Science.gov

Sample records for academic performance measures

  1. 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…

  2. 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…

  3. 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,…

  4. 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.

  5. Use of Aggregation to Improve the Reliability of Simple Direct Measures of Academic Performance.

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; And Others

    The effects of aggregation on the reliability of measures of academic performance were explored in two studies. In the first study, 30 elementary-age children were tested four times on the same forms of the Woodcock Reading Mastery Tests and the Ginn 720 Reading Passage measures. Group stability coefficients, within-subject reliability…

  6. The E-Balanced Scorecard (e-BSC) for Measuring Academic Staff Performance Excellence

    ERIC Educational Resources Information Center

    Yu, May Leen; Hamid, Suraya; Ijab, Mohamad Taha; Soo, Hsaio Pei

    2009-01-01

    This research paper is a pilot study that investigated the suitability of adopting an automated balanced scorecard for managing and measuring the performance excellence of academic staffs in the higher education setting. A comprehensive study of related literature with requirements elicited from the target population in a selected premier…

  7. 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.

  8. Using FTE and RVU performance measures to assess financial viability of academic nurse-managed centers.

    PubMed

    Vonderheid, Susan; Pohl, Joanne; Schafer, Patricia; Forrest, Kathy; Poole, Michele; Barkauskas, Violet; Mackey, Thomas A

    2004-01-01

    Financial performance measures are essential to improve the fiscal management of academic nurse-managed centers (ANMCs). Measures are compared among six ANMCs in a consortium and against an external, self-sustainable, profitable ANMC and national data for family practice physicians. Performance measures help identify a center's strengths and weaknesses facilitating the development of strategies aimed at a variety of targets (business practices related to revenue and costs) to improve financial viability. Using a variety of financial performance measures to inform decision making will aid ANMCs in keeping their doors open for business.

  9. Comparing standardized measures of diligence and achievement with dental student academic performance.

    PubMed

    Jedrychowski, Joseph; Lindemann, Robert

    2005-04-01

    Utilizing a reliable and valid instrument to measure a student's application of energy and effort towards a goal (diligence) or the ability to reach goals (achievement) would enable dental educators to anticipate academic performance. This knowledge could be used to better distribute faculty and educational resources, as additional tutors could be provided for students who score low on diligence and achievement instruments. In this study, fourth-year dental students completed the Diligence Inventory and the NachNaff Scale (which measures desire to achieve) immediately prior to graduation. The scores from both inventories were correlated with nine measures of academic performance. For males, the NachNaff Scale positively correlated (p<.05) only with the quantity of exceptional performance reports (EPR) and for females negatively correlated only with science DAT scores. The modest positive correlations, which differ for gender, suggest that the NachNaff may be of limited use to predict dental student performance. For males, the Total Diligence mean positively correlated with EPR and National Board Parts I and II scores. For females, the Total Diligence mean positively correlated with EPR and a predental biology-chemistry-physics grade composite. Given the simplicity of the Diligence Inventory and its significant correlations with academic performance demonstrated in this study, it appears to be a useful tool to gain insight into students' diligence in striving to obtain goals.

  10. 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…

  11. Society for Academic Continuing Medical Education Intervention Guideline Series: Guideline 1, Performance Measurement and Feedback.

    PubMed

    Van Hoof, Thomas J; Grant, Rachel E; Miller, Nicole E; Bell, Mary; Campbell, Craig; Colburn, Lois; Davis, David; Dorman, Todd; Horsley, Tanya; Jacobs-Halsey, Virginia; Kane, Gabrielle; LeBlanc, Constance; Lockyer, Jocelyn; Moore, Donald E; Morrow, Robert; Olson, Curtis A; Silver, Ivan; Thomas, David C; Kitto, Simon

    2015-01-01

    The Society for Academic Continuing Medical Education commissioned a study to clarify and, if possible, to standardize the terminology for a set of important educational interventions. In the form of a guideline, this article describes one such intervention, performance measurement and feedback, which is a common intervention in health professions education. In the form of a summary report, performance measurement and feedback is an opportunity for clinicians to view data about the care they provide compared with some standard and often with peer and benchmark comparisons. Based on a review of recent evidence and a facilitated discussion with the US and Canadian experts, we describe proper terminology for performance measurement and feedback and other important information about the intervention. We encourage leaders and researchers to consider and build on this guideline as they plan, implement, evaluate, and report efforts with performance measurement and feedback. Clear and consistent use of terminology is imperative, along with complete and accurate descriptions of interventions, to improve the use and study of performance measurement and feedback. PMID:26954002

  12. MTF Database: A Repository of Students' Academic Performance Measurements for the Development of Techniques for Evaluating Team Functioning

    ERIC Educational Resources Information Center

    Hsiung, Chin-Min; Zheng, Xiang-Xiang

    2015-01-01

    The Measurements for Team Functioning (MTF) database contains a series of student academic performance measurements obtained at a national university in Taiwan. The measurements are acquired from unit tests and homework tests performed during a core mechanical engineering course, and provide an objective means of assessing the functioning of…

  13. Measuring Performance Excellence: Key Performance Indicators for Institutions Accepted into the Academic Quality Improvement Program (AQIP)

    ERIC Educational Resources Information Center

    Ballard, Paul J.

    2013-01-01

    Given growing interest in accountability and outcomes, the North Central Association's Higher Learning Commission developed a new path for accreditation, the Academic Quality Improvement Program (AQIP). The goal is to infuse continuous improvement and quality in the culture of higher education, and to blend traditional accreditation with the…

  14. 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…

  15. Measurement of academic entitlement.

    PubMed

    Miller, Brian K

    2013-10-01

    Members of Generation Y, or Millennials, have been accused of being lazy, whiny, pampered, and entitled, particularly in the college classroom. Using an equity theory framework, eight items from a measure of work entitlement were adapted to measure academic entitlement in a university setting in three independent samples. In Study 1 (n = 229), confirmatory factor analyses indicated good model fit to a unidimensional structure for the data. In Study 2 (n = 200), the questionnaire predicted unique variance in university satisfaction beyond two more general measures of dispositional entitlement. In Study 3 (n = 161), the measure predicted unique variance in perceptions of grade fairness beyond that which was predicted by another measure of academic entitlement. This analysis provides evidence of discriminant, convergent, incremental, concurrent criterion-related, and construct validity for the Academic Equity Preference Questionnaire.

  16. Measurement of academic entitlement.

    PubMed

    Miller, Brian K

    2013-10-01

    Members of Generation Y, or Millennials, have been accused of being lazy, whiny, pampered, and entitled, particularly in the college classroom. Using an equity theory framework, eight items from a measure of work entitlement were adapted to measure academic entitlement in a university setting in three independent samples. In Study 1 (n = 229), confirmatory factor analyses indicated good model fit to a unidimensional structure for the data. In Study 2 (n = 200), the questionnaire predicted unique variance in university satisfaction beyond two more general measures of dispositional entitlement. In Study 3 (n = 161), the measure predicted unique variance in perceptions of grade fairness beyond that which was predicted by another measure of academic entitlement. This analysis provides evidence of discriminant, convergent, incremental, concurrent criterion-related, and construct validity for the Academic Equity Preference Questionnaire. PMID:24597456

  17. 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…

  18. 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.

  19. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

    PubMed Central

    Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

    2016-01-01

    Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic

  20. Predicting academic performance and clinical competency for international dental students: seeking the most efficient and effective measures.

    PubMed

    Stacey, D Graham; Whittaker, John M

    2005-02-01

    Measures used in the selection of international dental students to a U.S. D.D.S. program were examined to identify the grouping that most effectively and efficiently predicted academic performance and clinical competency. Archival records from the International Dental Program (IDP) at Loma Linda University provided data on 171 students who had trained in countries outside the United States. The students sought admission to the D.D.S. degree program, successful completion of which qualified them to sit for U.S. licensure. As with most dental schools, competition is high for admission to the D.D.S. program. The study's goal was to identify what measures contributed to a fair and accurate selection process for dental school applicants from other nations. Multiple regression analyses identified National Board Part II and dexterity measures as significant predictors of academic performance and clinical competency. National Board Part I, TOEFL, and faculty interviews added no significant additional help in predicting eventual academic performance and clinical competency.

  1. 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,…

  2. The Effect of Stress on Self-Reported Academic Performance Measures among Hispanic Undergraduate Students at Arizona State University

    ERIC Educational Resources Information Center

    Moses, Karen S.

    2012-01-01

    Research on the impact of stress on the academic performance of Hispanic undergraduate students is limited, leaving institutions of higher education without needed information about how to better support this growing population of students. The purpose of this study was to identify stressors that have a negative impact on academic performance of…

  3. 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…

  4. 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…

  5. Validation of the internalization of the Model Minority Myth Measure (IM-4) and its link to academic performance and psychological adjustment among Asian American adolescents.

    PubMed

    Yoo, Hyung Chol; Miller, Matthew J; Yip, Pansy

    2015-04-01

    There is limited research examining psychological correlates of a uniquely racialized experience of the model minority stereotype faced by Asian Americans. The present study examined the factor structure and fit of the only published measure of the internalization of the model minority myth, the Internalization of the Model Minority Myth Measure (IM-4; Yoo et al., 2010), with a sample of 155 Asian American high school adolescents. We also examined the link between internalization of the model minority myth types (i.e., myth associated with achievement and myth associated with unrestricted mobility) and psychological adjustment (i.e., affective distress, somatic distress, performance difficulty, academic expectations stress), and the potential moderating effect of academic performance (cumulative grade point average). Results suggested the 2-factor model of the IM-4 had an acceptable fit to the data and supported the factor structure using confirmatory factor analyses. Internalizing the model minority myth of achievement related positively to academic expectations stress; however, internalizing the model minority myth of unrestricted mobility related negatively to academic expectations stress, both controlling for gender and academic performance. Finally, academic performance moderated the model minority myth associated with unrestricted mobility and affective distress link and the model minority myth associated with achievement and performance difficulty link. These findings highlight the complex ways in which the model minority myth relates to psychological outcomes.

  6. Data Collection Manual for Academic and Research Library Network Statistics and Performance Measures.

    ERIC Educational Resources Information Center

    Shim, Wonsik "Jeff"; McClure, Charles R.; Fraser, Bruce T.; Bertot, John Carlo

    This manual provides a beginning approach for research libraries to better describe the use and users of their networked services. The manual also aims to increase the visibility and importance of developing such statistics and measures. Specific objectives are: to identify selected key statistics and measures that can describe use and users of…

  7. Measuring the Impact of ICTs on Academic Performance: Evidence from Higher Education in Tunisia

    ERIC Educational Resources Information Center

    Karamti, Chiraz

    2016-01-01

    Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement…

  8. 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…

  9. 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…

  10. Relationship of Nutrition and Physical Activity Behaviors and Fitness Measures to Academic Performance for Sixth Graders in a Midwest City School District

    ERIC Educational Resources Information Center

    Edwards, Jane U.; Mauch, Lois; Winkelman, Mark R.

    2011-01-01

    Background: To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Methods: Students completed an adapted Youth Risk Behavior…

  11. Eliminating discipline problems by strengthening academic performance.

    PubMed

    Ayllon, T; Roberts, M D

    1974-01-01

    Behavior modification procedures have typically been used to eliminate discipline problems in the classroom through reinforcement of nondisruptive behavior. This report demonstrates an alternative approach whereby discipline problems are eliminated by reinforcing relevant academic skills. Five fifth-grade boys, identified by their teacher as discipline problems, were observed. The teacher conducted 15-min performance sessions in her reading class during which written academic performance and disruptive behavior were recorded. These measures indicated that the boys' average level of disruption was 34%, while their reading performance was below 50%. When systematic token reinforcement was applied to reading performance only, the rate of disruption fell drastically, and reading performance increased. When the reinforcement procedure was withdrawn, disruption again rose, and reading performance declined. The reinstatement of reinforcement doubled reading performance and eliminated disruption. PMID:4465374

  12. Eliminating discipline problems by strengthening academic performance.

    PubMed

    Ayllon, T; Roberts, M D

    1974-01-01

    Behavior modification procedures have typically been used to eliminate discipline problems in the classroom through reinforcement of nondisruptive behavior. This report demonstrates an alternative approach whereby discipline problems are eliminated by reinforcing relevant academic skills. Five fifth-grade boys, identified by their teacher as discipline problems, were observed. The teacher conducted 15-min performance sessions in her reading class during which written academic performance and disruptive behavior were recorded. These measures indicated that the boys' average level of disruption was 34%, while their reading performance was below 50%. When systematic token reinforcement was applied to reading performance only, the rate of disruption fell drastically, and reading performance increased. When the reinforcement procedure was withdrawn, disruption again rose, and reading performance declined. The reinstatement of reinforcement doubled reading performance and eliminated disruption.

  13. 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…

  14. 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.

  15. 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.

  16. 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

  17. 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.…

  18. Choquet integral as an alternative aggregation method to measure the overall academic performance of primary school students: A case study

    NASA Astrophysics Data System (ADS)

    Kasim, Maznah Mat; Abdullah, Siti Rohana Goh

    2014-07-01

    Many average methods are available to aggregate a set of numbers to become single number. However these methods do not consider the interdependencies between the criteria of the related numbers. This paper is highlighting the Choquet Integral method as an alternative aggregation method where the interdependency estimates between the criteria are comprised in the aggregation process. The interdependency values can be estimated by using lambda fuzzy measure method. By considering the interdependencies or interaction between the criteria, the resulted aggregated values are more meaningful as compared to the ones obtained by normal average methods. The application of the Choquet Integral is illustrated in a case study of finding the overall academic achievement of year six pupils in a selected primary school in a northern state of Malaysia.

  19. Commentary: A call to leadership: the role of the academic medical center in driving sustainable health system improvement through performance measurement.

    PubMed

    Nedza, Susan M

    2009-12-01

    As the government attempts to address the high cost of health care in the United States, the issues being confronted include variations in the quality of care administered and the inconsistent application of scientifically proven treatments. To improve quality, methods of measurement and reporting with rewards or, eventually, penalties based on performance, must be developed. To date, well-intentioned national policy initiatives, such as value-based purchasing, have focused primarily on the measurement of discrete events and on attempts to construct incentives. While important, the current approach alone cannot improve quality, ensure equitability, decrease variability, and optimize value. Additional thought-leadership is required, both theoretical and applied. Academic medical centers' (AMCs') scholarly and practical participation is needed. Although quality cannot be sustainably improved without measurement, the existing measures alone do not ensure quality. There is not enough evidence to support strong measure development and, further, not enough insight regarding whether the existing measures have their intended effect of enhancing health care delivery that results in quality outcomes for patients. Perhaps the only way that the United States health care system will achieve a standard of quality care is through the strong embrace, effective engagement, intellectual insights, educational contributions, and practical applications in AMCs. Quality will never be achieved through public policies or national initiatives alone but instead through the commitment of the academic community to forward the science of performance measurement and to ensure that measurement leads to better health outcomes for our nation.

  20. 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…

  1. School Discipline, School Uniforms and Academic Performance

    ERIC Educational Resources Information Center

    Baumann, Chris; Krskova, Hana

    2016-01-01

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

  2. 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…

  3. The Relationship between Religiosity and Academic Performance amongst Accounting Students

    ERIC Educational Resources Information Center

    Zubairu, Umaru Mustapha; Sakariyau, Olalekan Busra

    2016-01-01

    In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic…

  4. Defining and Measuring Academic Success

    ERIC Educational Resources Information Center

    York, Travis T.; Gibson, Charles; Rankin, Susan

    2015-01-01

    Despite, and perhaps because of its amorphous nature, the term "academic success" is one of the most widely used constructs in educational research and assessment within higher education. This paper conducts an analytic literature review to examine the use and operationalization of the term in multiple academic fields. Dominant…

  5. 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,…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Montanaro, Marilee Kaye Fannon

    2013-01-01

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

  9. 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

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

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2011-01-01

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

  11. Peer Mentors Can Improve Academic Performance

    ERIC Educational Resources Information Center

    Asgari, Shaki; Carter, Frederick, Jr.

    2016-01-01

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

  12. Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences

    PubMed Central

    Baars, Maria A. E.; Nije Bijvank, Marije; Tonnaer, Geertje H.; Jolles, Jelle

    2015-01-01

    Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation. PMID:26300823

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

    ERIC Educational Resources Information Center

    Campbell, Michael M.

    2007-01-01

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

  14. Measuring Emotional Intelligence in Early Adolescence with the MSCEIT-YV: Psychometric Properties and Relationship with Academic Performance and Psychosocial Functioning

    ERIC Educational Resources Information Center

    Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter

    2012-01-01

    Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…

  15. 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…

  16. Academic Performance of Pre-Graduate Students

    ERIC Educational Resources Information Center

    Amin, Hazilah Mohd; Hanawi, Siti Aishah; Mohamed, Hazura; Saad, Saidah; Sahari, Noraidah; Mohamed, Ibrahim

    2013-01-01

    This study aims to investigate the performance of FTSM [Faculty of Information Science and Technology] students' academic achievement, based on the number of years of their study and entry requirements. The main objectives of this study are to look at the STPM [Malaysian Higher Education Certificate], Matriculation and Diploma students' academic…

  17. 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…

  18. 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…

  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. Ethnicity, Drug User Status and Academic Performance.

    ERIC Educational Resources Information Center

    Dozier, Arthur Lee; Barnes, Michael James

    1997-01-01

    Investigates the impact of drug use and race on school performance. Results based on 38 students show significant main effects for both race and user status, suggesting an interaction between the two. Black users and nonusers did not differ across academic areas, although large differences for Whites and Latinos emerged. (RJM)

  1. 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…

  2. CAUL's Interest in Performance Measurement.

    ERIC Educational Resources Information Center

    Byrne, Alex

    1997-01-01

    The Council of Australian University Librarians (CAUL) has extended its commitment to academic library performance measurement with the publication of the first three CAUL Performance Indicators, focusing on library/clientele congruence, document delivery quality, and the proportion of sought material obtained. All have been applied effectively in…

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

    ERIC Educational Resources Information Center

    Langevin, Elizabeth L.

    2013-01-01

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

  4. 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,…

  5. 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…

  6. 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…

  7. 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…

  8. 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.

  9. 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

  10. Does the Measurement or Magnitude of Academic Entitlement Change over Time?

    ERIC Educational Resources Information Center

    Sessoms, John; Finney, Sara J.; Kopp, Jason P.

    2016-01-01

    Academic entitlement (AE) characterizes students who believe they deserve positive academic outcomes independent of performance. Using the Academic Entitlement Questionnaire, we evaluated the longitudinal stability of the measurement and magnitude of AE. Results indicated partial measurement invariance, slight average increase in AE, and…

  11. Measuring Situational Interest in Academic Domains

    ERIC Educational Resources Information Center

    Linnenbrink-Garcia, Lisa; Durik, Amanda M.; Conley, AnneMarie M.; Barron, Kenneth E.; Tauer, John M.; Karabenick, Stuart A.; Harackiewicz, Judith M.

    2010-01-01

    Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents' situational interest (SI) across various academic settings. In Study 1 (n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor…

  12. 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.

  13. Student stress and academic performance: home hospital program.

    PubMed

    Yucha, Carolyn B; Kowalski, Susan; Cross, Chad

    2009-11-01

    The purpose of this study was to evaluate whether nursing students assigned to a home hospital experience less stress and improved academic performance. Students were assigned to a home hospital clinical placement (n = 78) or a control clinical placement (n = 79). Stress was measured using the Student Nurse Stress Index (SNSI) and Spielberger's State Anxiety Inventory. Academic performance included score on the RN CAT, a standardized mock NCLEX-RN(®)-type test; nursing grade point average; and first attempt pass-fail on the NCLEX-RN. There were no statistically significant differences between the two groups for age, gender, marital status, ethnicity, or score on the nurse entrance examination. There were significant changes in SNSI over time but not between groups. Academic load and state anxiety showed an interaction of time by group, with the home hospital group showing reductions over time, compared with the control group.

  14. Satisfaction of Students and Academic Performance in Benadir University

    ERIC Educational Resources Information Center

    Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

    2016-01-01

    This study examines the role of satisfaction on students' academic performance and investigates the relationship between satisfaction of students and academic performance and explores other factors that contribute academic performance. A correlation research was used. The study population was the third and the last year students of Benadir…

  15. The relationship between study strategies and academic performance

    PubMed Central

    Graham, Lori; West, Courtney

    2016-01-01

    Objectives To investigate if and to what extent the Learning and Study Strategy Inventory (LASSI) and the Self-Directed Learning Readiness Scale (SDLRS) yield academic performance predictors; To examine if LASSI findings are consistent with previous research. Methods Medical school students completed the LASSI and SDLRS before their first and second years (n = 168). Correlational and regression analyses were used to determine the predictive value of the LASSI and the SDLRS. Paired t-tests were used to test if the two measurement points differed. Bivariate correlations and R2s were compared with five other relevant studies. Results The SDLRS was moderately correlated with all LASSI subscales in both measures (r(152) =.255, p=.001) to (r(152) =.592, p =.000). The first SDLRS, nor the first LASSI, were predictive of academic performance. The second LASSI measure was a significant predictor of academic performance (R2(138) = 0.188, p = .003). Six prior LASSI studies yielded a range of R2s from 10-49%. Conclusions The SDLRS is moderately correlated with all LASSI subscales. However, the predictive value of the SDLRS and LASSI differ. The SDLRS does not appear to be directly related to academic performance, but LASSI subscales: Concentration, Motivation, Time Management, and Test Strategies tend to be correlated. The explained LASSI variance ranges from 10% to 49%, indicating a small to substantial effect. Utilizing the LASSI to provide medical school students with information about their strengths and weaknesses and implementing targeted support in specific study strategies may yield positive academic performance outcomes. PMID:27718497

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

    PubMed Central

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

    2010-01-01

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

  17. 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)

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

    PubMed

    Sun, Yongmin; Li, Yuanzhang

    2009-09-01

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

  19. 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.

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

    ERIC Educational Resources Information Center

    Petrie, Trent A.; Russell, Richard K.

    1995-01-01

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

  1. 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.

  2. 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…

  3. 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…

  4. Establishing a Unified Model of Academic Literacy and a Method for Measuring Academic Readiness

    ERIC Educational Resources Information Center

    Warren, Sherry Louise

    2012-01-01

    Substantial changes to the undergraduate population at US universities have created a need for the development of a model of academic literacy and a corresponding means of measuring academic readiness that addresses contextualized, communicative English language competence. This paper presents a unified model of academic literacy which treats…

  5. Academic Performance, Age, Gender, and Ethnicity in Online Courses Delivered by Two-Year Colleges

    ERIC Educational Resources Information Center

    Jost, Bruce; Rude-Parkins, Carolyn; Githens, Rod P.

    2012-01-01

    This study investigated the effects the demographic variables age, gender, and ethnicity and their interactions had on academic performance in online courses delivered by public two-year colleges in Kentucky. The study controlled for previous academic performance measured by cumulative grade point average (GPA). The study used a random sample (N =…

  6. 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,…

  7. Relationships Among Academic Performance, Basic Skills, Subject Matter Knowledge, and Teaching Skills of Teacher Education Graduates.

    ERIC Educational Resources Information Center

    Guyton, Edith; Farokhi, Elizabeth

    1987-01-01

    In order to determine if successful academic performance assures good teaching, four measures of academic achievement of teacher education graduates of Georgia State University from 1981 through 1984 were correlated with on-the-job performance assessments. Results are presented and implications for education policies are discussed. (Author/MT)

  8. 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…

  9. 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%.

  10. A New Strategic Direction for the AAHSLD Annual Statistics: Planning, Service Roles, Performance Measures, and Management Information Systems for Academic Health Science Libraries: Final Report for Phase I.

    ERIC Educational Resources Information Center

    McClure, Charles R.; And Others

    This report presents a summary of activities, findings, and recommendations from Phase I of a project to improve the effectiveness of academic health science libraries and their provision of information services. The objectives for Phase I of the project are given: (1) to identify academic health science library requirements in the areas of…

  11. 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,…

  12. Artist Academics: Performing the Australian Research Agenda

    ERIC Educational Resources Information Center

    Bennett, Dawn; Wright, David; Blom, Diana

    2009-01-01

    Despite the recent focus on creativity and innovation as the backbone of Western knowledge economies, the presence of the creative arts within universities remains problematic. Australian artist academics who seek a balance between their artistic and academic lives work within a government-directed research environment that is unable to quantify;…

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

    PubMed

    Goff, Anne-Marie

    2011-01-01

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

  14. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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)

  20. The Effects of Student Choices on Academic Performance

    ERIC Educational Resources Information Center

    von Mizener, Briana H.; Williams, Robert L.

    2009-01-01

    This article provides an overview of the empirical effects of students' academic choices on academic performance (e.g., amount, quality, and rate of work). Twenty-nine separate experiments within 26 publications were included in the review. The choices involved performance goals and standards, the nature of assignments, instructional support…

  1. 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…

  2. 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…

  3. 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…

  4. Test anxiety and academic performance in chiropractic students.

    PubMed

    Zhang, Niu; Henderson, Charles N R

    2014-01-01

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

  5. Test anxiety and academic performance in chiropractic students*

    PubMed Central

    Zhang, Niu; Henderson, Charles N. R.

    2014-01-01

    Objective We assessed the level of students' test anxiety, and the relationship between test anxiety and academic performance. Methods We recruited 166 third-quarter students. The Test Anxiety Inventory (TAI) was administered to all participants. Total scores from written examinations and objective structured clinical examinations (OSCEs) were used as response variables. Results Multiple regression analysis shows that there was a modest, but statistically significant negative correlation between TAI scores and written exam scores, but not OSCE scores. Worry and emotionality were the best predictive models for written exam scores. Mean total anxiety and emotionality scores for females were significantly higher than those for males, but not worry scores. Conclusion Moderate-to-high test anxiety was observed in 85% of the chiropractic students examined. However, total test anxiety, as measured by the TAI score, was a very weak predictive model for written exam performance. Multiple regression analysis demonstrated that replacing total anxiety (TAI) with worry and emotionality (TAI subscales) produces a much more effective predictive model of written exam performance. Sex, age, highest current academic degree, and ethnicity contributed little additional predictive power in either regression model. Moreover, TAI scores were not found to be statistically significant predictors of physical exam skill performance, as measured by OSCEs. PMID:24350946

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Severs, Mary K.

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

  9. Selecting Universal Screening Measures to Identify Students at Risk Academically

    ERIC Educational Resources Information Center

    Salinger, Rachel L.

    2016-01-01

    Universal screening measures can be used to identify students at risk academically due to learning disabilities or other difficulties. Research and legislation support the use of screening measures early in students' education to ensure they receive any supports necessary to bolster their academic achievement. When selecting a screening measure,…

  10. Examining Academic and Administrative Productivity Measures.

    ERIC Educational Resources Information Center

    Middaugh, Michael F.; Hollowell, David E.

    1992-01-01

    The "academic ratchet and administrative lattice" framework for examining costs and productivity in college administration is applied to the University of Delaware. The productivity of academic units is analyzed quantitatively and issues in overstaffing and overbudgeting of administrative units are discussed. Faculty staffing trends from 1984-85…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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,…

  16. Academic Performance of the "Persistent Probationer" College Student.

    ERIC Educational Resources Information Center

    Arnold, Gretchen B.; Planisek, R. J.

    The purpose of this study was to provide information concerning the academic performance of students who were permitted to continue on probation while hovering slightly below university requirements. The sample consisted of 212 academically dismissed students who were readmitted to the College of Education at Kent State University. The results…

  17. School Climate, Academic Performance, Attendance, and Dropout.

    ERIC Educational Resources Information Center

    Gottfredson, Gary D.; Gottfredson, Denise C.

    Correlates of the teacher scales from the Effective School Battery (ESB) were examined in the Charleston County School District (CCSD) in South Carolina. Focus was on determining the relations between the ESB teacher scales and student academic achievement, progress through the grades, attendance, and dropout. This study was conducted as part of a…

  18. Environmental Variables as Predictors of Academic Performance.

    ERIC Educational Resources Information Center

    Henderson, Ronald W.

    This project used six environmental variables identified by Dave (1963) and Wolf (1964) and three additional variables (identification with models, range of social interaction, and perception of practical value of education) to predict academic achievement in six-year-old Mexican-American children from an economically depressed area. The children…

  19. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    ERIC Educational Resources Information Center

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  20. Academic and Workplace-related Visual Stresses Induce Detectable Deterioration Of Performance, Measured By Basketball Trajectories and Astigmatism Impacting Athletes Or Students In Military Pilot Training.

    NASA Astrophysics Data System (ADS)

    Mc Leod, Roger D.

    2004-03-01

    Separate military establishments across the globe can confirm that a high percentage of their prospective pilots-in-training are no longer visually fit to continue the flight training portion of their programs once their academic coursework is completed. I maintain that the visual stress induced by those intensive protocols can damage the visual feedback mechanism of any healthy and dynamic system beyond its usual and ordinary ability to self-correct minor visual loss of acuity. This deficiency seems to be detectable among collegiate and university athletes by direct observation of the height of the trajectory arc of a basketball's flight. As a particular athlete becomes increasingly stressed by academic constraints requiring long periods of concentrated reading under highly static angular convergence of the eyes, along with unfavorable illumination and viewing conditions, eyesight does deteriorate. I maintain that induced astigmatism is a primary culprit because of the evidence of that basketball's trajectory! See the next papers!

  1. Learning- and grade-orientation, sex, and prediction of self-reported academic performance.

    PubMed

    Page, Stewart; Alexitch, Louise R

    2003-02-01

    148 undergraduate students completed the LOGO-II scale, a measure of educational orientation, i.e., learning-oriented and grade-oriented attitudes and behaviors, and were asked to report their current and expected grades, as well as their self-assessed academic skill. Generally, learning orientation was positively correlated with academic performance, but grade orientation was negatively correlated with performance. Learning orientation and grade orientation predicted academic performance for men but not women. Implications of these findings, including the possibility of encouraging students to assume a more learning-oriented approach to their education, are discussed.

  2. 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.

  3. 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.

  4. 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

  5. Academic performance and perceived validity of grades: an additional case for self-enhancement.

    PubMed

    Woo, T O; Frank, N

    2000-04-01

    The authors investigated the role of academic self-esteem and academic performance in U.S. college students' perceptions of the validity of their grades (overall grade point average [GPA]). A sample of 208 (80 male, 128 female) college students completed a survey that included an academic self-esteem scale and a measure of the perceived validity of grades. The authors assessed academic performance level by the participants' actual overall GPAs. The results of a hierarchical multiple regression analysis supported the weak form of self-enhancement theory (J. S. Shrauger, 1975). Thus, regardless of their self-esteem levels, the students with higher GPAs, compared with those with lower GPAs, tended to see the overall GPA as a more valid indicator of academic ability.

  6. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    ERIC Educational Resources Information Center

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  7. Current Developments in Measuring Academic Behavioural Confidence

    ERIC Educational Resources Information Center

    Sander, Paul

    2009-01-01

    Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale's relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale…

  8. Measuring the Academic Impact of Libraries

    ERIC Educational Resources Information Center

    Allison, DeeAnn

    2015-01-01

    University and college libraries often seek ways to demonstrate their impact for the academic community. This article reports the results from a two-year study that analyzed library use as demonstrated through checkouts and off-campus access to full-text resources against grade point averages (GPAs) of undergraduates and graduates at a large…

  9. 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…

  10. 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…

  11. 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

  12. PERFORMANCE MEASURES OF PHYSICIANS.

    ERIC Educational Resources Information Center

    PRICE, PHILIP B.; AND OTHERS

    CRITERION MEASURES DEVELOPED FOR ON-THE-JOB PERFORMANCE OF PHYSICIANS WILL BE USED IN A SUBSEQUENT STUDY TO DETERMINE HOW MUCH THE PERFORMANCE OF PHYSICIANS CAN BE PREDICTED BY THEIR INDIVIDUAL ACHIEVEMENTS IN MEDICAL AND PREMEDICAL SCHOOL. APPROXIMATELY 29 MEASURES OF THE UNIVERSITY OF UTAH COLLEGE OF MEDICINE AND OTHER PHYSICIANS IN THE UTAH…

  13. Resilience does not predict academic performance in gross anatomy.

    PubMed

    Elizondo-Omaña, Rodrigo Enrique; García-Rodríguez, María de los Angeles; Hinojosa-Amaya, José Miguel; Villarreal-Silva, Eliud Enrique; Avilan, Rosa Ivette Guzmán; Cruz, Juan José Bazaldúa; Guzmán-López, 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 compared: the first group included first-year medical students in the regular course, and the second group included first-year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor-Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 +/- 9. The average anatomy grades differed significantly between regular students (67+/- 15.0) and remedial students (61 +/- 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements.

  14. 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.

  15. Performance Measurement Analysis System

    1989-06-01

    The PMAS4.0 (Performance Measurement Analysis System) is a user-oriented system designed to track the cost and schedule performance of Department of Energy (DOE) major projects (MPs) and major system acquisitions (MSAs) reporting under DOE Order 5700.4A, Project Management System. PMAS4.0 provides for the analysis of performance measurement data produced from management control systems complying with the Federal Government''s Cost and Schedule Control Systems Criteria.

  16. 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…

  17. Academic performance and social competence of adolescents: predictions based on effortful control and empathy.

    PubMed

    Zorza, Juan P; Marino, Julián; de Lemus, Soledad; Acosta Mesas, Alberto

    2013-01-01

    This study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

  18. 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…

  19. 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…

  20. Academic performance in children with rolandic epilepsy.

    PubMed

    Piccinelli, P; Borgatti, R; Aldini, A; Bindelli, D; Ferri, M; Perna, S; Pitillo, G; Termine, C; Zambonin, F; Balottin, U

    2008-05-01

    The aim of this study was to investigate the frequency of reading, writing, and calculation disabilities in children with typical rolandic epilepsy (RE) and healthy control children. We also aimed to define the possible electroclinical markers of specific cognitive dysfunctions in RE. School abilities were evaluated and compared in 20 children (eight males, 12 females; mean age 10y 3mo [SD 1y 7mo]; range 7y 9mo-12y 9mo) consecutively diagnosed with typical RE, and a group of 21 healthy controls (nine males, 12 females; mean age 10y 4mo [SD 1y 8mo]; range 7y 6mo-13y 3mo). All the children received standardized neuropsychological tests. For each patient an exhaustive seizure diary was kept and all the sleep electroencephalogram (EEG) recordings were reviewed. Specific difficulties with reading, writing, and calculation (diagnosed according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders, 4th edition) were found in nine out of 20 children with RE and two out of 21 healthy controls (chi2=0.01). The specific learning disabilities in the RE group were correlated with a marked increase in epileptiform discharges during sleep (chi2=0.02) and an early onset of epilepsy (chi2=0.02). Our findings suggest that seizure onset before age 8 years and epileptiform discharges (more than 50% of the sleep EEG recording) in several tracings over more than a year are relevant markers for identifying patients at risk of developing academic difficulties. PMID:18294216

  1. 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

  2. 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.

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

    PubMed

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

    2016-01-01

    The rapidly advancing implementation of public hospital reform urgently requires the identification and classification of a pool of exceptional medical specialists, corresponding with incentives to attract and retain them, providing a nucleus of distinguished expertise to ensure public hospital preeminence. This paper examines the significance of academic leadership, from a strategic management perspective, including various tools, methods and mechanisms used in the theory and practice of performance evaluation, and employed in the selection, training and appointment of academic leaders. Objective methods of assessing leadership performance are also provided for reference. PMID:27061556

  4. 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.

  5. 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

  6. Interaction between Cognitive and Non-Cognitive Factors: The Influences of Academic Goal Orientation and Working Memory on Mathematical Performance

    ERIC Educational Resources Information Center

    Lee, Kerry; Ning, Flora; Goh, Hui Chin

    2014-01-01

    Although the effects of achievement goals and working memory on academic performance are well established, it is not clear whether they jointly affect academic performance. Children from Primary 4 and 6 (N = 608) were administered (a) measures of working memory and updating from the automated working memory battery and a running span task, (b)…

  7. The State's Official Measures of School Performance

    ERIC Educational Resources Information Center

    EdSource, 2005

    2005-01-01

    This guide describes the measures California state officials use to evaluate schools and school districts, explaining what they are and what they indicate. Results of standard tests and the Academic Performance Index (API) indicate substantial gaps between the achievement of various groups of students in California. African American, Latino, and…

  8. Human performance measuring device

    NASA Technical Reports Server (NTRS)

    Michael, J.; Scow, J.

    1970-01-01

    Complex coordinator, consisting of operator control console, recorder, subject display panel, and limb controls, measures human performance by testing perceptual and motor skills. Device measures psychophysiological functions in drug and environmental studies, and is applicable to early detection of psychophysiological body changes.

  9. 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…

  10. 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…

  11. 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…

  12. Engineering Self-Efficacy Contributing to the Academic Performance of AMAIUB Engineering Students: A Qualitative Investigation

    ERIC Educational Resources Information Center

    Aleta, Beda T.

    2016-01-01

    This research study aims to determine the factors of engineering skills self- efficacy sources contributing on the academic performance of AMAIUB engineering students. Thus, a better measure of engineering self-efficacy is needed to adequately assess engineering students' beliefs in their capabilities to perform tasks in their engineering…

  13. 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…

  14. 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…

  15. 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…

  16. Personality, Study Methods and Academic Performance

    ERIC Educational Resources Information Center

    Entwistle, N. J.; Wilson, J. D.

    1970-01-01

    A questionnaire measuring four student personality types--stable introvert, unstable introvert, stable extrovert and unstable extrovert--along with the Eysenck Personality Inventory (Form A) were give to 72 graduate students at Aberdeen University and the results showed recognizable interaction between study methods, motivation and personality…

  17. Video Gameplay, Personality and Academic Performance

    ERIC Educational Resources Information Center

    Ventura, Matthew; Shute, Valerie; Kim, Yoon Jeon

    2012-01-01

    The relationship between video gameplay, video game genre preference, personality, and GPA was investigated in an online correlational study with university students. In addition to administering self-report measures of GPA and personality, we asked three different questions regarding styles of video gameplay. The first asked the average time…

  18. An Evaluation of the Success of Counseled Reentry Students with Prior History of Poor Academic Performance.

    ERIC Educational Resources Information Center

    Woodard, Peggy G.; Suddick, David E.

    There are many causes of poor academic performance among college students and many methods of assisting academic underachievers to improve their academic standing. A study was conducted to compare the rates of ongoing academic success of students who had been academically suspended and who reentered the university less than one year following…

  19. The performance measurement manifesto.

    PubMed

    Eccles, R G

    1991-01-01

    The leading indicators of business performance cannot be found in financial data alone. Quality, customer satisfaction, innovation, market share--metrics like these often reflect a company's economic condition and growth prospects better than its reported earnings do. Depending on an accounting department to reveal a company's future will leave it hopelessly mired in the past. More and more managers are changing their company's performance measurement systems to track nonfinancial measures and reinforce new competitive strategies. Five activities are essential: developing an information architecture; putting the technology in place to support this architecture; aligning bonuses and other incentives with the new system; drawing on outside resources; and designing an internal process to ensure the other four activities occur. New technologies and more sophisticated databases have made the change to nonfinancial performance measurement systems possible and economically feasible. Industry and trade associations, consulting firms, and public accounting firms that already have well-developed methods for assessing market share and other performance metrics can add to the revolution's momentum--as well as profit from the business opportunities it presents. Every company will have its own key measures and distinctive process for implementing the change. But making it happen will always require careful preparation, perseverance, and the conviction of the CEO that it must be carried through. When one leading company can demonstrate the long-term advantage of its superior performance on quality or innovation or any other nonfinancial measure, it will change the rules for all its rivals forever.

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

    Irtwange, S. V.; Orsaah, S.

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    O'Brien, Kathryn Mary

    2012-01-01

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

  7. 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…

  8. Improving Academic Performance in a Bilingual Education Classroom.

    ERIC Educational Resources Information Center

    Golub, Lester S.; Sweeney, Gladys M.

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

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. The Value of Extracurricular Support in Increased Student Achievement: An Assessment of a Pupil Personnel Model Including School Counselors and School Psychologists Concerning Student Achievement as Measured by an Academic Performance Index

    ERIC Educational Resources Information Center

    Goodman, Greg S.; Young, I. Phillip

    2006-01-01

    This study examined two models of extra-curricular support for enhancing the academic achievement of students as measured by state mandated test scores. One management model includes the use of school counselors as enhancers of the educational process while the other model addresses the contribution of school psychologists. To differentiate…

  17. Measuring reading performance.

    PubMed

    Rubin, Gary S

    2013-09-20

    Despite significant changes in the treatment of common eye conditions like cataract and age-related macular degeneration, reading difficulty remains the most common complaint of patients referred for low vision services. Clinical reading tests have been widely used since Jaeger introduced his test types in 1854. A brief review of the major developments in clinical reading tests is provided, followed by a discussion of some of the main controversies in clinical reading assessment. Data for the Salisbury Eye Evaluation (SEE) study demonstrate that standardised clinical reading tests are highly predictive of reading performance under natural, real world conditions, and that discrepancies between self-reported reading ability and measured reading performance may be indicative of people who are at a pre-clinical stage of disability, but are at risk for progression to clinical disability. If measured reading performance is to continue to increase in importance as a clinical outcome measure, there must be agreement on what should be measured (e.g. speed or comprehension) and how it should be measured (e.g. reading silently or aloud). Perhaps most important, the methods for assessing reading performance and the algorithms for scoring reading tests need to be optimised so that the reliability and responsiveness of reading tests can be improved.

  18. 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…

  19. 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

  20. 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.

  1. School-age adopted Chinese girls' behavioral adjustment, academic performance, and social skills: longitudinal results.

    PubMed

    Tan, Tony Xing

    2009-04-01

    Longitudinal data on 177 school-age adopted Chinese girls (Time 1: mean age = 8.92 years, SD = 1.76; Time 2: mean age = 11.18 years, SD = 1.79) were analyzed to determine their long-term outcomes in behavioral adjustment, academic performance (measured with the Child Behavior Checklist/6-18), and social skills (measured with the Social Skills Rating System) and how these outcomes were related to preadoption adversity. More than 90% of the girls were adopted at 24 months or younger (M = 19.25, SD = 21.67). Results revealed that over a 2-year period, there was a moderate to strong stability in the children's behavioral adjustment and academic performance. However, there was a significant increase in the number of children with deviant internalizing problems. At both times, higher degrees of preadoption adversity were related to more internalizing problems and poorer academic performance. Children who were adopted at older ages had poorer academic performance. Children who were older had a lower level of assertion and a higher level of responsibility. Children's attention problems at Time 1 mediated the effect of preadoption adversity on academic performance at Time 2.

  2. 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

  3. Benchmarking and Performance Measurement.

    ERIC Educational Resources Information Center

    Town, J. Stephen

    This paper defines benchmarking and its relationship to quality management, describes a project which applied the technique in a library context, and explores the relationship between performance measurement and benchmarking. Numerous benchmarking methods contain similar elements: deciding what to benchmark; identifying partners; gathering…

  4. 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.

  5. 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…

  6. 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

  7. 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.

  8. 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.

  9. 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.

  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. 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. 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…

  13. 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…

  14. The Relationship between Character Traits and Academic Performance of AFJROTC High School Students

    ERIC Educational Resources Information Center

    Kariuki, Patrick; Williams, Linda

    2006-01-01

    The purpose of this study was to examine the relationship between character traits and academic performance, as measured by grade point average of AFJROTC cadets. The sample consisted of 20 randomly selected male cadets and 20 female cadets enrolled in AFJROTC classes at Sullivan South High School. Data were collected using a questionnaire…

  15. Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

    ERIC Educational Resources Information Center

    Nadler, Dustin R.; Komarraju, Meera

    2016-01-01

    Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

  16. 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…

  17. 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…

  18. Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

    PubMed

    Inglés, Cándido J; Torregrosa, María S; Rodríguez-Marín, Jesús; García del Castillo, José A; Gázquez, José J; García-Fernández, José M; Delgado, Beatriz

    2013-01-01

    The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

  19. Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment

    NASA Astrophysics Data System (ADS)

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-08-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed.

  20. Freshmen Persistence as Measured by Reaching Academic Achievement Benchmarks.

    ERIC Educational Resources Information Center

    Barr, James E.; Rasor, Richard

    This study at American River College (California) researches freshmen persistence as measured by the attainment of academic benchmarks. The percentage of freshmen at American River College who enroll in the fall and continue in the immediate spring semester is typically 60%. To gain additional information about persistence, the college studied…

  1. Measuring Academic Learning Time: Some Insights through the Looking Glass.

    ERIC Educational Resources Information Center

    Moore, JoAnne E.

    Detroit's Peer Teachers as Mirrors and Monitors Project is intended to validate cost effective methods for increasing Academic Learning Time (ALT) for students in grades one through four. A major problem in this research effort has been the design of valid and reliable measures of the components of ALT. One very important component of ALT is…

  2. Pewaukee School District, Wisconsin. Case Study: Measures of Academic Progress

    ERIC Educational Resources Information Center

    Northwest Evaluation Association, 2015

    2015-01-01

    For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004…

  3. Spaceport Performance Measures

    NASA Technical Reports Server (NTRS)

    Finger, G. Wayne

    2010-01-01

    Spaceports have traditionally been characterized by performance measures associated with their site characteristics. Measures such as "Latitude" (proximity to the equator), "Azimuth" (range of available launch azimuths) and "Weather" (days of favorable weather) are commonly used to characterize a particular spaceport. However, other spaceport performance measures may now be of greater value. These measures can provide insight into areas of operational differences between competing spaceports and identify areas for improving the performance of spaceports. This paper suggests Figures of Merit (FOMs) for spaceport "Capacity" (number of potential launch opportunities per year and / or potential mass' to low earth orbit (LEO) per year); "Throughput" (actual mass to orbit per year compared to capacity); "Productivity" (labor effort hours per unit mass to orbit); "Energy Efficiency" (joules expended at spaceport per unit mass to orbit); "Carbon Footprint" tons CO2 per unit mass to orbit). Additional FOMS are investigated with regards to those areas of special interest to commercial launch operators, such as "Assignment Schedule" (days required for a binding assignment of a launch site from the spaceport); "Approval Schedule" (days to complete a range safety assessment leading to an approval or disapproval of a launch vehicle); "Affordability" (cost for a spaceport to assess a new launch vehicle); "Launch Affordability" (fixed range costs per launch); "Reconfigure Time" (hours to reconfigure the range from one vehicle's launch ready configuration to another vehicle's configuration); "Turn,Around Time" (minimum range hours required between launches of an identical type launch vehicle). Available or notional data is analyzed for the KSC/CCAFS area and other spaceports. Observations regarding progress over the past few decades are made. Areas where improvement are needed or indicated are suggested.

  4. 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

  5. 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.

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

    PubMed Central

    2016-01-01

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

  7. 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

  8. 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.

  9. 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.

  10. Strategic Measures of Teacher Performance

    ERIC Educational Resources Information Center

    Milanowski, Anthony

    2011-01-01

    Managing the human capital in education requires measuring teacher performance. To measure performance, administrators need to combine measures of practice with measures of outcomes, such as value-added measures, and three measurement systems are needed: classroom observations, performance assessments or work samples, and classroom walkthroughs.…

  11. 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.

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

    ERIC Educational Resources Information Center

    Lenear, Bonnie Clariss

    2013-01-01

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

  13. 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…

  14. Using Technical Performance Measures

    NASA Technical Reports Server (NTRS)

    Garrett, Christopher J.; Levack, Daniel J. H.; Rhodes, Russel E.

    2011-01-01

    All programs have requirements. For these requirements to be met, there must be a means of measurement. A Technical Performance Measure (TPM) is defined to produce a measured quantity that can be compared to the requirement. In practice, the TPM is often expressed as a maximum or minimum and a goal. Example TPMs for a rocket program are: vacuum or sea level specific impulse (lsp), weight, reliability (often expressed as a failure rate), schedule, operability (turn-around time), design and development cost, production cost, and operating cost. Program status is evaluated by comparing the TPMs against specified values of the requirements. During the program many design decisions are made and most of them affect some or all of the TPMs. Often, the same design decision changes some TPMs favorably while affecting other TPMs unfavorably. The problem then becomes how to compare the effects of a design decision on different TPMs. How much failure rate is one second of specific impulse worth? How many days of schedule is one pound of weight worth? In other words, how to compare dissimilar quantities in order to trade and manage the TPMs to meet all requirements. One method that has been used successfully and has a mathematical basis is Utility Analysis. Utility Analysis enables quantitative comparison among dissimilar attributes. It uses a mathematical model that maps decision maker preferences over the tradeable range of each attribute. It is capable of modeling both independent and dependent attributes. Utility Analysis is well supported in the literature on Decision Theory. It has been used at Pratt & Whitney Rocketdyne for internal programs and for contracted work such as the J-2X rocket engine program. This paper describes the construction of TPMs and describes Utility Analysis. It then discusses the use of TPMs in design trades and to manage margin during a program using Utility Analysis.

  15. The effects of the academic performance of college students whose major is sports on body composition and abdominal fat rates.

    PubMed

    Hong, Hyeon-Ok; Lee, Bo-Ae

    2016-08-01

    The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academic performance was at the top 20% (15 students) and those whose academic performance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then analyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academic performance was at the top 20% in terms of body fat mass and body fat rates, which means that academic performance has relatively little effect on body composition and abdominal fat rates.

  16. The effects of the academic performance of college students whose major is sports on body composition and abdominal fat rates.

    PubMed

    Hong, Hyeon-Ok; Lee, Bo-Ae

    2016-08-01

    The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academic performance was at the top 20% (15 students) and those whose academic performance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then analyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academic performance was at the top 20% in terms of body fat mass and body fat rates, which means that academic performance has relatively little effect on body composition and abdominal fat rates. PMID:27656630

  17. The effects of the academic performance of college students whose major is sports on body composition and abdominal fat rates

    PubMed Central

    Hong, Hyeon-Ok; Lee, Bo-Ae

    2016-01-01

    The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academic performance was at the top 20% (15 students) and those whose academic performance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then analyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academic performance was at the top 20% in terms of body fat mass and body fat rates, which means that academic performance has relatively little effect on body composition and abdominal fat rates. PMID:27656630

  18. The effects of the academic performance of college students whose major is sports on body composition and abdominal fat rates

    PubMed Central

    Hong, Hyeon-Ok; Lee, Bo-Ae

    2016-01-01

    The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academic performance was at the top 20% (15 students) and those whose academic performance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then analyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academic performance was at the top 20% in terms of body fat mass and body fat rates, which means that academic performance has relatively little effect on body composition and abdominal fat rates.

  19. 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.

  20. 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

  1. 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…

  2. Sleep quality among dental students and its association with academic performance

    PubMed Central

    Elagra, Marwa I.; Rayyan, Mohammad R.; Alnemer, Omaima A.; Alshehri, Maram S.; Alsaffar, Noor S.; Al-Habib, Rabab S.; Almosajen, Zainab A.

    2016-01-01

    Objective: To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academic performance of students. Methods: A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academic performance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GPAs). Data were analyzed with standard statistical software (SPSS, Statistical Package for the Social Sciences, version 22, Chicago, IL, USA). Results: The response rate was 62%. Sixty five percent of the students described their sleep as good or very good, whereas 35% described their sleep as bad or very bad. The mean number of hours of sleep per night for all students was 5.85 ± 1.853 hours. The GPA had a significant negative correlation with PSQI scores. The clinical group showed a stronger negative correlation (P = −0.351) than the nonclinical group (P = −0.134). Conclusion: It can be concluded that dental students tend to have poor sleep quality, which is unknown to them. Poor sleep quality was associated with lower academic performance, especially in clinical years. PMID:27583216

  3. 2D:4D asymmetry and gender differences in academic performance.

    PubMed

    Nye, John V C; Androuschak, Gregory; Desierto, Desirée; Jones, Garett; Yudkevich, Maria

    2012-01-01

    Exposure to prenatal androgens affects both future behavior and life choices. However, there is still relatively limited evidence on its effects on academic performance. Moreover, the predicted effect of exposure to prenatal testosterone (T)-which is inversely correlated with the relative length of the second to fourth finger lengths (2D:4D)-would seem to have ambiguous effects on academic achievement since traits like aggressiveness or risk-taking are not uniformly positive for success in school. We provide the first evidence of a non-linear, quadratic, relationship between 2D:4D and academic achievement using samples from Moscow and Manila. We also find that there is a gender differentiated link between various measures of academic achievement and measured digit ratios. These effects are different depending on the field of study, choice of achievement measure, and use of the right hand or left digit ratios. The results seem to be asymmetric between Moscow and Manila where the right (left) hand generates inverted-U (U-shaped) curves in Moscow while the pattern for hands reverses in Manila. Drawing from unusually large and detailed samples of university students in two countries not studied in the digit literature, our work is the first to have a large cross country comparison that includes two groups with very different ethnic compositions.

  4. 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.

  5. Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

    ERIC Educational Resources Information Center

    January, Stacy-Ann A.; Ardoin, Scott P.

    2015-01-01

    Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for…

  6. Formative Measurement and Academic Research: In Search of Measurement Theory

    ERIC Educational Resources Information Center

    Hardin, Andrew M.; Chang, Jerry Cha-Jan; Fuller, Mark A.; Torkzadeh, Gholamreza

    2011-01-01

    The use of causal indicators to formatively measure latent constructs appears to be on the rise, despite what appears to be a troubling lack of consistency in their application. Scholars in any discipline are responsible not only for advancing theoretical knowledge in their domain of study but also for addressing methodological issues that…

  7. A study of time management: the correlation between video game usage and academic performance markers.

    PubMed

    Anand, Vivek

    2007-08-01

    This study analyzes the correlation between video game usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores were used to gauge academic performance. The amount of time a student spends playing video games has a negative correlation with students' GPA and SAT scores. As video game usage increases, GPA and SAT scores decrease. A chi-squared analysis found a p value for video game usage and GPA was greater than a 95% confidence level (0.005 < p < 0.01). This finding suggests that dependence exists. SAT score and video game usage also returned a p value that was significant (0.01 < p < 0.05). Chi-squared results were not significant when comparing time spent studying and an individual's SAT score. This research suggests that video games may have a detrimental effect on an individual's GPA and possibly on SAT scores. Although these results show statistical dependence, proving cause and effect remains difficult, since SAT scores represent a single test on a given day. The effects of video games maybe be cumulative; however, drawing a conclusion is difficult because SAT scores represent a measure of general knowledge. GPA versus video games is more reliable because both involve a continuous measurement of engaged activity and performance. The connection remains difficult because of the complex nature of student life and academic performance. Also, video game usage may simply be a function of specific personality types and characteristics.

  8. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  11. 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…

  12. 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…

  13. 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…

  14. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools.

  15. The relationship between the social management of emotional intelligence and academic performance among medical students.

    PubMed

    Chew, Boon-How; Md Zain, Azhar; Hassan, Faezah

    2015-01-01

    Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academic performance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academic performance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p < .0001), and was a predictor of poor result in the overall CA (adjusted OR 1.06 95% CI 1.011-1.105). Negative relationships might exist between emotional social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools. PMID:24773524

  16. Measurements of microlens performance

    NASA Technical Reports Server (NTRS)

    Shough, D.; Herman, B.; Gal, George

    1993-01-01

    We present results of laboratory evaluations of several microlens types that have been designed and fabricated at the Lockheed Research and Development Division. The microlenses include wideband and dispersive types, in isolation and in arrays, and fabricated with binary or grayscale methods. Different lens pixel geometries are considered, including square, hexagonal, and skewed microlenses. We describe our micro-optics laboratory testbed which has been designed for the evaluation of individual lenslets or 2D arrays at selected spectral wavelengths. Measurement capabilities include focal length, point-spread functions, wavefront quality, and modulation transfer functions. Our present effort focuses on the results of point spread function measurements and their comparison with design predictions.

  17. 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

  18. Measuring Reading Performance.

    ERIC Educational Resources Information Center

    Blanton, William E., Ed.; And Others

    Designed to provide solutions to some of the problems related to measuring reading behavior, this publication explores some of the problems of test selection and usage which confront educators. Contents include "Reading Testing for Reading Evaluation" by Walter R. Hill, "Reading Tests and the Disadvantaged" by Thomas J. Fitzgibbon, "What Is…

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

    PubMed

    Daley, D; Birchwood, J

    2010-07-01

    This paper reviews the relationship between attention deficit hyperactivity disorder (ADHD) and academic performance. First, the relationship at different developmental stages is examined, focusing on pre-schoolers, children, adolescents and adults. Second, the review examines the factors underpinning the relationship between ADHD and academic underperformance: the literature suggests that it is the symptoms of ADHD and underlying cognitive deficits not co-morbid conduct problems that are at the root of academic impairment. The review concludes with an overview of the literature examining strategies that are directed towards remediating the academic impairment of individuals with ADHD. PMID:20074251

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

    PubMed

    Drummond, Aaron; Sauer, James D

    2014-01-01

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

  1. Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science, Mathematics or Reading

    PubMed Central

    Drummond, Aaron; Sauer, James D.

    2014-01-01

    Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement. PMID:24699536

  2. Multivitamin/Mineral supplementation does not affect standardized assessment of academic performance in elementary school children.

    PubMed

    Perlman, Adam I; Worobey, John; O'Sullivan Maillet, Julie; Touger-Decker, Riva; Hom, David L; Smith, Jeffrey K

    2010-07-01

    Limited research suggests that micronutrient supplementation may have a positive effect on the academic performance and behavior of school-aged children. To determine the effect of multivitamin/mineral supplementation on academic performance, students in grades three through six (approximate age range=8 to 12 years old) were recruited from 37 parochial schools in northern New Jersey to participate in a double-blind, placebo-controlled clinical trial conducted during the 2004-2005 academic school year. Participants were randomized to receive either a standard children's multivitamin/mineral supplement (MVM) or a placebo. MVM or placebo was administered in school only during lunch or snack period by a teacher or study personnel who were blinded to group assignment. The main outcome measured was change in scores on Terra Nova, a standardized achievement test administered by the State of New Jersey, at the beginning of March 2005 compared to March 2004. Compared with placebo, participants receiving MVM supplements showed no statistically significant improvement for Terra Nova National Percentile total scores by treatment assignment or for any of the subject area scores using repeated measures analysis of variance. No significant improvements were observed in secondary end points: number of days absent from school, tardiness, or grade point average. In conclusion, the in-school daily consumption of an MVM supplement by third- through sixth-grade inner-city children did not lead to improved school performance based upon standardized testing, grade point average, and absenteeism.

  3. Longitudinal associations between depressive problems, academic performance, and social functioning in adolescent boys and girls.

    PubMed

    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 adolescents while testing gender differences. Depressive problems and functioning of 2,230 children were measured with structured questionnaires. The measurements took place biennially over 3 waves, from late childhood into adolescence (age range = 10-18 years). To examine the longitudinal relation between depression and functioning, path analyses with cross-lagged effects were conducted with structural equation modeling. Multigroup analyses were used to test for gender differences, which were only observed for academic performance. Other findings indicated substantial stability in depressive problems and functioning over time and within-wave correlations between depression and the 3 types of functioning. Poor social well-being was predicted by depressive problems but not the other way around. The relation between depressive and social problems was bidirectional, that is, they predicted each other. Finally, depressive problems and academic performance were bidirectionally related as well but only in girls.

  4. 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…

  5. Academic Performance of Business Students in Quantitative Courses: A Study in the Faculty of Business and Economics at the UAE University

    ERIC Educational Resources Information Center

    Yousef, Darwish Abdulrahman

    2011-01-01

    This article aims to investigate the academic performance (measured by quality points) of the business students in quantitative courses. It also explores the impact of a number of factors on the academic performance of business students in these courses. A random sample of 750 third- and fourth-level business students at the United Arab Emirates…

  6. Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder.

    PubMed

    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

    The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn age = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also tested to determine whether ADHD medication use, receipt of special education services, 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. PMID:21722025

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

    ERIC Educational Resources Information Center

    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

    The current study examined predictors of academic achievement, measured by standardized test scores, and performance, measured by school grades, in adolescents (Mn = 16.8) who met diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD)-Combined type in early childhood (Mn age = 8.5; N = 579). Several mediation models were also…

  8. 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…

  9. Associations between different components of fitness and fatness with academic performance in Chilean youths

    PubMed Central

    2016-01-01

    Objectives To analyze the associations between different components of fitness and fatness with academic performance, adjusting the analysis by sex, age, socio-economic status, region and school type in a Chilean sample. Methods Data of fitness, fatness and academic performance was obtained from the Chilean System for the Assessment of Educational Quality test for eighth grade in 2011 and includes a sample of 18,746 subjects (49% females). Partial correlations adjusted by confounders were done to explore association between fitness and fatness components, and between the academic scores. Three unadjusted and adjusted linear regression models were done in order to analyze the associations of variables. Results Fatness has a negative association with academic performance when Body Mass Index (BMI) and Waist to Height Ratio (WHR) are assessed independently. When BMI and WHR are assessed jointly and adjusted by cofounders, WHR is more associated with academic performance than BMI, and only the association of WHR is positive. For fitness components, strength was the variable most associated with the academic performance. Cardiorespiratory capacity was not associated with academic performance if fatness and other fitness components are included in the model. Conclusions Fitness and fatness are associated with academic performance. WHR and strength are more related with academic performance than BMI and cardiorespiratory capacity. PMID:27761345

  10. 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…

  11. Development of a Scale to Measure Academic Capital in High-Risk College Students

    ERIC Educational Resources Information Center

    Winkler, Christa; Sriram, Rishi

    2015-01-01

    This study presents a psychometric instrument that measures academic capital in college students. Academic capital is a set of social processes that aid students in acquiring the knowledge and support necessary to access and navigate higher education. This study establishes the validity and reliability of the Academic Capital Scale. In addition to…

  12. 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…

  13. 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…

  14. Financial Performance of Academic Health Center Hospitals, 1994-2000.

    ERIC Educational Resources Information Center

    Dobson, Allen; Koenig, Lane; Sen, Namrata; Ho, Silver; Gilani, Jawaria

    This study examined how competitive market dynamics between 1994 and 2000 have affected the financial stability of Academic Health Center (AHC) hospitals and their ability to support their academic and social missions. It looked at the financial challenges facing AHC hospitals through a survey involving 1,138 teaching hospitals. Findings…

  15. 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…

  16. 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…

  17. English Proficiency and Academic Performance of International Students.

    ERIC Educational Resources Information Center

    Light, Richard L.; And Others

    1987-01-01

    Analysis of Test of English as a Foreign Language (TOEFL) scores, grade point averages, graduate credits earned, and academic majors of 376 international graduate students indicate that TOEFL scores are not effective predictors of academic success. Significant correlation was seen between TOEFL scores and graduate credits earned. (Author/CB)

  18. 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

  19. 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

  20. The relationship between academic performance and severity of depressed mood during medical school.

    PubMed

    Clark, D C; Daugherty, S R; Zeldow, P B; Gotterer, G S; Hedeker, D

    1988-01-01

    We employ a structural equation model to examine the relationship between academic performance and depressed mood over 4 years for a single medical school class. Academic performance measures included undergraduate gradepoint average, first- and second-year medical school gradepoint average, full Medical College Admissions Test (MCAT) and total National Boards Part I (NB) scores. Severity of depressed mood was assessed by administering the Beck Depression Inventory two times per year during the first 2 years, and once per year during the last 2 years. Overall there is little reason to think that depressive mood states compromise academic performance during the first 2 years of medical school for the class as a whole. Medical school grades had no direct impact on depressed mood, and mood had no direct impact on grades. There was a non-significant tendency for mood in the months preceding National Boards Part I to influence Board scores, which in turn influenced mood. Students with higher college gradepoint averages consistently reported fewer depressive symptoms throughout medical school. The latter result directs attention to a subgroup of medical students less susceptible to depression, or less prone to admit distress or symptoms. The non-susceptible and/or minimizing qualities of this subgroup merit further investigation.

  1. Correlation of the health-promoting lifestyle, enrollment level, and academic performance of College of Nursing students in Kuwait.

    PubMed

    Al-Kandari, Fatimah; Vidal, Victoria L

    2007-06-01

    This descriptive study of 224 nursing students assessed their health-promoting lifestyle profile and correlated it with the levels of enrollment in nursing courses and academic performance. The health-promoting lifestyle profile was measured by Walker's Health-promoting Lifestyle Profile II instrument. Academic performance was measured by assessing the nursing grade point average and general grade point average of the students. The students had positive health-promoting lifestyles with significant differences noted between males and females in the overall profile, physical activity, interpersonal relations, and stress management. Sociodemographic variables, such as age, nationality, and marital status, but not income, showed an association with students' health-promoting lifestyles. A significant correlation was noted between students' nursing enrollment and level of health responsibility. No significant correlation was established between a health-promoting lifestyle and academic performance. This study poses a challenge for nurse educators to provide an effective environment to maximize students' potential to be future vanguards of health.

  2. Advanced Ceramics Property and Performance Measurements

    NASA Technical Reports Server (NTRS)

    Jenkins, Michael; Salem, Jonathan; Helfinstine, John; Quinn, George; Gonczy, Stephen

    2015-01-01

    Mechanical and physical properties of ceramic bodies can be difficult to measure correctly unless the proper techniques are used. The Advanced Ceramics Committee of ASTM, C-28, has developed dozens of consensus test standards and practices to measure various properties of a ceramic monolith, composite, or coating. The standards give the what, how, how not, and why for measurement of many mechanical, physical, thermal, and performance properties. Using these standards will provide accurate, reliable, and complete data for rigorous comparisons with other test results from your test lab, or another. The C-28 Committee has involved academics, producers, and users of ceramics to write and continually update more than 45 standards since the committees inception in 1986. Included in this poster is a pictogram of the C-28 standards and information on how to obtain individual copies with full details or the complete collection of all of the standards in one volume.

  3. Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

    PubMed Central

    Booth, J N; Leary, S D; Joinson, C; Ness, A R; Tomporowski, P D; Boyle, J M; Reilly, J J

    2014-01-01

    Background To test for cross-sectional (at age 11) and longitudinal associations between objectively measured free-living physical activity (PA) and academic attainment in adolescents.Method Data from 4755 participants (45% male) with valid measurement of PA (total volume and intensity) by accelerometry at age 11 from the Avon Longitudinal Study of Parents and Children (ALSPAC) was examined. Data linkage was performed with nationally administered school assessments in English, Maths and Science at ages 11, 13 and 16. Results In unadjusted models, total volume of PA predicted decreased academic attainment. After controlling for total volume of PA, percentage of time spent in moderate-vigorous intensity PA (MVPA) predicted increased performance in English assessments in both sexes, taking into account confounding variables. In Maths at 16 years, percentage of time in MVPA predicted increased performance for males (standardised β=0.11, 95% CI 0.00 to 0.22) and females (β=0.08, 95% CI 0.00 to 0.16). For females the percentage of time spent in MVPA at 11 years predicted increased Science scores at 11 and 16 years (β=0.14 (95% CI 0.03 to 0.25) and 0.14 (0.07 to 0.21), respectively). The correction for regression dilution approximately doubled the standardised β coefficients. Conclusions Findings suggest a long-term positive impact of MVPA on academic attainment in adolescence. PMID:24149097

  4. 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…

  5. Interpersonal Values and Academic Performance Related to Delinquent Behaviors

    PubMed Central

    Molero Jurado, María Del Mar; Pérez Fuentes, María Del Carmen; Luque De La Rosa, Antonio; Martos Martínez, África; Barragán Martín, Ana Belén; Simón Márquez, María del Mar

    2016-01-01

    The present study analyzes the relation between delinquent behaviors, interpersonal values, and academic performance. It also analyzes the possible protective function of interpersonal values against delinquent behaviors. The Interpersonal Values Questionnaire (IVQ) was used to assess interpersonal values, and the Antisocial-Delinquent Behaviors Questionnaire (A-D) was employed to assess antisocial behaviors. The sample was made up of 885 students of Compulsory Secondary Education, aged from 14 to 17 years. The results show that individuals who fail a subject as well as those who repeat a course present higher means in delinquent behaviors. Repeaters present higher means in the values of recognition and leadership, and non-repeaters in the value stimulation, whereas students who do not fail obtain higher scores in the value benevolence. Students with high levels of recognition, independence, and leadership, as well as students with low levels of conformity and benevolence display significantly higher levels of delinquent behaviors. Lastly, the probability of presenting a high level of delinquent behaviors is greater in individuals with: high independence, high leadership, high recognition, low benevolence, and low conformity. PMID:27799914

  6. 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

  7. Performance Measurement: Some Conceptual Issues.

    ERIC Educational Resources Information Center

    Connolly, Terry; Deutsch, Stuart Jay

    1980-01-01

    Attention is directed to identification of the various individuals and groups ("constituencies") with an interest in system performance, and to the investigation of those items of system relevant information (their "performance measure sets") which do, in fact, change their evaluations of how well the system is performing. (Author/RL)

  8. The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

    PubMed

    Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

    2015-01-01

    The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school. PMID:25649279

  9. The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

    PubMed

    Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

    2015-01-01

    The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

  10. 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…

  11. 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…

  12. "Psst... What Do You Think?" The Relationship between Advice Prestige, Type of Advice, and Academic Performance

    ERIC Educational Resources Information Center

    Smith, Rachel A.; Peterson, Brittany L.

    2007-01-01

    This study investigates the relationship between classmates seeking out a student for advice (advice prestige) and that student's academic performance. Students' conversations could inhibit or encourage their academic performance depending on the conversation's topic. Specifically, it is hypothesized that as more classmates report asking a student…

  13. Effects of Gender, Socioeconomic Status, and Early Academic Performance on Postsecondary Education Choice.

    ERIC Educational Resources Information Center

    Trusty, Jerry; Robinson, Chester R.; Plata, Maximino; Ng, Kok-Mun

    2000-01-01

    Examines the effects of gender, socioeconomic status (SES), and four types of eighth-grade academic performance on postsecondary educational choices at late adolescence. Gender had strongest influences on educational choice. Gender also interacted with SES and academic performance. Implications for theory and counseling practice are discussed.…

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses.

    ERIC Educational Resources Information Center

    Ross, Jonathan L.; Drysdale, Maureen T. B.; Schultz, Robert A.

    2001-01-01

    Investigated effects of cognitive learning style on academic performance in two university computer applications courses. Discusses use of the Gregorc Style Delineator to collect learning style information over a four-year period. Results indicated a significant effect of learning style on academic performance, and that sequential learners…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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,…

  11. 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,…

  12. A Structural Model of Academic Performance, Socioeconomic Status, and Spearman's "g."

    ERIC Educational Resources Information Center

    Brodnik, R. J.; Ree, Malcolm James

    1995-01-01

    Covariance structure modeling was applied to the study of psychometric "g" in relation to collegiate academic performance and socioeconomic status. Results with 339 college students showed that psychometric "g" accounted for a substantial proportion of the variance in academic performance. (SLD)

  13. 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…

  14. Development and Validation of an Admission Test Designed to Assess Samples of Performance on Academic Tasks

    ERIC Educational Resources Information Center

    Tanilon, Jenny; Segers, Mien; Vedder, Paul; Tillema, Harm

    2009-01-01

    This study illustrates the development and validation of an admission test, labeled as Performance Samples on Academic Tasks in Educational Sciences (PSAT-Ed), designed to assess samples of performance on academic tasks characteristic of those that would eventually be encountered by examinees in an Educational Sciences program. The test was based…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. The role of sleep in predicting college academic performance: is it a unique predictor?

    PubMed

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

    2013-01-01

    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. This project studied psychological, demographic, educational, and sleep risk factors of decreased academic performance in college undergraduates. Participants (N = 867) completed a questionnaire packet and sleep diary. It was hypothesized that low total sleep time (TST), increased sleep onset latency, 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 terms of perceived stress (PSS) and TST.

  1. Obesity, academic performance and reasoning ability in Portuguese students between 6 and 12 years old.

    PubMed

    Barrigas, Carlos; Fragoso, Isabel

    2012-03-01

    Obesity has been linked to several physiological and psycho-social diseases, decreases in cognitive function, poor levels of scholastic achievement, low socioeconomic status and delayed onset of maturity. This study investigates the association between obesity and both academic performance and reasoning ability in 394 male and 398 females students between the ages of 6 and 12 from Lisbon, Portugal. It also assesses how this relationship may be influenced by chronological age, maturity and socioeconomic status. The results suggest that: 1) reasoning ability is independent of socioeconomic status and level of maturity; 2) no differences in reasoning ability exist between groups of different BMI; 3) academic performance is moderated by chronological age in boys, and by maturity in both genders; 4) obesity is not associated with academic performance. It is concluded that reasoning ability and academic performance are not associated with obesity, and that inter-individual differences in academic performance in boys may be explained by differences in their level of maturity.

  2. Academic Consequences of Multiple Victimization and the Role of School Security Measures.

    PubMed

    Gardella, Joseph H; Tanner-Smith, Emily E; Fisher, Benjamin W

    2016-09-01

    Adolescents who experience multiple victimization (i.e., victimization on a regular basis) are at greater risk for having negative academic outcomes including lower achievement and poorer attendance than those who do not experience such victimization. Yet, the role of school contexts in this relationship remains unclear. Nevertheless, school-based efforts to reduce victimization often focus on altering contexts without sufficient evidence of associations with improved student outcomes. School security measures constitute one such suite of contextual interventions aimed at reducing victimization. This study tested a moderated mediation model in which the relationship between multiple victimization and academic performance is mediated by absenteeism, and the relationship between multiple victimization and absenteeism is moderated by the presence of school security measures. Participants were 5930 (49.6% female and 79.51% White) 12- to 18-year-old adolescents from a national sample collected through the 2011 School Crime Supplement to the National Crime Victimization Survey. Results of path analysis models indicated that the relationship between multiple victimization and academic performance was partially mediated by absenteeism, and that both metal detectors and security guards moderated the relationship between multiple victimization and absenteeism. Additional analyses revealed the utility of considering subpopulations of victims characterized by specific facets of their contexts. Implications for practitioners and researchers are discussed. PMID:27530261

  3. Academic Consequences of Multiple Victimization and the Role of School Security Measures.

    PubMed

    Gardella, Joseph H; Tanner-Smith, Emily E; Fisher, Benjamin W

    2016-09-01

    Adolescents who experience multiple victimization (i.e., victimization on a regular basis) are at greater risk for having negative academic outcomes including lower achievement and poorer attendance than those who do not experience such victimization. Yet, the role of school contexts in this relationship remains unclear. Nevertheless, school-based efforts to reduce victimization often focus on altering contexts without sufficient evidence of associations with improved student outcomes. School security measures constitute one such suite of contextual interventions aimed at reducing victimization. This study tested a moderated mediation model in which the relationship between multiple victimization and academic performance is mediated by absenteeism, and the relationship between multiple victimization and absenteeism is moderated by the presence of school security measures. Participants were 5930 (49.6% female and 79.51% White) 12- to 18-year-old adolescents from a national sample collected through the 2011 School Crime Supplement to the National Crime Victimization Survey. Results of path analysis models indicated that the relationship between multiple victimization and academic performance was partially mediated by absenteeism, and that both metal detectors and security guards moderated the relationship between multiple victimization and absenteeism. Additional analyses revealed the utility of considering subpopulations of victims characterized by specific facets of their contexts. Implications for practitioners and researchers are discussed.

  4. Childhood Fitness and Academic Performance: An Investigation into the Effect of Aerobic Capacity on Academic Test Scores

    ERIC Educational Resources Information Center

    Hobbs, Mark

    2014-01-01

    The purpose of this quantitate ve study was to determine whether or not students in fifth grade who meet the healthy fitness zone (HFZ) for aerobic capacity on the fall 2013 FITNESSGRAM® Test scored higher on the math portion of the 2013 fall Measures of Academic Progress (MAP) test, than students that failed to reach the HFZ for aerobic capacity…

  5. Eight essentials of performance measurement.

    PubMed

    Moullin, Max

    2004-01-01

    A well-designed performance measurement system is vital for ensuring that organisations deliver cost-effective, high-quality services that meet the needs of service users. Without feedback on all important aspects and a system for ensuring that the organisation acts on that information, managers are struggling in the dark to improve services. However, performance measurement is not easy, particularly in health and public services where a wide range of stakeholders is involved. This article discusses what the author considers to be the eight essentials of performance measurement. Though described in the context of health and social care, they are important for organisations in all sectors. PMID:15301267

  6. Effects of the Performance Management Context on Australian Academics' Engagement with the Scholarship of Teaching and Learning: A Pilot Study

    ERIC Educational Resources Information Center

    Mathison, Karin

    2015-01-01

    In the context of increased demands for excellence in all areas, academic promotion and tenure is now directly linked to achievement of measurable outputs in all areas of performance. In a work environment characterised by high workloads, competing expectations and reduced resources, academics must increasingly demonstrate active engagement with…

  7. High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College

    ERIC Educational Resources Information Center

    Honken, Nora B.; Ralston, Patricia A. S.

    2013-01-01

    This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

  8. Resource Use and Academic Performance among First Year Psychology Students

    ERIC Educational Resources Information Center

    Huon, Gail; Spehar, Branka; Adam, Paul; Rifkin, Will

    2007-01-01

    Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources correlated against students', performance on both…

  9. 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…

  10. Academic Technology Transfer: Tracking, Measuring and Enhancing Its Impact

    ERIC Educational Resources Information Center

    Fraser, John

    2010-01-01

    Since the 1980 passage of the US Bayh-Dole Act, academic technology transfer has gained profile globally as a key component of knowledge-driven economic development. Research universities are seen as key contributors. In this article, focusing on the USA and drawing on over twenty years of experience in the field of academic technology transfer in…

  11. The Relationship between Academic Entitlement, Academic Performance, and Satisfaction with Life in a College Student Population

    ERIC Educational Resources Information Center

    Reysen, Rebekah H.

    2013-01-01

    Although academic entitlement (AE) has become a popular topic of discussion in the media, it has received very little scholarly focus in the higher education literature to date. AE has been defined as a belief held by students that they deserve high grades in school despite a lack of effort put forth into their work (Chowning & Campbell,…

  12. 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…

  13. 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…

  14. Bisecting and behavior: lateral inattention predicts 8-week academic performance.

    PubMed

    Drake, Roger A

    2002-10-01

    Converging evidence supports a left hemisphere role in defensive repression and sensation seeking. This led to the hypothesis that students with a relatively active left hemisphere would perform poorly during 8 weeks of a college class. The measure of relative hemispheric activation was the visual line-bisecting task given early in the course. The hypothesis was supported. Previous evidence that activation asymmetry is stable over time was supported because the single measurement of line bisecting was a longitudinal predictor of multiple behaviors. A temporal pattern of increasing correlation between the bisecting and performance measures favors a feedback repression model. Alternative explanations based on sensation seeking, subject-matter repression, and cooperation were considered but not eliminated.

  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.

  16. Measuring information technology investment among Canadian academic health sciences centres.

    PubMed

    Pederson, Lorraine; Leonard, Kevin

    2005-01-01

    Many recent studies have attempted to accurately measure the expenditure by hospitals in the area of new information technology (IT), for example see Leonard 1998 and Pink et al. 2001. This is usually done as an exercise to compare the healthcare sector with other industries that have had much more success in implementing and leveraging their IT investment (Willcocks 1992; Chan 2000). It is normally hoped that such investigation would help explain some of the differences among the various industries and provide insight into where (and how much) future IT spending should occur in healthcare (Leonard 2004). Herein, we present the results from a study of eight Canadian academic health sciences centres that contributed data in order to analyze the amount of information technology spending in their organizations. Specifically, we focus on one specific indicator: the IT spend ratio. This ratio is defined as the percentage of total IT net costs to total hospital net operating costs, and aims to provide a "relative (or percentage) measure of spending" so as to make the comparisons meaningful. One such comparison shows that hospitals spend only 55% of the amount the financial services sector spends.

  17. Assessing the State of Servant Leadership, Teacher Morale, and Student Academic Performance Outcomes in a Florida Elementary School District

    ERIC Educational Resources Information Center

    EL-Amin, Abdul

    2013-01-01

    This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other…

  18. The Effect of Psychiatric Third-Year Rotation Setting on Academic Performance, Student Attitudes, and Specialty Choice

    ERIC Educational Resources Information Center

    Bobo, William V.; Nevin, Remington; Greene, Elizabeth; Lacy, Timothy J.

    2009-01-01

    Objective: Few studies have directly compared the effects of third-year clerkship rotation type on measures of academic performance, student attitudes about psychiatry and psychiatric patients, and level of interest in psychiatry as a career. The goal of this study was to assess the extent to which rotation type influenced these outcome variables…

  19. Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction

    ERIC Educational Resources Information Center

    Clavier, Cheri Whitehead

    2013-01-01

    With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of…

  20. The Unique Contribution of Learning Approaches to Academic Performance, after Controlling for IQ and Personality: Are There Gender Differences?

    ERIC Educational Resources Information Center

    Rosander, Pia; Backstrom, Martin

    2012-01-01

    The present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning…

  1. Ethnic, Gender, and Socio-Economic Group Differences in Academic Performance and Secondary School Selection: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Frederickson, Norah; Petrides, K. V.

    2008-01-01

    This study examined gender, socio-economic (SES), and ethnic group differences in academic performance (measured at 14 and 16 years) in a sample of 517 British pupils (mean age = 16.5 years). White pupils outperformed their Black and Pakistani counterparts and high SES pupils consistently outperformed their low SES counterparts. Results from two…

  2. Physical Fitness and Academic Performance: Empirical Evidence from the National Administrative Senior High School Student Data in Taiwan

    ERIC Educational Resources Information Center

    Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

    2013-01-01

    This study examined the relationship between the changes of physical fitness across the 3-year spectrum of senior high school study and academic performance measured by standardized tests in Taiwan. A unique dataset of 149 240 university-bound senior high school students from 2009 to 2011 was constructed by merging two nationwide administrative…

  3. Pilot Study: EatFit Impacts Sixth Graders' Academic Performance on Achievement of Mathematics and English Education Standards

    ERIC Educational Resources Information Center

    Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S.

    2009-01-01

    Objective: Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Design: Quasi-experimental crossover-controlled study. Setting: California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). Participants: All sixth-grade…

  4. Effects of the Attributes of Educational Interventions on Students' Academic Performance: A Meta-Analysis

    ERIC Educational Resources Information Center

    de Boer, Hester; Donker, Anouk S.; van der Werf, Margaretha P. C.

    2014-01-01

    This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the…

  5. Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

    PubMed Central

    2013-01-01

    Background Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. Methods This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. Results A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Conclusions Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance. PMID:23537129

  6. An examination of the relationships among interpersonal stress, morale and academic performance in male and female medical students.

    PubMed

    Spiegel, D A; Smolen, R C; Jonas, C K

    1986-01-01

    Conflicts between medical students and persons involved in their clinical training are a common, yet little studied, source of stress for students. The study reported in this paper examined the relationships between interpersonal stress, specific to training, and measures of students' morale and academic performance during the clinical phase of medical education. The results show that although interpersonal stress was inversely related to morale in both male and female students, the relationship was stronger for females. Morale and interpersonal stress variables strongly predicted the academic performance of female students, as measured by the grades they received in clinical clerkships and their scores on the Part II examination of the National Board of Medical Examiners. The results for males were less clear-cut, as the predictor variables were significantly related to only one of the two performance measures. These findings are consistent with the view that non-cognitive factors have particular relevance for the performance of female medical students. PMID:3810201

  7. Perkins Core Performance Measures: Results and Targets, 2001-2002.

    ERIC Educational Resources Information Center

    McHewitt, Earl R.; Taylor, Garry

    This report addresses the Virginia Community College System's (VCCS) core performance standards and measures for the years 2001-2002. There are four core indicators through which the VCCS is assessed. They are the following: (1) student attainment including academic and technical skills; (2) completion/graduation rate using first time, full-time…

  8. Developing a Performance Measurement System for University Central Administrative Services

    ERIC Educational Resources Information Center

    Arena, Marika; Arnaboldi, Michela; Azzone, Giovanni; Carlucci, Paola

    2009-01-01

    Central administrative services have recently received increasing attention from practitioners and academics due to the challenging need to both manage scarce resources and provide high-quality services. In this context, performance measurement systems (PMSs) may assume a central role, although an unresolved debate remains on the claimed benefits…

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

    PubMed Central

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

    2016-01-01

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

  10. The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study

    PubMed Central

    McIsaac, Jessie-Lee D.; Kirk, Sara F. L.; Kuhle, Stefan

    2015-01-01

    Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academic performance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academic performance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academic performance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academic performance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

  11. Academic Self-Concept: Modeling and Measuring for Science

    NASA Astrophysics Data System (ADS)

    Hardy, Graham

    2014-08-01

    In this study, the author developed a model to describe academic self-concept (ASC) in science and validated an instrument for its measurement. Unlike previous models of science ASC, which envisage science as a homogenous single global construct, this model took a multidimensional view by conceiving science self-concept as possessing distinctive facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

  12. Does learning style influence academic performance in different forms of assessment?

    PubMed

    Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael

    2014-03-01

    Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment.

  13. 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…

  14. University Students' Academic Performance: An Integrative Conceptual Framework and Empirical Analysis

    ERIC Educational Resources Information Center

    Fenollar, Pedro; Roman, Sergio; Cuestas, Pedro J.

    2007-01-01

    Background: The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims: The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of…

  15. 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…

  16. The Effects of Interspersed Maintenance Tasks on Academic Performance in a Severe Childhood Stroke Victim.

    ERIC Educational Resources Information Center

    Koegel, Lynn Kern; Koegel, Robert L.

    1986-01-01

    The study examined effects of task-sequencing variables on the academic performance of an 8-year-old severe stroke victim. Previously acquired (maintenance) task trials were systematically interspersed among new (acquisition) task trials. Results showed improvements in both academic responding and subjective ratings of motivation in spelling,…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Video Self-Modeling to Improve Academic Performance: A Literature Review

    ERIC Educational Resources Information Center

    Prater, Mary Anne; Carter, Nari; Hitchcock, Caryl; Dowrick, Peter

    2012-01-01

    Video self-modeling (VSM) has been used for decades to effectively improve individuals' behaviors and skills. The purpose of this review is to locate and analyze published studies that used VSM for typical school-based academic skills to determine the effect of VSM interventions on students' academic performance. Only eight studies were located…

  2. 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…

  3. 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…

  4. 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.…

  5. 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…

  6. 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…

  7. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    ERIC Educational Resources Information Center

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Improving Age Appropriate Social Skills To Enhance Academic Performance.

    ERIC Educational Resources Information Center

    Cheek, Lisa; Logan, Karen; Sprecher, Sharon; Streitmatter, Barbara

    This action research project examined the impact of a program for improving age-inappropriate behaviors that interfere with personal and academic progress. A total of 69 students from 3 elementary classrooms and 2 speech therapy groups were involved in the research. The targeted population consisted of fourth and sixth graders; students with…

  15. Social Networks Use, Loneliness and Academic Performance among University Students

    ERIC Educational Resources Information Center

    Stankovska, Gordana; Angelkovska, Slagana; Grncarovska, Svetlana Pandiloska

    2016-01-01

    The world is extensively changed by Social Networks Sites (SNSs) on the Internet. A large number of children and adolescents in the world have access to the internet and are exposed to the internet at a very early age. Most of them use the Social Networks Sites with the purpose of exchanging academic activities and developing a social network all…

  16. Academic Performance Difficulties: Age and Grade at First Referral

    ERIC Educational Resources Information Center

    Harman, Marsha J.; Kordinak, S. Thomas; Bruce, A. Jerry

    2008-01-01

    Archival records of 43 children referred for diagnosis and treatment for academic difficulties were examined. Results revealed a significant difference for age at first referral and diagnoses. Those with disorders such as learning disability and severe emotional disturbance tended to be older, while the ADHD and dysthymic disorders tended to be…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. The Role of Work Placement in Engineering Students' Academic Performance

    ERIC Educational Resources Information Center

    Blicblau, Aaron Simon; Nelson, Tracey Louise; Dini, Kurosh

    2016-01-01

    Engineering graduates without industrial experience may find that employment is difficult to obtain immediately after completing their studies. This study investigates the impact of two arrangements of work experiences; short term (over 12 weeks, STP) and long-term (over 52 weeks, IBL) on academic grades. This study involved 240 undergraduate…

  4. The Nuances of Tutoring and Academic Performance of Undergraduate Students

    ERIC Educational Resources Information Center

    Hetzel, Carole J.; Laskey, Marcia L.; Hardt-Schultz, Roberta F.

    2014-01-01

    The purpose of this study was to investigate the relationship between the length of a weekly tutoring session and student GPA for the first two semesters of college. The study was conducted at a private, midsize university in the Midwest. The sample consisted of 124 students admitted with academic stipulations to the university, meaning that…

  5. 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…

  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. Measuring the Impact of Substance Abuse on Student Academic Achievement and Academic Growth

    ERIC Educational Resources Information Center

    Rattermann, Mary Jo

    2014-01-01

    This research presents data linking the impact of substance disorder to academic achievement, using data gathered at a recovery high school. Recovery schools provide recovery supports and a high-quality education to students with substance use disorders. The Global Appraisal of Individual Needs -- Short Screener and the Northwest Evaluation…

  8. Cognitive performance baseline measurement and eye movement performance measures

    NASA Astrophysics Data System (ADS)

    Viirre, Erik S.; Chase, Bradley; Tsai, Yi-Fang

    2005-05-01

    Personnel are often required to perform multiple simultaneous tasks at the limits of their cognitive capacity. In research surrounding cognitive performance resources for tasks during stress and high cognitive workload, one area of deficiency is measurement of individual differences. To determine the amount of attentional demand a stressor places on a subject, one must first know that all subjects are performing at the same level with the same amount of available capacity in the control condition. By equating the baselines of performance across all subjects ("baselining") we can control for differing amounts of performance capacity or attentional resources in each individual. For example, a given level of task performance without a time restriction may be equated across subjects to account for attentional resources. Training to a fixed level of proficiency with time limits might obliterate individual differences in mental resources. Eye movement parameters may serve as a real-time measure of attentional demand. In implementing a baselining technique to control for individual differences, eye movement behaviors will be associated with the true cognitive demands of task loading or other stressors. Using eye movement data as a proxy for attentional state, it may be possible to "close the loop" on the human-machine system, providing a means by which the system can adapt to the attentional state of the human operator. In our presentation, eye movement data will be shown with and without the benefit of the baselining technique. Experimental results will be discussed within the context of this theoretical framework.

  9. Principles of effective performance measurement

    SciTech Connect

    Stevens, D.F.

    1996-07-01

    As with any endeavor connected with trendy words and phrases, {open_quotes}performance measurement{close_quotes} means different things to different people. To some, performance means {open_quotes}customer satisfaction{close_quotes}, and little, if anything, else. To others, it is productivity; to still others, it is procedural. In most real-world situations there are elements of all three of these dimensions. Whatever your definition of performance, it is important that it be clear in your own mind what you are trying to achieve, and that you make sure that those working with and for you have the same understanding. This paper is written from the point of view that performance is primarily productivity; after acceptable productivity is achieved, performance is customer satisfaction. I consider performance to be procedural only insofar as necessary to maintain legality and propriety. Rather than adopting the standard bureaucratic approach to procedure (i.e., everything not required is forbidden), I believe that consistently excellent performance demands the complementary philosophy: everything not forbidden is permitted. Remember: wars are won by the general who knows when to break the rules. The principles enunciated below are not unique to DOE or to the office environment: They are applicable to any performance measurement program. I have tried, however, to provide examples that apply to the office or that are likely to be familiar to those of us working with office information technology today.

  10. Performance measurement of mobile manipulators

    NASA Astrophysics Data System (ADS)

    Bostelman, Roger; Hong, Tsai; Marvel, Jeremy

    2015-05-01

    This paper describes a concept for measuring the reproducible performance of mobile manipulators to be used for assembly or other similar tasks. An automatic guided vehicle with an onboard robot arm was programmed to repeatedly move to and stop at a novel, reconfigurable mobile manipulator artifact (RMMA), sense the RMMA, and detect targets on the RMMA. The manipulator moved a laser retroreflective sensor to detect small reflectors that can be reconfigured to measure various manipulator positions and orientations (poses). This paper describes calibration of a multi-camera, motion capture system using a 6 degree-of-freedom metrology bar and then using the camera system as a ground truth measurement device for validation of the reproducible mobile manipulator's experiments and test method. Static performance measurement of a mobile manipulator using the RMMA has proved useful for relatively high tolerance pose estimation and other metrics that support standard test method development for indexed and dynamic mobile manipulator applications.

  11. 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

  12. Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

    PubMed Central

    Parmar, Jayesh R.; Purnell, Miriam; Lang, Lynn A.

    2016-01-01

    Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy’s admissions criteria to predict students’ academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups’ didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans. PMID:26941432

  13. Teachers’ Ratings of the Academic Performance of Children with Epilepsy

    PubMed Central

    Katzenstein, Jennifer M.; Fastenau, Philip S.; Dunn, David W.; Austin, Joan K.

    2007-01-01

    The present study examined how knowledge of children’s seizure condition was related to teachers’ assessment of the children’s academic ability. Children with epilepsy were divided into two groups based on teacher awareness of the child’s seizure condition (Label). The children’s achievement was assessed using the Woodcock Johnson Tests of Achievement-Revised (WJ-R), and the teacher’s ratings were obtained from the Child Behavior Checklist Teacher Report Form (TRF) (Source). A 2 (Source) × 2 (Label) mixed-design analysis of covariance (controlling for IQ and how well the teacher knew the child) found a significant interaction, F (1, 121) = 4.22, p = 0.04. For the WJ-R there was no effect of Label on Achievement, but on the TRF lower scores were observed for children who were labeled. These results support the hypothesis that some teachers might underestimate the academic abilities of children with epilepsy. PMID:17324627

  14. 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.

  15. 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.

  16. 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

  17. 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.

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

    ERIC Educational Resources Information Center

    Smith, L. C.

    2009-01-01

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

  20. 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…

  1. What Do Alternate Assessments of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod Analysis

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent

    2010-01-01

    This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…

  2. Changing the Concept and Measure of Service Quality in Academic Libraries.

    ERIC Educational Resources Information Center

    Nitecki, Danuta A.

    1996-01-01

    The diagnostic instrument SERVQUAL has been developed to measure customer expectations and perceptions of service. This article describes a study that investigated how applicable SERVQUAL is to academic libraries and how influential the study's findings might be in changing concepts of the management of academic library services. Two SERVQUAL…

  3. Maintaining Motivation and Regulating Emotion: Measuring Individual Differences in Academic Volitional Strategies.

    ERIC Educational Resources Information Center

    McCann, Erin J.; Garcia, Teresa

    An instrument was developed to measure the resourcefulness and self-directedness of students in maintaining their motivation on academic goal tasks. The Academic Volitional Strategy Inventory (AVSI) is a self-report instrument designed to assess the management of emotion and motivation by college students during the goal-striving process. An…

  4. Measuring the Academic Skills of University Students: Evaluation of a Diagnostic Procedure

    ERIC Educational Resources Information Center

    Erling, Elizabeth J.; Richardson, John T. E.

    2010-01-01

    Measuring the Academic Skills of University Students is a procedure developed in the 1990s at the University of Sydney's Language Centre to identify students in need of academic writing development by assessing examples of their written work against five criteria. This paper reviews the literature relating to the development of the procedure with…

  5. Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis

    ERIC Educational Resources Information Center

    Wang, Shudong; McCall, Marty; Jiao, Hong; Harris, Gregg

    2012-01-01

    The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test factorial…

  6. The impact of a virtual community on student engagement and academic performance among baccalaureate nursing students.

    PubMed

    Giddens, Jean; Hrabe, David; Carlson-Sabelli, Linnea; Fogg, Louis; North, Sarah

    2012-01-01

    The purpose of this article is to present findings from a study which evaluated the effectiveness of a virtual community (an emerging pedagogical application) on student engagement and academic performance. Virtual communities mirror real-life through unfolding patient histories and relationship development over time. Students also become more engaged in learning by creating personally meaningful knowledge of a concept (Rogers & Stone, 2007). Virtual communities offer one teaching strategy to assist students in learning complex, health-related content in a contextualized manner. This quasi-experimental study involved first-semester baccalaureate nursing students enrolled in a course at two campuses of a nursing program at a large university in the Southwest. Three key strategies assessed the impact of the virtual community on student engagement and learning: third-party observational measurement, end-of-class student/faculty surveys, and use of knowledge items in student exams for the class. Significant differences between the control and experimental group were found regarding learning engagement and communication exchanges; the groups appeared similar in ratings of quality of instruction and academic performance. Use of virtual communities can help nursing educators address the recent Carnegie Foundation study's (Benner, Sutphen, Leonard & Day, 2010) counsel to implement "pedagogies of contextualization" in which theoretical and factual information about diseases and conditions are placed in the context of a patient's experience.

  7. The impact of a virtual community on student engagement and academic performance among baccalaureate nursing students.

    PubMed

    Giddens, Jean; Hrabe, David; Carlson-Sabelli, Linnea; Fogg, Louis; North, Sarah

    2012-01-01

    The purpose of this article is to present findings from a study which evaluated the effectiveness of a virtual community (an emerging pedagogical application) on student engagement and academic performance. Virtual communities mirror real-life through unfolding patient histories and relationship development over time. Students also become more engaged in learning by creating personally meaningful knowledge of a concept (Rogers & Stone, 2007). Virtual communities offer one teaching strategy to assist students in learning complex, health-related content in a contextualized manner. This quasi-experimental study involved first-semester baccalaureate nursing students enrolled in a course at two campuses of a nursing program at a large university in the Southwest. Three key strategies assessed the impact of the virtual community on student engagement and learning: third-party observational measurement, end-of-class student/faculty surveys, and use of knowledge items in student exams for the class. Significant differences between the control and experimental group were found regarding learning engagement and communication exchanges; the groups appeared similar in ratings of quality of instruction and academic performance. Use of virtual communities can help nursing educators address the recent Carnegie Foundation study's (Benner, Sutphen, Leonard & Day, 2010) counsel to implement "pedagogies of contextualization" in which theoretical and factual information about diseases and conditions are placed in the context of a patient's experience. PMID:23006650

  8. Do Quantitative Measures of Research Productivity Correlate with Academic Rank in Oral and Maxillofacial Surgery?

    PubMed

    Susarla, Srinivas M; Dodson, Thomas B; Lopez, Joseph; Swanson, Edward W; Calotta, Nicholas; Peacock, Zachary S

    2015-08-01

    Academic promotion is linked to research productivity. The purpose of this study was to assess the correlation between quantitative measures of academic productivity and academic rank among academic oral and maxillofacial surgeons. This was a cross-sectional study of full-time academic oral and maxillofacial surgeons in the United States. The predictor variables were categorized as demographic (gender, medical degree, research doctorate, other advanced degree) and quantitative measures of academic productivity (total number of publications, total number of citations, maximum number of citations for a single article, I-10 index [number of publications with ≥ 10 citations], and h-index [number of publications h with ≥ h citations each]). The outcome variable was current academic rank (instructor, assistant professor, associate professor, professor, or endowed professor). Descriptive, bivariate, and multiple regression statistics were computed to evaluate associations between the predictors and academic rank. Receiver-operator characteristic curves were computed to identify thresholds for academic promotion. The sample consisted of 324 academic oral and maxillofacial surgeons, of whom 11.7% were female, 40% had medical degrees, and 8% had research doctorates. The h-index was the most strongly correlated with academic rank (ρ = 0.62, p < 0.001). H-indexes of ≥ 4, ≥ 8, and ≥ 13 were identified as thresholds for promotion to associate professor, professor, and endowed professor, respectively (p < 0.001). This study found that the h-index was strongly correlated with academic rank among oral and maxillofacial surgery faculty members and thus suggests that promotions committees should consider using the h-index as an additional method to assess research activity.

  9. Scalable Performance Measurement and Analysis

    SciTech Connect

    Gamblin, Todd

    2009-01-01

    Concurrency levels in large-scale, distributed-memory supercomputers are rising exponentially. Modern machines may contain 100,000 or more microprocessor cores, and the largest of these, IBM's Blue Gene/L, contains over 200,000 cores. Future systems are expected to support millions of concurrent tasks. In this dissertation, we focus on efficient techniques for measuring and analyzing the performance of applications running on very large parallel machines. Tuning the performance of large-scale applications can be a subtle and time-consuming task because application developers must measure and interpret data from many independent processes. While the volume of the raw data scales linearly with the number of tasks in the running system, the number of tasks is growing exponentially, and data for even small systems quickly becomes unmanageable. Transporting performance data from so many processes over a network can perturb application performance and make measurements inaccurate, and storing such data would require a prohibitive amount of space. Moreover, even if it were stored, analyzing the data would be extremely time-consuming. In this dissertation, we present novel methods for reducing performance data volume. The first draws on multi-scale wavelet techniques from signal processing to compress systemwide, time-varying load-balance data. The second uses statistical sampling to select a small subset of running processes to generate low-volume traces. A third approach combines sampling and wavelet compression to stratify performance data adaptively at run-time and to reduce further the cost of sampled tracing. We have integrated these approaches into Libra, a toolset for scalable load-balance analysis. We present Libra and show how it can be used to analyze data from large scientific applications scalably.

  10. Class start times, sleep, and academic performance in college: a path analysis.

    PubMed

    Onyper, Serge V; Thacher, Pamela V; Gilbert, Jack W; Gradess, Samuel G

    2012-04-01

    Path analysis was used to examine the relationship between class start times, sleep, circadian preference, and academic performance in college-aged adults. Consistent with observations in middle and high school students, college students with later class start times slept longer, experienced less daytime sleepiness, and were less likely to miss class. Chronotype was an important moderator of sleep schedules and daytime functioning; those with morning preference went to bed and woke up earlier and functioned better throughout the day. The benefits of taking later classes did not extend to academic performance, however; grades were somewhat lower in students with predominantly late class schedules. Furthermore, students taking later classes were at greater risk for increased alcohol consumption, and among all the factors affecting academic performance, alcohol misuse exerted the strongest effect. Thus, these results indicate that later class start times in college, while allowing for more sleep, also increase the likelihood of alcohol misuse, ultimately impeding academic success.

  11. Measuring Academic Behavioural Confidence: The ABC Scale Revisited

    ERIC Educational Resources Information Center

    Sander, Paul; Sanders, Lalage

    2009-01-01

    The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between-group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not…

  12. Measuring Efficiencies of Academic Departments within a College

    ERIC Educational Resources Information Center

    Tauer, Loren W.; Fried, Harold O.; Fry, William E.

    2007-01-01

    Technical and allocative efficiencies of 26 academic departments in the College of Agriculture and Life Sciences at Cornell University are computed using Data Envelopment Analysis over 2004/05. Allocations of faculty time between teaching, research, and extension vary by department and are used as unique prices in calculating allocative…

  13. 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

  14. 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…

  15. 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…

  16. Does Emotional Intelligence at Medical School Admission Predict Future Academic Performance?

    PubMed Central

    Leddy, John J.; Wood, Timothy J.; Puddester, Derek; Moineau, Geneviève

    2014-01-01

    Purpose Medical school admissions committees are increasingly considering noncognitive measures like emotional intelligence (EI) in evaluating potential applicants. This study explored whether scores on an EI abilities test at admissions predicted future academic performance in medical school to determine whether EI could be used in making admissions decisions. Method The authors invited all University of Ottawa medical school applicants offered an interview in 2006 and 2007 to complete the Mayer–Salovey–Caruso EI Test (MSCEIT) at the time of their interview (105 and 101, respectively), then again at matriculation (120 and 106, respectively). To determine predictive validity, they correlated MSCEIT scores to scores on written examinations and objective structured clinical examinations (OSCEs) administered during the four-year program. They also correlated MSCEIT scores to the number of nominations for excellence in clinical performance and failures recorded over the four years. Results The authors found no significant correlations between MSCEIT scores and written examination scores or number of failures. The correlations between MSCEIT scores and total OSCE scores ranged from 0.01 to 0.35; only MSCEIT scores at matriculation and OSCE year 4 scores for the 2007 cohort were significantly correlated. Correlations between MSCEIT scores and clinical nominations were low (range 0.12–0.28); only the correlation between MSCEIT scores at matriculation and number of clinical nominations for the 2007 cohort were statistically significant. Conclusions EI, as measured by an abilities test at admissions, does not appear to reliably predict future academic performance. Future studies should define the role of EI in admissions decisions. PMID:24556771

  17. Association between overweight/obesity and academic performance in South Korean adolescents.

    PubMed

    Kim, Jong-Hyuck; So, Wi-Young

    2013-12-01

    The purpose of this study was to examine the relationship between academic performance and obesity/overweight among South Korean adolescents. Our data set included 72,399 adolescents in grades 7-12 who had participated in the 5th Korea Youth Risk Behaviour Web-based Survey (KYRBWS-V) in 2009. We assessed the association between academic performance and body mass index (BMI), using multivariate logistic regression analysis after adjusting for covariates such as age, parents' education level, economic status, mental stress experienced, sleep duration, frequency of muscle-strengthening exercises, smoking and drinking behaviour, and vigorous and moderate physical activity (PA). For boys, being overweight (compared with being of normal weight) had a significantly greater odds of poor academic performance (OR=1.182, 95% Cl 1.052-1.329, p=0.005). Obese boys had 1.182 (1.048-1.332, p=0.006), 1.461 (1.294-1.648, p<0.001), and 1.443(1.256-1.657, p<0.001) greater odds of having average, poor, and very poor performance, respectively. In the analysis for girls, overweight girls had 1.314 (1.124-1.536, p<0.001) and 1.296 (1.084-1.548, p=0.004) greater odds of having poor and very poor academic performance, respectively. Finally, obese girls had 1.374 (1.098-1.718, p=0.005), 1.672 (1.339-2.089, p<0.001), and 1.887 (1.478-2.409, p<0.001) greater odds of having average, poor, or very poor academic performance, respectively. Thus, overweight/obesity was negatively associated with academic performance in both boys and girls. The results of this study indicate that adolescents would benefit from weight management to prevent obesity and, possibly, improve academic performance.

  18. Implementation quality of whole-school mental health promotion and students’ academic performance

    PubMed Central

    Dix, Katherine L; Slee, Phillip T; Lawson, Michael J; Keeves, John P

    2012-01-01

    Background This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative. Method Hierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies. Results After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance. The difference between students in high- and low-implementing schools was equivalent to a difference in academic performance of up to 6 months of schooling. Key Practitioner Message Given the known relationship between student academic achievement and mental health, many nations are mounting school-based mental health interventions: however, the quality of program implementation remains a concern The Australian KidsMatter primary school mental health intervention enabled the development of an Implementation Index allowing schools to be grouped into low- to high- implementing schools The quality of implementation of KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socioeconomic background PMID:22518095

  19. 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;…

  20. 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…

  1. Predictors of academic performance in a cohort of pre-registration nursing students.

    PubMed

    McCarey, Margaret; Barr, Tony; Rattray, Janice

    2007-05-01

    The recruitment, selection and retention of nursing students have become crucial in securing the future workforce required by the NHS. Concerns regarding the academic performance of what is a changing student profile led to an audit being performed to explore the predictive relationship between entry qualifications, age, gender, attendance and academic performance in a cohort of pre-registration Diploma of Nursing students. Data was collated from a cohort of 154 students. Statistical analysis demonstrated that students with higher level entry qualifications performed consistently better than those with lower level qualifications. Mature students, over the age of 26, achieved better average marks in coursework and examinations that their younger peers. Year 1 performance predicted year 3 performance in both examinations and assignments. Non-attendance was shown to have an impact on academic performance with a correlation existing between high absenteeism and poor academic achievement. The findings highlight interesting issues for nurse educators relating to academic student support particularly in first year; recruitment and selection of the most suitable candidates; absenteeism monitoring and curriculum design.

  2. Co-occurrences between adolescent substance use and academic performance: school context influences a multilevel-longitudinal perspective.

    PubMed

    Andrade, Fernando H

    2014-08-01

    A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use.

  3. Academic performance and intelligence scores of primary school-aged children with sickle cell anemia.

    PubMed

    Ezenwosu, Osita; Emodi, Ifeoma; Ikefuna, Anthony; Chukwu, Barth

    2013-11-01

    Children with sickle cell anemia (SCA) are faced with complications which may interfere with their educational activities including academic performance. Reports on their academic performance are mainly from developed countries and the results have been inconsistent. This study aimed to determine the academic performance of primary school-aged children with SCA in Nigeria and compare findings with a group of controls. Ninety children with SCA aged 5-11 years were consecutively recruited at the SCA clinic of UNTH Enugu and their age- and sex-matched normal classmates were enrolled as controls. Academic performance of the children with SCA was studied using the overall scores achieved in the three term examinations in the preceding academic year (2009/2010), while their intelligence quotient (IQ) was determined using the Draw-A-Person Test. The findings were compared with that of 90 controls. The mean overall academic score of the children with SCA of 62.71 ± 19.43% was similar to 67.47 ± 16.42% in the controls (P = .077). However, a significantly higher number of children with SCA (32.2% vs. 16.7% of the controls; P = .015) scored below 50%, thus, had poor performance. The mean IQ of the subjects (91.41 ±16.61%) was similar to that of the controls (95.56 ±17.31%, P = .103). However, more SCA patients had lower IQ scores than controls though not statistically significant (P = 0.083). The overall academic performance of children with SCA, therefore, compares favorably with that of controls although there is a higher prevalence of poor performance among them.

  4. SOCIO -DEMOGRAPHY, PERSONALITY PROFILE AND ACADEMIC PERFORMANCE OF VARIOUS CATEGORIES OF MEDICAL STUDENTS

    PubMed Central

    Jiloha, R.C.; Kishore, Jugal

    1998-01-01

    To compare the Scheduled Caste (SC) & Scheduled Tribe (ST) students with general students regarding their school and family background, personality profile and personal problems, a stratified systematic sample of 261 medical students was taken who filled up their individual set of questionnaires consisting of semistructured sociodemographic proforma, Personality Trait Inventory (PTI) and Students Personal Problems Index. Statistically significant differences were observed when schooling, family income, parents education and occupation and academic performance of general, SC and ST students were compared. Although no statistical differences on personality trait were observed, on activity and cyclothymic personality trait SC and ST students scored less, whereas, they scored more on depressive tendency, emotional instability and social desirability personality traits. The personal problems were different in three groups and also the number of attempts made to pass their professional examinations. Intervention measures have been suggested. PMID:21494478

  5. 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.

  6. Opcode counting for performance measurement

    DOEpatents

    Gara, Alan; Satterfield, David L.; Walkup, Robert E.

    2016-10-18

    Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

  7. Opcode counting for performance measurement

    DOEpatents

    Gara, Alan; Satterfield, David L; Walkup, Robert E

    2013-10-29

    Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

  8. Opcode counting for performance measurement

    DOEpatents

    Gara, Alan; Satterfield, David L.; Walkup, Robert E.

    2015-08-11

    Methods, systems and computer program products are disclosed for measuring a performance of a program running on a processing unit of a processing system. In one embodiment, the method comprises informing a logic unit of each instruction in the program that is executed by the processing unit, assigning a weight to each instruction, assigning the instructions to a plurality of groups, and analyzing the plurality of groups to measure one or more metrics. In one embodiment, each instruction includes an operating code portion, and the assigning includes assigning the instructions to the groups based on the operating code portions of the instructions. In an embodiment, each type of instruction is assigned to a respective one of the plurality of groups. These groups may be combined into a plurality of sets of the groups.

  9. 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

  10. 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.

  11. 45 CFR 305.2 - Performance measures.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... PROGRAM PERFORMANCE MEASURES, STANDARDS, FINANCIAL INCENTIVES, AND PENALTIES § 305.2 Performance measures...: Paternity establishment; support order establishment; current collections; arrearage collections; and cost-effectiveness. The penalty system measures State performance in three of these areas: Paternity...

  12. 45 CFR 305.2 - Performance measures.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... PROGRAM PERFORMANCE MEASURES, STANDARDS, FINANCIAL INCENTIVES, AND PENALTIES § 305.2 Performance measures...: Paternity establishment; support order establishment; current collections; arrearage collections; and cost-effectiveness. The penalty system measures State performance in three of these areas: Paternity...

  13. 45 CFR 305.2 - Performance measures.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... PROGRAM PERFORMANCE MEASURES, STANDARDS, FINANCIAL INCENTIVES, AND PENALTIES § 305.2 Performance measures...: Paternity establishment; support order establishment; current collections; arrearage collections; and cost-effectiveness. The penalty system measures State performance in three of these areas: Paternity...

  14. 45 CFR 305.2 - Performance measures.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... PROGRAM PERFORMANCE MEASURES, STANDARDS, FINANCIAL INCENTIVES, AND PENALTIES § 305.2 Performance measures...: Paternity establishment; support order establishment; current collections; arrearage collections; and cost-effectiveness. The penalty system measures State performance in three of these areas: Paternity...

  15. 45 CFR 305.2 - Performance measures.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... PROGRAM PERFORMANCE MEASURES, STANDARDS, FINANCIAL INCENTIVES, AND PENALTIES § 305.2 Performance measures...: Paternity establishment; support order establishment; current collections; arrearage collections; and cost-effectiveness. The penalty system measures State performance in three of these areas: Paternity...

  16. 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…

  17. 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.…

  18. 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

  19. 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.

  20. Association between physical activity and academic performance in Korean adolescent students

    PubMed Central

    2012-01-01

    Background Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students. Methods A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents’ education level, and the income status of the family. Results Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with girls who did not

  1. 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.

  2. 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…

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

    PubMed

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

    2016-02-01

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

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

    PubMed

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

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, p<0.01), whereas emotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, p<0.01). Moreover, rational and emotional coping strategies were, respectively, positively (β=0.16, p<0.05) and negatively (β=-0.22, p<0.01) associated with students' exam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, p<0.01). Experiencing higher levels of stress during the examination period was found to be associated with poorer average grades (β=-0.21, p<0.01), but students' exam-related self-efficacy partially mediated this relation (β=0.23, p<0.01). Those students who perceived themselves as more efficient in completing examinations reported better grades. Using adequate coping strategies (i.e., rational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance. PMID:26834134

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Academic Performance, Characteristics and Expenditures in New York City Elementary and Middle Schools. Condition Report.

    ERIC Educational Resources Information Center

    Stiefel, Leanna; Schwartz, Amy Ellen; Iatarola, Patrice; Fruchter, Norm

    This study examines the academic performance of students in New York City's elementary and middle schools, investigating variations across grades and schools and documenting differences in student and teacher characteristics and the pattern and level of expenditure between low, middle, and high performing schools. The study reports averages of…

  11. 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,…

  12. Gender Differences in Academic Performance in a Large Public University in Turkey

    ERIC Educational Resources Information Center

    Dayioglu, Meltem; Turut-Asik, Serap

    2007-01-01

    The paper attempts to determine whether there are significant gender differences in academic performance among undergraduate students in a large public university in Turkey based on three indicators; university entrance scores, performance in the English preparatory school and in the program the student is majoring in. The paper finds that a…

  13. 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…

  14. Television Viewing Pattern of Primary School Children and Its Relationship to Academic Performance and Cognitive Skills.

    ERIC Educational Resources Information Center

    Shastri, Jigisha; Mohite, Prerana

    1997-01-01

    Classified primary students in India into light, moderate, and heavy television viewers (controlling for socioeconomic status) and assessed them for either academic performance or cognitive skills, using various instruments. Found no significant differences among groups, but light viewers performed significantly better on oral reading; results may…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

    ERIC Educational Resources Information Center

    Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

    2009-01-01

    The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…

  1. 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…

  2. Neuropsychological test scores, academic performance, and developmental disorders in Spanish-speaking children.

    PubMed

    Rosselli, M; Ardila, A; Bateman, J R; Guzmán, M

    2001-01-01

    Limited information is currently available about performance of Spanish-speaking children on different neuropsychological tests. This study was designed to (a) analyze the effects of age and sex on different neuropsychological test scores of a randomly selected sample of Spanish-speaking children, (b) analyze the value of neuropsychological test scores for predicting school performance, and (c) describe the neuropsychological profile of Spanish-speaking children with learning disabilities (LD). Two hundred ninety (141 boys, 149 girls) 6- to 11-year-old children were selected from a school in Bogotá, Colombia. Three age groups were distinguished: 6- to 7-, 8- to 9-, and 10- to 11-year-olds. Performance was measured utilizing the following neuropsychological tests: Seashore Rhythm Test, Finger Tapping Test (FTT), Grooved Pegboard Test, Children's Category Test (CCT), California Verbal Learning Test-Children's Version (CVLT-C), Benton Visual Retention Test (BVRT), and Bateria Woodcock Psicoeducativa en Español (Woodcock, 1982). Normative scores were calculated. Age effect was significant for most of the test scores. A significant sex effect was observed for 3 test scores. Intercorrelations were performed between neuropsychological test scores and academic areas (science, mathematics, Spanish, social studies, and music). In a post hoc analysis, children presenting very low scores on the reading, writing, and arithmetic achievement scales of the Woodcock battery were identified in the sample, and their neuropsychological test scores were compared with a matched normal group. Finally, a comparison was made between Colombian and American norms.

  3. Transfer Rates and Academic Performance of Delta College Students.

    ERIC Educational Resources Information Center

    Evans, John W.

    In an effort to define and test a practical methodology to measure community college transfer rates, the California College Chief Executive Officers commissioned the California Transfer Rate Study (CTRS). The CTRS calculated transfer rates for 65 participating community colleges by measuring the number of exiting students (i.e., not returning for…

  4. Grading Practice as Valid Measures of Academic Achievement of Secondary Schools Students for National Development

    ERIC Educational Resources Information Center

    Chiekem, Enwefa

    2015-01-01

    Assigning grades is probably the most important measurement decision that classroom teachers makes. When teachers are provided with some measurement instruction, they still use subjective value judgments when assigning grades to students. This paper therefore, examines the grading practice as valid measures of academic achievement in secondary…

  5. Performance measurement for information systems: Industry perspectives

    NASA Technical Reports Server (NTRS)

    Bishop, Peter C.; Yoes, Cissy; Hamilton, Kay

    1992-01-01

    Performance measurement has become a focal topic for information systems (IS) organizations. Historically, IS performance measures have dealt with the efficiency of the data processing function. Today, the function of most IS organizations goes beyond simple data processing. To understand how IS organizations have developed meaningful performance measures that reflect their objectives and activities, industry perspectives on IS performance measurement was studied. The objectives of the study were to understand the state of the practice in IS performance techniques for IS performance measurement; to gather approaches and measures of actual performance measures used in industry; and to report patterns, trends, and lessons learned about performance measurement to NASA/JSC. Examples of how some of the most forward looking companies are shaping their IS processes through measurement is provided. Thoughts on the presence of a life-cycle to performance measures development and a suggested taxonomy for performance measurements are included in the appendices.

  6. English-language acculturation predicts academic performance in nursing students who speak English as a second language.

    PubMed

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M

    2008-02-01

    Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

  7. 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

  8. Examining unusual digit span performance in a population of postsecondary students assessed for academic difficulties.

    PubMed

    Harrison, Allyson G; Rosenblum, Yoni; Currie, Shannon

    2010-09-01

    Methods of identifying poor test-related motivation using the Wechsler Adult Intelligence Scale Digit Span subtest are based on identification of performance patterns that are implausible if the test taker is investing full effort. No studies to date, however, have examined the specificity of such measures, particularly when evaluating persons with either known or suspected learning or attention disorders. This study investigated performance of academically challenged students on three measures embedded in the Wechsler Adult Intelligence Scale-III, namely, low Digit Span, high Vocabulary-Digit span (Voc-DS), and low Reliable Digit Span scores. Evaluating subjects believed to be investing full effort in testing, it was found that both Digit Span and Reliable Digit Span had high specificity, although both showed relatively lower sensitivity. In contrast, VOC-DS was especially weak in both sensitivity and specificity, with an apparent false positive rate of 28%. Use of VOC-DS is therefore not appropriate for those with a history of learning or attention problems.

  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. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. The effects of Project SUCCESS on student academic performance: a quasi-experimental study.

    PubMed

    Shamblen, Stephen R; Ringwalt, Chris

    2008-01-01

    Project SUCCESS (PS) is a substance use prevention program that targets indicated high school students. We used archival data to explore the program's effects on students' academic achievement and disciplinary problems. It is essential to demonstrate such effects, if prevention curricula are to survive in schools that face multiple competing demands for class time. Using a quasi-experimental design that compared students exposed to the program to those not exposed in five schools, we examined the effects of PS on grades, absenteeism, and disciplinary problems. Using longitudinal analyses that linked individual students' program exposure data to their academic performance, we found that PS had a positive impact on both grades and absenteeism for two years following exposure. We note that these findings are particularly fortuitous, as PS was not designed to affect these outcomes. We recommend that future evaluations of school-based prevention curricula routinely include academic performance.

  18. Academic Performance and Satisfaction with Homework Completion among College Students

    ERIC Educational Resources Information Center

    Bembenutty, Hefer; White, Marie C.

    2013-01-01

    Under the umbrella of the social cognitive theory of self-regulation of learning, we examined the association between homework practices of college students, motivation and self-regulation of learning, and final course grades. Data from one hundred thirty-three college students, who completed measures of help-seeking, self-efficacy, intrinsic…

  19. Setting Academic Performance Standards: MCAS vs. PARCC. Policy Brief

    ERIC Educational Resources Information Center

    Phelps, Richard P.

    2015-01-01

    The Massachusetts Comprehensive Assessment System (MCAS) high school test is administered to all Bay State students--both those intending to enroll in college and the many with no such intention. The MCAS high school test is a retrospectively focused standards-based achievement test, designed to measure how well students have mastered the material…

  20. Implementation Intentions and Test Anxiety: Shielding Academic Performance from Distraction

    ERIC Educational Resources Information Center

    Parks-Stamm, Elizabeth J.; Gollwitzer, Peter M.; Oettingen, Gabriele

    2010-01-01

    College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e.,…

  1. Development and Validation of a Measure of Academic Entitlement: Individual Differences in Students' Externalized Responsibility and Entitled Expectations

    ERIC Educational Resources Information Center

    Chowning, Karolyn; Campbell, Nicole Judice

    2009-01-01

    Four studies present the validation of a self-report scale capturing "academic entitlement," which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students'…

  2. Performance measurement factors for water supply: A systematic review

    NASA Astrophysics Data System (ADS)

    Balfaqih, Hasan; Nopiah, Zulkifli Mohd

    2015-02-01

    To ensure that the water supply utilities achieve optimal performance, an appropriate track of performance on water supply services' operations and outcomes is fundamentally required. This could be accomplished by developing and implementing a performance analysis framework that is rigorously defined, and performance indicators which could assess significant measurement factors of water supply performance. Various frameworks have been proposed which provide structure to the relationships among individual indicators and some combine multiple indicator scores into a single index. However, few have been rigorously examined. The objective of this paper is to provide an elaborated review of water supply performance, performance indicators, benchmarked water supply organizations and verified implementations. This provides a survey of the available academic studies in the scope of an organized compilation. Every research domain in this framework is deliberated, including specifying the advantages and drawbacks of prior studies and future research trends.

  3. Wynkoop Building Performance Measurement: Water

    SciTech Connect

    Fowler, Kimberly M.; Kora, Angela R.

    2012-08-26

    This report is a summary of the water analysis performance for the Denver, Colorado Wynkoop Building. The Wynkoop Building (Figure 1) was built in 2006 as the Environmental Protection Agency (EPA) Region 8 Headquarters intended to house over 900 occupants in the 301,292 gross square feet (248,849 rentable square feet). The building was built on a brownfield in the Lower Downtown Historic District as part of an urban redevelopment effort. The building was designed and constructed through a public-private partnership with the sustainable design elements developed jointly by General Services Administration (GSA) and EPA. That partnership is still active with all parties still engaged to optimize building operations and use the building as a Learning Laboratory. The building design achieved U.S. Green Building Council Leadership in Energy and Environmental Design for New Construction (LEED-NC) Gold Certification in 2008 (Figure 2) and a 2008 EPA Energy Star Rating of 96 with design highlights that include: (1) Water use was designed to use 40% less than a typical design baseline. The design included low flow fixtures, waterless urinals and dual flush toilets; (2) Native and adaptive vegetation were selected to minimize the need for irrigation water for landscaping; and (3) Energy use intensity was modeled at 66.1 kBtus/gross square foot, which is 39% better than ASHRAE 90.1 1999. The Wynkoop Building water use (10 gallons/square foot) was measured at lower than industry average (15 gallons/square foot) and GSA goals (13 gallons/square foot), however, it was higher than building management expected it would be. The type of occupants and number of occupants can have a significant impact on fixture water use. The occupancy per floor varied significantly over the study time period, which added uncertainty to the data analysis. Investigation of the fixture use on the 2nd, 5th, and 7th floors identified potential for water use reduction if the flush direction of the dual

  4. 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.

  5. The Developmental Dynamics between Interest, Self-Concept of Ability, and Academic Performance

    ERIC Educational Resources Information Center

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

    2014-01-01

    Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading,…

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

    ERIC Educational Resources Information Center

    Pettit, Michele L.; DeBarr, Kathy A.

    2011-01-01

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

  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. 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…

  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. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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,…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Learning Strategies and Their Relationships to Academic Performance of High School Students in Hong Kong

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2013-01-01

    The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…

  3. 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…

  4. 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…

  5. 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.…

  6. An Analysis of Students' Academic Performance when Integrating DVD Technology in Geography Teaching and Learning

    ERIC Educational Resources Information Center

    Van der Westhuizen, C. P.; Nel, Carisma; Richter, Barry W.

    2012-01-01

    This article discusses the effect of the integration of the Digital Versatile Disc (DVD) as an ICT-variant on the academic performance of full-time geography teacher students enrolled for a Bachelor of Education (B. Ed.) degree at a rural university in a developing country. Action research (which includes both quantitative and qualitative…

  7. 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…

  8. 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…

  9. 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…

  10. A Survey of Academic Officers regarding Performance Appraisal in Estonian and American Universities

    ERIC Educational Resources Information Center

    Herdlein, Richard; Kukemelk, Hasso; Turk, Kilno

    2008-01-01

    Higher education in the Baltic Republic of Estonia is experiencing rapid change as the country adjusts to a market economy in the post-Soviet era and adheres to principles established through the Bologna Process. Research in the area of performance appraisal, and the most effective approaches to motivate academic staff, is a key factor influencing…

  11. 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'…

  12. 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.…

  13. 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…

  14. 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…

  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. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…