools nationally is to provide a quality education to produce literate generations to function in our global society. If the United States is to equip its young…

  1. Home Computer Use and Academic Performance of Nine-Year-Olds

    ERIC Educational Resources Information Center

    Casey, Alice; Layte, Richard; Lyons, Sean; Silles, Mary

    2012-01-01

    A recent rise in home computer ownership has seen a growing number of children using computers and accessing the internet from a younger age. This paper examines the link between children's home computing and their academic performance in the areas of reading and mathematics. Data from the nine-year-old cohort of the Growing Up in Ireland survey…

  2. Entrepreneurship Projects and Pupils' Academic Performance: A Study of Norwegian Secondary Schools

    ERIC Educational Resources Information Center

    Johansen, Vegard; Schanke, Tuva

    2014-01-01

    Many European countries have launched policy strategies for entrepreneurship education in the past decade. The result is a significant increase of entrepreneurship education in schools and higher education institutions in Europe. Entrepreneurship education is supposed to promote entrepreneurial abilities and improve academic performance. This…

  3. The Relationship of Time Orientation with Perceived Academic Performance and Preparation for Assessment in Adolescents

    ERIC Educational Resources Information Center

    Bowles, Terry

    2008-01-01

    The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded…

  4. The Differential Effects of General Mental Ability and Emotional Intelligence on Academic Performance and Social Interactions

    ERIC Educational Resources Information Center

    Song, Lynda Jiwen; Huang, Guo-hua; Peng, Kelly Z.; Law, Kenneth S.; Wong, Chi-Sum; Chen, Zhijun

    2010-01-01

    This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that EI and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we…

  5. Personality Traits and General Intelligence as Predictors of Academic Performance: A Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Rosander, Pia; Backstrom, Martin; Stenberg, Georg

    2011-01-01

    The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N=315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of…

  6. Does Home Internet Use Influence the Academic Performance of Low-Income Children?

    ERIC Educational Resources Information Center

    Jackson, Linda A.; von Eye, Alexander; Biocca, Frank A.; Barbatsis, Gretchen; Zhao, Yong; Fitzgerald, Hiram E.

    2006-01-01

    HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African…

  7. Early to Rise? The Effect of Daily Start Times on Academic Performance

    ERIC Educational Resources Information Center

    Edwards, Finley

    2012-01-01

    Local school districts often stagger daily start times for their schools in order to reduce busing costs. This paper uses data on all middle school students in Wake County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance. Using variation in start times within schools over time, the effect is a two…

  8. Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance

    ERIC Educational Resources Information Center

    Perlman, Baron; McCann, Lee I.; Prust, Adam

    2007-01-01

    We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B…

  9. Relationships of Parents' and Child's General Attributional Styles to Academic Performance

    ERIC Educational Resources Information Center

    Khodayarifard, Mohammad; Brinthaupt, Thomas M.; Anshel, Mark H.

    2010-01-01

    This study examined the relationships among student academic performance and child's and parents' attributional styles. One hundred seventy-nine students (87 boys and 92 girls) who were enrolled in primary public schools in New South Wales, Australia, and their parents volunteered to participate in the study. Only English-speaking, two-parent…

  10. Social Cognitive Predictors of College Students' Academic Performance and Persistence: A Meta-Analytic Path Analysis

    ERIC Educational Resources Information Center

    Brown, Steven D.; Tramayne, Selena; Hoxha, Denada; Telander, Kyle; Fan, Xiaoyan; Lent, Robert W.

    2008-01-01

    This study tested Social Cognitive Career Theory's (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial…

  11. Associations among Text Messaging, Academic Performance, and Sexual Behaviors of Adolescents

    ERIC Educational Resources Information Center

    Perry, Raymond C. W.; Braun, Rebecca A.; Cantu, Michelle; Dudovitz, Rebecca N.; Sheoran, Bhupendra; Chung, Paul J.

    2014-01-01

    Background: Text messaging is an increasingly common mode of communication, especially among adolescents, and frequency of texting may be a measure of one's sociability. This study examined how text messaging ("texting") frequency and academic performance are associated with adolescent sexual behaviors. Methods: A cross-sectional…

  12. Determinants of International Students' Academic Performance: A Comparison between Chinese and Other International Students

    ERIC Educational Resources Information Center

    Li, Gang; Chen, Wei; Duanmu, Jing-Lin

    2010-01-01

    With the increasing number of international students travelling to well-developed countries for higher education, there has been a growing interest in exploring the factors that influence their academic performance during their overseas studies. This study aims to give an insight into international students' learning experience by investigating…

  13. Internal Challenges Affecting Academic Performance of Student-Athletes in Ghanaian Public Universities

    ERIC Educational Resources Information Center

    Apaak, Daniel; Sarpong, Emmanuel Osei

    2015-01-01

    This paper examined internal challenges affecting academic performance of student-athletes in Ghanaian public universities, using a descriptive survey research design. Proportionate random sampling technique was employed to select Three Hundred and Thirty-Two (332) respondents for the study. The instrument used in gathering data for the study was…

  14. The Relationship between Student Engagement and Academic Performance: Is It a Myth or Reality?

    ERIC Educational Resources Information Center

    Lee, Jung-Sook

    2014-01-01

    The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and…

  15. The Role of Goal Importance in Predicting University Students' High Academic Performance

    ERIC Educational Resources Information Center

    Kyle, Vanessa A.; White, Katherine M.; Hyde, Melissa K.; Occhipinti, Stefano

    2014-01-01

    We examined goal importance, focusing on high, but not exclusive priority goals, in the theory of planned behaviour (TPB) to predict students' academic performance. At the beginning of semester, students in a psychology subject (N = 197) completed TPB and goal importance items for achieving a high grade. Regression analyses revealed partial…

  16. Predicting Academic Performance in Children with Language Impairment: The Role of Parent Report

    ERIC Educational Resources Information Center

    Hall, Nancy E.; Segarra, Veronica Rosa

    2007-01-01

    This study examines the ability of preschool speech-language measures and parent report in predicting later academic performance. Preschool measures of speech, language and communication for 35 children with language impairment were analyzed for their ability to predict reading, writing, spelling, and mathematics in these same children at age…

  17. A Multilevel Multivariate Analysis of Academic Performances in College Based on NCAA Student-Athletes

    ERIC Educational Resources Information Center

    McArdle, John J.; Paskus, Thomas S.; Boker, Steven M.

    2013-01-01

    This is an application of contemporary multilevel regression modeling to the prediction of academic performances of 1st-year college students. At a first level of analysis, the data come from N greater than 16,000 students who were college freshman in 1994-1995 and who were also participants in high-level college athletics. At a second level of…

  18. Students' Perceptions of Teaching Technologies, Application of Technologies, and Academic Performance

    ERIC Educational Resources Information Center

    Tang, Thomas Li-Ping; Austin, M. Jill

    2009-01-01

    This study examined business students' perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors' effective application of technologies, and students' academic performance. We collected data…

  19. Longitudinal Associations between Depressive Problems, Academic Performance, and Social Functioning in Adolescent Boys and Girls

    ERIC Educational Resources Information Center

    Verboom, Charlotte E.; Sijtsema, Jelle J.; Verhulst, Frank C.; Penninx, Brenda W. J. H.; Ormel, Johan

    2014-01-01

    Depressive problems and academic performance, social well-being, and social problems in adolescents are strongly associated. However, longitudinal and bidirectional relations between the two remain unclear, as well as the role of gender. Consequently, this study focuses on the relation between depressive problems and three types of functioning in…

  20. The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

    ERIC Educational Resources Information Center

    An, Brian P.

    2013-01-01

    I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students…

  1. Peer Relationships, Social Behaviours, Academic Performance and Loneliness in Korean Primary School Children

    ERIC Educational Resources Information Center

    Shin, Yoolim

    2007-01-01

    The purpose of this study was to investigate how different forms of peer relationships offer children unique support for loneliness and to examine the direct as well as indirect effects of social behaviours and academic performance through the mediation of peer relationships on the prediction of loneliness in Korean children. Four hundred and…

  2. Academic performance of Korean children is associated with dietary behaviours and physical status.

    PubMed

    Kim, Hye-Young P; Frongillo, Edward A; Han, Sung-Sook; Oh, Se-Young; Kim, Woo-Kyung; Jang, Young-Ai; Won, Hye-Sook; Lee, Hyun-Sook; Kim, Sook-He

    2003-01-01

    The purpose of this study was to obtain a fuller understanding of the association of dietary behaviours, physical status and socio-economic status with academic performance in Korean teenagers. The subjects in this study were 6,463 boys and girls, in grade 5, 8, and 11 in Korea. A self-administered questionnaire and the food-frequency form were used. Grade point average (GPA), height, weight, and physical fitness score for the year were recorded from the school record. The academic performance of students was strongly associated with dietary behaviours, especially with regularity of three meals even after control for parent's education level. Regular breakfast and lunch were more important in grades 5 and 8, while regular dinner was more related with academic performance in grade 11. Small, positive associations of height and physical fitness to academic performance were also found. The relative importance of regularity of meals was greater than that of socio-economic status and physical status in older teenagers. The results of this study suggest that accommodation of better dietary environment and nutrition education for three regular meals is recommended. PMID:12810409

  3. Obesity is associated with decreased academic performance in elementary school students

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The relationship between weight status and academic performance among 2nd grade students was examined. We hypothesized that overweight and obese students would have poorer grades than students who were normal weight. The sample was composed of 798 ethnically diverse children (White=28%, Black=23%, H...

  4. Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance

    ERIC Educational Resources Information Center

    Covington, Keisha Casan Danielle

    2012-01-01

    Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…

  5. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  6. The Impact of Part Time Employment on Students' Health and Academic Performance: A Scottish Perspective

    ERIC Educational Resources Information Center

    Carney, Claire; McNeish, Sharon; McColl, John

    2005-01-01

    The purpose of this study was to examine the relationship between part time working, mental and physical health and academic performance. Fifty per cent of the undergraduate full time respondents had part time jobs. Mean pay per hour was ?4.25 and mean number of hours worked was 14 hours. When the current state of students' health was compared to…

  7. Student Part-Time Jobs: The Relationship between Type of Job and Academic Performance.

    ERIC Educational Resources Information Center

    Bella, Surjit K.; Huba, Mary E.

    1982-01-01

    The relationship between type of work (work-study, university employment, and food service) and academic performance was examined to determine whether students with different types of jobs at Iowa State differed in their cumulative grade-point averages. They did not differ among themselves or from the nonworking students. (MLW)

  8. Effects of Competitive and Cooperative Learning Strategies on Academic Performance of Nigerian Students in Mathematics

    ERIC Educational Resources Information Center

    Kolawole, E. B.

    2008-01-01

    This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…

  9. Comparison of Dental Students' Academic Performance Using Honors/Pass/Fail and Letter Grades.

    ERIC Educational Resources Information Center

    Leske, Gary S.; Ripa, Louis

    1985-01-01

    Performance in a second-year course in pedodontics/orthodontics for three classes at the State University of New York at Stony Brook School of Dental Medicine who received grades under an honors/pass/fail system was compared to that of three academically comparable classes that received letter grades. (Author/MLW)

  10. School and Teacher Characteristics in Relationship to the Academic Performance of Elementary Schools in South Carolina

    ERIC Educational Resources Information Center

    Ray, Rhonda D.

    2013-01-01

    This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were…

  11. Student Engagement and Academic Performance in Mexico: Evidence and Puzzles from PISA

    ERIC Educational Resources Information Center

    Weiss, Christopher C.; García, Emma

    2015-01-01

    This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of…

  12. Test-Taking Strategy as a Mediator between Race and Academic Performance

    ERIC Educational Resources Information Center

    Dollinger, Stephen J.; Clark, M. H.

    2012-01-01

    The issue of race differences in standardized test scores and academic achievement continues to be a vexing one for behavioral scientists and society at large. Ellis and Ryan (2003) suggested that a portion of the cognitive-ability test performance differences between White/Caucasian-American and Black/African-American college students could be…

  13. Student Satisfaction with an Online University and Its Mentoring Program as Predictors of Student Academic Performance

    ERIC Educational Resources Information Center

    Flores, Alberto M.

    2013-01-01

    In an increasingly competitive world, many universities have tried to improve academic performance, retention and graduation rates by introducing online education or mentoring. Although researchers have explored university mentoring using qualitative methods, few have addressed the quantitative connection between student mentoring and academic…

  14. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    ERIC Educational Resources Information Center

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  15. A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance

    ERIC Educational Resources Information Center

    Poropat, Arthur E.

    2009-01-01

    This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively…

  16. A Meta-Analysis of Adult-Rated Child Personality and Academic Performance in Primary Education

    ERIC Educational Resources Information Center

    Poropat, Arthur E.

    2014-01-01

    Background: Personality is reliably associated with academic performance, but personality measurement in primary education can be problematic. Young children find it difficult to accurately self-rate personality, and dominant models of adult personality may be inappropriate for children. Aims: This meta-analysis was conducted to determine the…

  17. Measures That Matter: Why California Should Scrap the Academic Performance Index. Education Sector Reports

    ERIC Educational Resources Information Center

    Colvin, Richard Lee

    2012-01-01

    California's Academic Performance Index (API) is the state's main accountability metric. Authorized by the Legislature in 1999, around the time California was implementing rigorous new standards in math, science, social studies, and English language arts, the API relies heavily on the results of standardized tests designed to align with those…

  18. California Charter Schools Serving Low-SES Students: An Analysis of the Academic Performance Index.

    ERIC Educational Resources Information Center

    Slovacek, Simeon P.; Kunnan, Antony J.; Kim, Hae-Jin

    This report presents the findings of an analysis of the Academic Performance Index (API) scores based on SATs taken in 1999, 2000, and 2001. It focuses on charter schools in California that serve students from low socioeconomic-status (SES) families. The purpose of the study was to see how standardized test scores from charter schools serving…

  19. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    ERIC Educational Resources Information Center

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  20. Peer-Mentoring Undergraduate Accounting Students: The Influence on Approaches to Learning and Academic Performance

    ERIC Educational Resources Information Center

    Fox, Alison; Stevenson, Lorna; Connelly, Patricia; Duff, Angus; Dunlop, Angela

    2010-01-01

    This article considers the impact of a student peer-mentoring programme (the Mentor Accountant Project, MAP) on first-year undergraduates' academic performance. The development of MAP was informed by reference to extant literature; it relies on the voluntary services of third-year students who then act as mentors to first-year student mentees in…

  1. Social Media and Academic Performance of Business Education Students in South-East Nigeria

    ERIC Educational Resources Information Center

    Nwazor, Joseph Chukwudi; Godwin-Maduike, Chinwe Constance

    2015-01-01

    The aim of the study was to analyze effects of social media on academic performance of business education students in south-east Nigeria. To achieve this, an instrument was designed and sent out to four universities in south-east Nigeria. Out of the 600 copies of the questionnaire distributed, 520 were completely filled and returned giving a…

  2. Media Habits and Academic Performance: Elementary and Middle School Students' Perceptions.

    ERIC Educational Resources Information Center

    Ballard, Katherine D.

    An exploratory study examined children's self reports of media habits and academic performance. Chosen by a sample of convenience, 20 children between the ages of 8 and 14 years old (all residents of Indiana or Ohio) expressed that increased time with media takes away time spent studying. Many view media as a distraction to completing homework,…

  3. Assertive Skills and Academic Performance in Primary and Secondary Education, Giftedness, and Conflictive Students

    ERIC Educational Resources Information Center

    Marugan de Miguelsanz, Montserrat; Carbonero Martin, Miguel Angel; Palazuelo Martinez, Ma Marcela

    2012-01-01

    Introduction: This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and academic performance and, on the other, we verified whether students who are excluded from the norm, either because of their…

  4. Somatic Complaints in Children with Anxiety Disorders and Their Unique Prediction of Poorer Academic Performance

    ERIC Educational Resources Information Center

    Hughes, Alicia A.; Lourea-Waddell, Brittany; Kendall, Philip C.

    2008-01-01

    The present study aimed to examine somatic complaints in children with anxiety disorders compared to non-anxious control children and whether somatic complaints predict poorer academic performance. The sample consisted of 108 children and adolescents (aged 8-14 years) assessed by a structured diagnostic interview: 69 with a principal (i.e., most…

  5. An Examination of Factors Related to the Academic Performance of African-American College Students

    ERIC Educational Resources Information Center

    Wylie, D'Errico M.

    2012-01-01

    The purpose of this study was to identify factors that were predictive of academic performance of college students at Historically Black Colleges/Universities (HBCUs). The variables of interest included: seating choice, self-esteem, anxiety, stress and study habits. The sample consisted of 201 African-American undergraduate students. Participants…

  6. The Impact of Placements on the Academic Performance of UK and International Students in Higher Education

    ERIC Educational Resources Information Center

    Crawford, Ian; Wang, Zhiqi

    2016-01-01

    Motivated by an increasing number of international students in UK higher education, this study investigates the effect of year-long placements on the academic performance of 268 accounting and finance students enrolled between 2006 and 2009. The results show differences between UK and international students although both statistically and…

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

    ERIC Educational Resources Information Center

    Ronai, Ann K.; And Others

    1984-01-01

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

  8. 2011-2012 Overview of M-DCPS' Academic Performance. Information Capsule. Volume 1203

    ERIC Educational Resources Information Center

    Blazer, Christie

    2012-01-01

    This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2011-2012 school year. Over the past year, the Florida Department of Education made over 28 changes to the school grading formula, including the transition to new, more rigorous assessments, new accountability components, and…

  9. An Investigation on Students Academic Performance for Junior Secondary Schools in Botswana

    ERIC Educational Resources Information Center

    MolokoMphale, Luke; Mhlauli, Mavis B.

    2014-01-01

    The major purpose of the study was to investigate factors which contribute to the decline in students' academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to…

  10. The Relationship between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences

    ERIC Educational Resources Information Center

    Zacherman, Avi; Foubert, John

    2014-01-01

    The effects of time spent in cocurricular activities on academic performance was tested. A curvilinear relationship between hours per week spent involved in cocurricular activities and grade point average was discovered such that a low amount of cocurricular involvement was beneficial to grades, while a high amount can potentially hurt academic…

  11. The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance

    ERIC Educational Resources Information Center

    Jhangiani, Rajiv S.

    2016-01-01

    The present study investigates the impact of participation in a peer assessment activity on subsequent academic performance. Students in two sections of an introductory psychology course completed a practice quiz 1 week prior to each of three course exams. Students in the experimental group participated in a five-step double-blind peer assessment…

  12. Principals' Administrative Styles and Students' Academic Performance in Taraba State Secondary Schools, Nigeria

    ERIC Educational Resources Information Center

    Bello, Suleiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

    2016-01-01

    The study determined the relationship between principals' administrative styles and students' academic performance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of…

  13. Social Presence in Online Discussions as a Process Predictor of Academic Performance

    ERIC Educational Resources Information Center

    Joksimovic, S.; Gaševic, D.; Kovanovic, V.; Riecke, B. E.; Hatala, M.

    2015-01-01

    With the steady development of online education and online learning environments, possibilities to support social interactions between students have advanced significantly. This study examined the relationship between indicators of social presence and academic performance. Social presence is defined as students' ability to engage socially with an…

  14. The Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State, Nigeria

    ERIC Educational Resources Information Center

    Usman, Yunusa Dangara

    2015-01-01

    This study examined the Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State with reference to Senior Secondary Certificate Examination (SSCE). Five research questions were used to guide the study to a rational conclusion. Descriptive Survey method was adopted in which Instructional Supervision…

  15. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    ERIC Educational Resources Information Center

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

  16. Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

    ERIC Educational Resources Information Center

    Al-Alwan, Ahmed F.

    2014-01-01

    The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

  17. Predicting Students' Academic Performance Based on School and Socio-Demographic Characteristics

    ERIC Educational Resources Information Center

    Thiele, Tamara; Singleton, Alexander; Pope, Daniel; Stanistreet, Debbi

    2016-01-01

    Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic…

  18. Boasts are a boost: achievement prime self-reactivity predicts subsequent academic performance.

    PubMed

    Gramzow, Richard H; Johnson, Camille S; Willard, Greg

    2014-03-01

    The present research tests the hypothesis that self-reactivity following an achievement prime reflects the strength of achievement goals and is a predictor of future goal-relevant performance. In Studies 1-3, undergraduates reported their grade-point averages (GPAs) following either an achievement goal prime or a control prime. Academic exaggeration (higher self-reported than official GPA) was the indicator of self-reactivity to the prime. Study 1 involved a direct achievement goal prime, whereas Studies 2 and 3 involved indirect priming techniques. In all 3 experiments, greater academic exaggeration following the achievement goal prime (but not the control prime) predicted better academic performance a semester later (based on official records). Study 4 demonstrated that the magnitude of students' GPA goals mediated the association between academic exaggeration and subsequent performance (1 year later). The fact that self-reactivity to a single achievement goal prime in the lab predicted later performance in "real life" suggests that individual differences in reactivity to a specific prime can signal much broader motivational orientations related to the primed goal. PMID:24588092

  19. Exploring the Relationship among Learning Patterns, Personality Traits, and Academic Performance in Freshmen

    ERIC Educational Resources Information Center

    Cela-Ranilla, Jose Maria; Gisbert, Merce; de Oliveira, Janaina Minelli

    2011-01-01

    Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school…

  20. Gender, Geographic Locations, Achievement Goals and Academic Performance of Secondary School Students from Borno State, Nigeria

    ERIC Educational Resources Information Center

    Musa, Alice K.J.

    2013-01-01

    The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…

  1. The Impact of Extracurricular Activities on Academic Performance for Rural Secondary Students in Indiana

    ERIC Educational Resources Information Center

    Wilcox, Michael Lee

    2012-01-01

    The purpose of this study was two-fold in nature. First, this study sought to identify whether extracurricular participation for students in a rural, Grades 7-12 building created significant differences when examining academic performance, attendance, gender, lunch status, and student discipline compared to their non-participant peers. Secondly,…

  2. Validating Student Satisfaction Related to Persistence, Academic Performance, Retention and Career Advancement within ODL Perspectives

    ERIC Educational Resources Information Center

    Sembiring, Maximus Gorky

    2015-01-01

    Student satisfaction associated with persistence, academic performance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was…

  3. An Assessment of the Effects of Teaching Methods on Academic Performance of Students in Accounting Courses

    ERIC Educational Resources Information Center

    Hosal-Akman, Nazli; Simga-Mugan, Can

    2010-01-01

    This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…

  4. Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention

    ERIC Educational Resources Information Center

    Donato, Jeanne M.

    2009-01-01

    This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

  5. Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses

    ERIC Educational Resources Information Center

    Jiao, Qun G.; DaRos-Voseles, Denise A.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.

    2011-01-01

    This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group…

  6. State Education Trends: Academic Performance and Spending over the Past 40 Years. Policy Analysis No. 746

    ERIC Educational Resources Information Center

    Coulson, Andrew J.

    2014-01-01

    Long-term trends in academic performance and spending are valuable tools for evaluating past education policies and informing current ones. But such data have been scarce at the state level, where the most important education policy decisions are made. State spending data exist reaching back to the 1960s, but the figures have been scattered across…

  7. The Attention Skills and Academic Performance of Aggressive/Rejected and Low Aggressive/Popular Children

    ERIC Educational Resources Information Center

    Wilson, Beverly J.; Petaja, Holly; Mancil, Larissa

    2011-01-01

    Research Findings: Aggressive/rejected children are at risk for continuing conduct and school problems. Some limited research indicates that these children have attention problems. Previous research has linked attention problems with academic performance. The current study investigated group differences in attention skills and the role of these…

  8. Claims of Improved Academic Performance--The Questions You Should Ask.

    ERIC Educational Resources Information Center

    Smith, Richard Alan

    1988-01-01

    Discusses how to examine and evaluate claims of improved academic performance in advertisements for computer-assisted instruction. Highlights include the proper use of comparison groups; types of statistical analyses; the Hawthorne effect; the interpretation of scores; interpreting graphic presentations; tests of significance; and cost…

  9. Factor-Based Student Rating in Academic Performance in Southern Province of Rwanda

    ERIC Educational Resources Information Center

    Rulinda, Ephrard; Role, Elizabeth; Makewa, Lazarus Ndiku

    2013-01-01

    This study examined students' perception on academic performance using five-factor ratings namely, principal's instructional leadership, school climate, school facilities, teachers' effectiveness and family support. Data for this study were collected from selected Parent's Private Seventh-Day Adventist Secondary Schools (PPSDASS) in Southern…

  10. The Association of Health-Related Fitness with Indicators of Academic Performance in Texas Schools

    ERIC Educational Resources Information Center

    Welk, Gregory J.; Jackson, Allen W.; Morrow, James R., Jr.; Haskell, William H.; Meredith, Marilu D.; Cooper, Kenneth H.

    2010-01-01

    This study examined the associations between indicators of health-related physical fitness (cardiovascular fitness and body mass index) and academic performance (Texas Assessment of Knowledge and Skills). Partial correlations were generally stronger for cardiovascular fitness than body mass index and consistently stronger in the middle school…

  11. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  12. Academic Performance in the Context of a "Three Excused Absences" Psychiatry Clerkship Policy

    ERIC Educational Resources Information Center

    Schillerstrom, Jason E.; Lutz, Mary

    2013-01-01

    Objective: In order to better manage medical student absences during the psychiatry clerkship, a policy allowing students to miss up to 3 days without penalty was developed. The purpose of this study was to describe absence patterns and compare academic performance between students with and without absences. Method: Authors reviewed the academic…

  13. Teachers' Conduct in the 21st Century: The Need for Enhancing Students' Academic Performance

    ERIC Educational Resources Information Center

    Dimkpa, Daisy I.

    2015-01-01

    This paper explores the teaching profession and the impact of teachers' conduct on the academic performance of students. It noted that as teaching is one of the oldest and well respected professions in the world, the role of the teacher in the effective delivery of knowledge and in bringing about a conducive atmosphere for learning cannot be over…

  14. The Impact of Racial Socialization on the Academic Performance and Prosocial Involvement of Black Emerging Adults

    ERIC Educational Resources Information Center

    White-Johnson, Rhonda L.

    2015-01-01

    Despite evidence linking racial socialization processes to the functioning of Black youth, the effect of these parenting practices among Black college students is less clear. This study examined the relationship among racial socialization messages, academic performance, and prosocial involvement for 295 Black college students. Results revealed…

  15. How Are Task Reflexivity and Intercultural Sensitivity Related to the Academic Performance of MBA Students?

    ERIC Educational Resources Information Center

    Lyubovnikova, Joanne; Napiersky, Uwe; Vlachopoulos, Panos

    2015-01-01

    Higher education in business school environments is increasingly focused on how to best equip students with the skills necessary for leadership in the global workplace. This paper examines the impact of two particularly important cognitive capabilities--task reflexivity and intercultural sensitivity, on academic performance in an MBA programme. It…

  16. The Impact of Library Resource Utilization on Undergraduate Students' Academic Performance: A Propensity Score Matching Design

    ERIC Educational Resources Information Center

    Kot, Felly Chiteng; Jones, Jennifer L.

    2015-01-01

    This study uses three cohorts of first-time, full-time undergraduate students (N = 8,652) at a large, metropolitan, public research university to examine the impact of student use of three library resources (workstations, study rooms, and research clinics) on academic performance. To deal with self-selection bias and estimate this impact more…

  17. Cultural Models of Education and Academic Performance for Native American and European American Students

    ERIC Educational Resources Information Center

    Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

    2013-01-01

    We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

  18. Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance

    ERIC Educational Resources Information Center

    Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.

    2015-01-01

    Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

  19. Differences in Work, Levels of Involvement, and Academic Performance between Residential and Commuter Students

    ERIC Educational Resources Information Center

    Alfano, Halley J.; Eduljee, Nina B.

    2013-01-01

    The purpose of this study was to investigate the relationship between work, levels of involvement and academic performance between residential and commuter students. One hundred and eight undergraduate students at a private college in the Northeast were surveyed. Surveys aimed at examining work and levels of involvement were administered to the…

  20. Violence Exposure, IQ, Academic Performance, and Children's Perception of Safety: Evidence of Protective Effects

    ERIC Educational Resources Information Center

    Ratner, Hilary Horn; Chiodo, Lisa; Covington, Chandice; Sokol, Robert J.; Ager, Joel; Delaney-Black, Virginia

    2006-01-01

    Community violence exposure (CVE), a critical urban problem, is associated with negative academic outcomes. Children who report feeling safe, however, may perform better than those who do not. The purpose of this study was to examine the relations among CVE, feelings of safety, and cognitive outcomes among 6- and 7-year-olds born to women…