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  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. 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…

  3. Psychopathology and academic performance, social well-being, and social preference at school: the TRAILS study.

    PubMed

    Sijtsema, J J; Verboom, C E; Penninx, B W J H; Verhulst, F C; Ormel, J

    2014-06-01

    Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioning, and gender and age differences. This study addresses these limitations by examining adolescents' psychopathology and functioning at school, reported by child, parent, teacher, and peers during primary and secondary school in a large Dutch longitudinal cohort study (N = 2230). Teacher reports of psychopathology, especially regarding attention problems and withdrawn/depressed problems, followed by parent reports regarding hyperactivity, were most strongly associated with academic performance. The same held for social preference which was associated with teacher and parent ratings of withdrawn/depressed problems and hyperactivity. In contrast, social well-being was best predicted by child reports (at primary school) of affective problems. In girls, the association between ADHD problems and poor academic performance was stronger than in boys and conduct problems were more often associated with poor school functioning in general. These findings can help identify adolescents at risk for poor functioning and design interventions that effectively reduce or prevent poor school functioning.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  5. 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…

  6. 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…

  7. 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…

  8. 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.

  9. 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…

  10. 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.…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  12. Social Support as a Buffer in the Relationship between Socioeconomic Status and Academic Performance

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Demaray, Michelle Kilpatrick

    2006-01-01

    The present study was an investigation of the potential moderating effect of social support on academic performance for students living in poverty. Data were collected in one urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) and students' course…

  13. 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…

  14. A Comparative Analysis of Social Media Usage and Academic Performance in Public and Private Senior High Schools

    ERIC Educational Resources Information Center

    Mingle, Jeffrey; Adams, Musah; Adjei, E. A.

    2016-01-01

    The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…

  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. 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…

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

    Shin, Yoolim

    2007-01-01

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

  20. Longitudinal Predictors of Teacher Ratings of Adolescent Academic and Social Performance.

    ERIC Educational Resources Information Center

    Berkowitz, Marvin W.; Keller, Monica

    This study explored differential patterns of variables at 7 and 9 years of age that predict teacher evaluations of academic and social performance at 15 years of age. A total of 101 Icelandic school children were assessed on a variety of variables at ages 7, 9, 12, and 15. Only two variables significantly entered into the regression equation…

  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. 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.

  3. 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

  4. Interpersonal value profiles and analysis of adolescent academic performance and social thinking

    PubMed Central

    Gázquez, José J.; Sainz, Jorge; Pérez-Fuentes, María del C.; Molero, María del M.; Soler, Francisco J.

    2015-01-01

    The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence. PMID:25999891

  5. 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.

  6. Engagement in after-school programs as a predictor of social competence and academic performance.

    PubMed

    Shernoff, David J

    2010-06-01

    Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after-school programs during 1 week in the fall and spring of the 2001-2002 academic year. Engagement during after-school hours partially mediated the relationship between participation in after-school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after-school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after-school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.

  7. 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.

  8. Social jetlag, academic achievement and cognitive performance: Understanding gender/sex differences.

    PubMed

    Díaz-Morales, Juan F; Escribano, Cristina

    2015-01-01

    Adolescents in high school suffer from circadian misalignment, undersleeping on weekdays and oversleeping on weekends. Since high schools usually impose early schedules, adolescents suffer from permanent social jetlag (SJL) and thus are a suitable population to study the effects of SJL on both academic and cognitive performance. In this study, 796 adolescents aged 12-16 years reported information about their sleep habits, morningness-eveningness (M-E), cognitive abilities and grade point average (GPA). Time in bed on both weekdays and weekends was not related to cognitive abilities, and only time in bed on weekdays was related to academic achievement. SJL was negatively related to academic achievement, cognitive abilities (except for vocabulary and verbal fluency abilities) and general cognitive ability (g), whereas M-E was slightly positively related to academic achievement and marginally negatively related to inductive reasoning. Results separated by sex/gender indicated that SJL may be more detrimental to girls' performance, as it was negatively related to a greater number of cognitive abilities and GPA.

  9. The Relationship of Loneliness and Social Support with College Freshmen's Academic Performance and Persistence

    ERIC Educational Resources Information Center

    Nicpon, Megan Foley; Huser, Laura; Blanks, Elva Hull; Sollenberger, Sonja; Befort, Christie; Kurpius, Sharon E. Robinson

    2007-01-01

    Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and…

  10. An Exploration into the Influence of Academic and Social Values, Procrastination, and Perceived School Belongingness on Academic Performance

    ERIC Educational Resources Information Center

    Kennedy, Gary J.; Tuckman, Bruce W.

    2013-01-01

    The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students' first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a…

  11. Popularity, Social Acceptance, and Aggression in Adolescent Peer Groups: Links with Academic Performance and School Attendance

    ERIC Educational Resources Information Center

    Schwartz, David; Gorman, Andrea Hopmeyer; Nakamoto, Jonathan; McKay, Tara

    2006-01-01

    This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination …

  12. Social Support Systems and Academic Performance of Single-Parent Students.

    ERIC Educational Resources Information Center

    Roy, Crystal M.; Fuqua, Dale R.

    1983-01-01

    Investigated the mediating effects of social support on the academic achievement of children in single parent families. Parents and oldest school-age children completed questionnaires on demographic and support group information. Results indicated adequate social support may mediate negative effects of single parent family status on academic…

  13. When performance-approach goals predict academic achievement and when they do not: a social value approach.

    PubMed

    Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio

    2013-09-01

    Research on achievement goal promotion at University has shown that performance-approach goals are perceived as a means to succeed at University (high social utility) but are not appreciated (low social desirability). We argue that such a paradox could explain why research has detected that performance-approach goals consistently predict academic grades. First-year psychology students answered a performance-approach goal scale with standard, social desirability and social utility instructions. Participants' grades were recorded at the end of the semester. Results showed that the relationship between performance-approach goals and grades was inhibited by the increase of these goals' social desirability and facilitated by the increase of their social utility, revealing that the predictive validity of performance-approach goals depends on social value.

  14. The Impact of Students' Perceived Emotional Intelligence, Social Attitudes and Teacher Expectations on Academic Performance

    ERIC Educational Resources Information Center

    Jimenez-Morales, M. Isabel; Lopez-Zafra, Esther

    2013-01-01

    Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academic performance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first…

  15. Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

    ERIC Educational Resources Information Center

    Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

    2015-01-01

    Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

  16. It's Not Just What You Know, It's Who You Know: Testing a Model of the Relative Importance of Social Networks to Academic Performance

    ERIC Educational Resources Information Center

    Rizzuto, Tracey E.; LeDoux, Jared; Hatala, John Paul

    2009-01-01

    Applying three mathematical modeling techniques, this study proposes and tests the fit of an academic performance model, and then estimates the relative importance of four performance predictors: academic ability, performance goal orientation, educational technology use, and social network density. Drawing on social network theory, findings from…

  17. An Investigation of Selected Predictors of Nontraditional Student Academic Performance in Different Learning Environments: Personal Characteristics, Stressors, and Social Support

    ERIC Educational Resources Information Center

    Xiong, Hui

    2009-01-01

    The current study employed a secondary statistical analysis on the 2007 National Study on Nontraditional Students Survey data to investigate whether personal characteristics, student perceived stressors, and social support could predict academic performance of nontraditional students enrolled in three different learning environments in terms of…

  18. The Effects of Doing Part-Time Jobs on College Student Academic Performance and Social Life in a Chinese Society

    ERIC Educational Resources Information Center

    Wang, Hongyu; Kong, Miosi; Shan, Wenjing; Vong, Sou Kuan

    2010-01-01

    Student employment has been treated as a homogeneous category in studying the effects of doing part-time jobs on student academic performance or social life. In the present study, using data collected from a well-known public university in Macau, we treat student employment as a heterogeneous experience and compare the relative importance of…

  19. College students' use of energy drinks, social problem-solving, and academic performance.

    PubMed

    Trunzo, Joseph J; Samter, Wendy; Morse, Christopher; McClure, Kelly; Kohn, Carolynn; Volkman, Julie E; O'Brien, Kaylene

    2014-01-01

    Energy drink (ED) use among college students to improve academic performance (AP) has skyrocketed. A growing body of literature indicates that the risks associated with ED use may outweigh the perceived benefits. In this study, 486 undergraduates were surveyed on their general substance and ED usage, Social Problem-Solving (SPS) ability, and AP. It was hypothesized that: (1) ED use would be a negative predictor of AP; (2) SPS would be a positive predictor of AP; (3) SPS would be a negative predictor of ED use; and (4) SPS and ED use would account for a significant amount of the variance in AP. A linear multiple regression for AP was conducted, with predictor variables entered in the following order: total drug use, non-ED caffeine use, SPS, and ED use. The overall model was significant and accounted for approximately 7% of the variance in AP. The hypotheses of the study were supported, indicating that ED use may be related to decreased AP, SPS ability may be related to increased AP, or that students with poor AP and less effective SPS skills are more likely to use EDs. Implications of these findings are important for college students and other users of ED products.

  20. Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Brock, Laura L.; Nishida, Tracy K.; Chiong, Cynthia; Grimm, Kevin J.; Rimm-Kaufman, Sara E.

    2008-01-01

    This study examines the contribution of the "Responsive Classroom" (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between…

  1. Behavioral and emotional adjustment, family functioning, academic performance, and social relationships in children with selective mutism.

    PubMed

    Cunningham, Charles E; McHolm, Angela; Boyle, Michael H; Patel, Sejal

    2004-11-01

    This study addressed four questions which parents of children with selective mutism (SM) frequently ask: (1) Is SM associated with anxiety or oppositional behavior? (2) Is SM associated with parenting and family dysfunction? (3) Will my child fail at school? and (4) Will my child make friends or be teased and bullied? In comparison to a sample of 52 community controls, 52 children with SM were more anxious, obsessive, and prone to somatic complaints. In contrast, children with SM were less oppositional and evidenced fewer attentional difficulties at school. We found no group differences in family structure, economic resources, family functioning, maternal mood difficulties, recreational activities, or social networks. While parents reported no differences in parenting strategies, children with SM were described as less cooperative in disciplinary situations. The academic (e.g., reading and math) and classroom cooperative skills of children with SM did not differ from controls. Parents and teachers reported that children with SM had significant deficits in social skills. Though teachers and parents rated children with SM as less socially assertive, neither teachers nor parents reported that children with SM were victimized more frequently by peers. PMID:15482497

  2. 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.

  3. Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals

    ERIC Educational Resources Information Center

    Dompnier, Benoît; Darnon, Céline; Meier, Emanuele; Brandner, Catherine; Smeding, Annique; Butera, Fabrizio

    2015-01-01

    Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which…

  4. Social Alienation, Self-Efficacy and Career Goals as Related to the Academic Performance of Sophomore College Students

    ERIC Educational Resources Information Center

    Lewis, Joan

    2009-01-01

    The college sophomore has long been characterized as the "middle child" of the college experience. The limited focus by researchers on the college sophomore has become of increasing concern for the academic community given sophomore retention rates which are often not as high as desired. The study examined the degree to which social alienation,…

  5. An Assessment of a Social-Cognitive Model of Academic Performance in Mathematics in Argentinean Middle School Students

    ERIC Educational Resources Information Center

    Cupani, Marcos; de Minzi, Maria Cristina Richaud; Perez, Edgardo Raul; Pautassi, Ricardo Marcos

    2010-01-01

    This study tested a set of hypotheses derived from the model of academic achievement in mathematics of the Social Cognitive Career Theory in a sample of Argentinean middle school students. To this aim, 277 students (male and female; age: 13-15 years) were assessed using the following instruments: logical-mathematical self-efficacy scale,…

  6. Use of Social Media and Its Impact on Academic Performance of Tertiary Institution Students: A Study of Students of Koforidua Polytechnic, Ghana

    ERIC Educational Resources Information Center

    Owusu-Acheaw, M.; Larson, Agatha Gifty

    2015-01-01

    The study sought to assess students' use of social media and its effect on academic performance of tertiary institutions students in Ghana with a focus on Koforidua Polytechnic students. Questionnaire was used for collecting data. Out of one thousand five hundred and seventy-eight copies of the questionnaire distributed, one thousand five hundred…

  7. The Impact of Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance among Hispanic/Latino/a College Students

    ERIC Educational Resources Information Center

    Luciano, David

    2012-01-01

    This study examined the relationship between Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance Among Hispanic/Latino/a College students. The sample of approximately 522 students was recruited at the City College of The City University of New York. Various statistical methods, including one way ANOVAS,…

  8. Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

    PubMed

    Brock, Laura L; Nishida, Tracy K; Chiong, Cynthia; Grimm, Kevin J; Rimm-Kaufman, Sara E

    2008-04-01

    This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.

  9. 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,…

  10. Perceived self-efficacy, social comparison, affective reactions and academic performance.

    PubMed

    Vrugt, A

    1994-11-01

    The present study is based on Bandura's theory of perceived self-efficacy and on Wills' theory of downward comparison. We expected that perceived self-efficacy and downward comparison, separately and in combination, would contribute to the positive feelings of university students regarding their skills and by way of these feelings to their study performance. The results largely support this expectation. Both perceived self-efficacy and downward comparison contributed to the positive feelings of the students. These feelings also influenced their course grades. In contrast with the expectation the interaction between self-efficacy and direction of comparison did not contribute to feelings of students regarding their own skills.

  11. 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…

  12. 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…

  13. The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education

    ERIC Educational Resources Information Center

    Al-Rahmi, Waleed Mugahed; Othman, Mohd Shahizan; Yusuf, Lizawati Mi

    2015-01-01

    Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a…

  14. Developing Socially Responsible Leaders in Academic Settings

    ERIC Educational Resources Information Center

    Cauthen, T. W., III

    2016-01-01

    This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.

  15. Students as Spectators: Their Academic and Social Integration

    ERIC Educational Resources Information Center

    Clopton, Aaron

    2009-01-01

    There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

  16. Gaming Frequency and Academic Performance

    ERIC Educational Resources Information Center

    Ip, Barry; Jacobs, Gabriel; Watkins, Alan

    2008-01-01

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

  17. Reward Allocation and Academic versus Social Orientation toward School.

    ERIC Educational Resources Information Center

    Peterson, Candida C.; Peterson, James L.

    1978-01-01

    Correlates 138 elementary school children's views about the purposes of school to their styles of reward allocation: academically motivated students allocated rewards equally to two hypothetical performers who had unequally helped a teacher perform a manual chore, while socially motivated children allocated rewards in an equity (performance-based)…

  18. Academic Youth and Social Revolution.

    ERIC Educational Resources Information Center

    de Jouvenel, Bertrand

    A general wave of student eruptions is taking place in many countries not only because of dissatisfaction with specific institutional practices, but because of a profound and deepening estrangement between academic youth and modern society. Among elements contributing to the growth of a new political movement are much larger student bodies and…

  19. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  20. 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.…

  1. Academic and social motives and drinking behavior.

    PubMed

    Vaughan, Ellen L; Corbin, William R; Fromme, Kim

    2009-12-01

    This longitudinal study of 1,447 first-time college students tested separate time-varying covariate models of the relations between academic and social motives/behaviors and alcohol use and related problems from senior year of high school through the end of the second year in college. Structural equation models identified small but significant inverse relations between academic motives/behaviors and alcohol use across all time points, with relations of somewhat larger magnitude between academic motives/behaviors and alcohol-related problems across all semesters other than senior year in high school. At all time points, there were much larger positive relations between social motives/behaviors and alcohol use across all semesters, with smaller but significant relations between social motives/behaviors and alcohol-related problems. Multi-group models found considerable consistency in the relations between motives/behaviors and alcohol-related outcomes across gender, race/ethnicity, and family history of alcohol problems, although academic motives/behaviors played a stronger protective role for women, and social motives were a more robust risk factor for Caucasian and Latino students and individuals with a positive family history of alcohol problems. Implications for alcohol prevention efforts among college students are discussed.

  2. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  3. Social Networking Tools for Academic Libraries

    ERIC Educational Resources Information Center

    Chu, Samuel Kai-Wah; Du, Helen S.

    2013-01-01

    This is an exploratory study investigating the use of social networking tools in academic libraries, examining the extent of their use, library staff's perceptions of their usefulness and challenges, and factors influencing decisions to use or not to use such tools. Invitations to participate in a web-based survey were sent to 140 university…

  4. WWC Review of the Report "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition." What Works Clearinghouse Single Study Review

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    For the 2014 study, "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition," researchers investigated the impact of attending a moderated panel on incoming freshmen's adjustment to college. The panel…

  5. Spread of academic success in a high school social network.

    PubMed

    Blansky, Deanna; Kavanaugh, Christina; Boothroyd, Cara; Benson, Brianna; Gallagher, Julie; Endress, John; Sayama, Hiroki

    2013-01-01

    Application of social network analysis to education has revealed how social network positions of K-12 students correlate with their behavior and academic achievements. However, no study has been conducted on how their social network influences their academic progress over time. Here we investigated correlations between high school students' academic progress over one year and the social environment that surrounds them in their friendship network. We found that students whose friends' average GPA (Grade Point Average) was greater (or less) than their own had a higher tendency toward increasing (or decreasing) their academic ranking over time, indicating social contagion of academic success taking place in their social network.

  6. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  7. 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…

  8. 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,…

  9. 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…

  10. 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…

  11. Academic Social Climate--A Key Aspect in Architectural Studies

    ERIC Educational Resources Information Center

    Davidovitch, Nitza; Casakin, Hernan

    2015-01-01

    The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social…

  12. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  13. Personal Best Goals and Academic and Social Functioning: A Longitudinal Perspective

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara; Herrett, Maree

    2012-01-01

    Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one's previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year.…

  14. Effects of the peer group on the development of social functioning and academic achievement: a longitudinal study in Chinese children.

    PubMed

    Chen, Xinyin; Chang, Lei; Liu, Hongyun; He, Yunfeng

    2008-01-01

    This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel structural equation modeling revealed that group academic performance made direct contributions to children's social development. Group academic performance also moderated the individual-level relations between academic performance and later social functioning. Whereas high-achieving groups strengthened the positive relations between academic achievement and social competence, low-achieving groups facilitated the negative relations between academic achievement and social problems. The results indicate the significance of the peer group for social functioning from a developmental perspective.

  15. The Impact of Children's Social Adjustment on Academic Outcomes.

    PubMed

    Derosier, Melissa E; Lloyd, Stacey W

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. School records and peer-, teacher-, and self-report measures were collected for 1,255 third grade children in the fall and spring of the school year. Social acceptance by and aggression with peers were included as measures of social adjustment. Academic outcomes included math and reading GPA, classroom behavior, academic self-esteem, and absenteeism. As expected, support for the causal model was found where both forms of social adjustment contributed independently to the prediction of each area of academic adjustment. Gender differences in the patterns of results were present, particularly for the impact of aggression on academic adjustment. Discussion focuses on the implications for social-emotional literacy programs to prevent negative academic outcomes.

  16. Emotional intelligence and social and academic adaptation to school.

    PubMed

    Mestre, José M; Guil, Rocío; Lopes, Paulo N; Salovey, Peter; Gil-Olarte, Paloma

    2006-01-01

    In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.

  17. 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…

  18. The Impact of Children's Social Adjustment on Academic Outcomes

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Lloyd, Stacey W.

    2011-01-01

    This study tested whether social adjustment added to the prediction of academic outcomes above and beyond prior academic functioning. Researchers collected school records and peer-, teacher-, and self-report measures for 1,255 third-grade children in the fall and spring of the school year. Measures of social adjustment included social acceptance…

  19. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

  20. 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…

  1. 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…

  2. 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.

  3. 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

  4. 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.

  5. The Influence of Academic Tracking on Adolescent Social Networks

    ERIC Educational Resources Information Center

    Fisher, Kim W.; Shogren, Karrie A.

    2016-01-01

    This study examined adolescents' social capital, through social network analyses (i.e., ego network analyses), in two high schools where students were placed into academic tracks adopted by the schools and shaped by disability status (i.e., general education, co-taught, segregated special education classrooms). The impact of academic tracks, as…

  6. 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…

  7. 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

  8. Legal Employment at Midcareer: The Influence of Social and Academic Origins.

    ERIC Educational Resources Information Center

    Lena, Hugh F.; And Others

    This study analyzed the relative influence of individual social origins and academic achievement in organizational recruitment and practice outcomes for legal careers. It investigated the effects of background characteristics and academic performance measures for a national sample of college seniors on types of legal practices 25 years after…

  9. Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

    ERIC Educational Resources Information Center

    Mackinnon, Sean P.

    2012-01-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

  10. Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities

    ERIC Educational Resources Information Center

    Charles, Camille Z.; Fischer, Mary J.; Mooney, Margarita A.; Massey, Douglas S.

    2009-01-01

    Building on their important findings in "The Source of the River," the authors now probe even more deeply into minority underachievement at the college level. "Taming the River" examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the…

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

    ERIC Educational Resources Information Center

    Acar, Erkan

    2011-01-01

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

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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…

  17. 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

  18. 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)

  19. 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…

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

    PubMed

    Good, Marie; Adams, Gerald R

    2008-01-01

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

  1. Aggression, social competence, and academic achievement in Chinese children: a 5-year longitudinal study.

    PubMed

    Chen, Xinyin; Huang, Xiaorui; Chang, Lei; Wang, Li; Li, Dan

    2010-08-01

    The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

  2. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.

  3. The social ties that bind: social anxiety and academic achievement across the university years.

    PubMed

    Brook, Christina A; Willoughby, Teena

    2015-05-01

    Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college. PMID:25691148

  4. 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.

  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. 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…

  7. Sustaining Academic Life: A Case for Applying Principles of Social Sustainability to the Academic Profession

    ERIC Educational Resources Information Center

    Hammond, Cathryn; Churchman, Deborah

    2008-01-01

    Purpose: This paper aims to examine the social sustainability of academic work in Australian tertiary institutions, in addition to offering a summary of recent research on social sustainability with a particular emphasis on Barron and Gauntlett's work. Design/methodology/approach: Barron and Gauntlett's principles of social sustainability are used…

  8. Social Factors That Predict Fear of Academic Success

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  9. Academic Libraries: "Social" or "Communal?" The Nature and Future of Academic Libraries

    ERIC Educational Resources Information Center

    Gayton, Jeffrey T.

    2008-01-01

    The apparent death of academic libraries, as measured by declining circulation of print materials, reduced use of reference services, and falling gate counts, has led to calls for a more "social" approach to academic libraries: installing cafes, expanding group study spaces, and developing "information commons." This study compares these social…

  10. Academic Identification as a Mediator of the Relationship between Parental Socialization and Academic Achievement

    ERIC Educational Resources Information Center

    Strambler, Michael J.; Linke, Lance H.; Ward, Nadia L.

    2013-01-01

    This study examines whether academic identification, or one's psychological and emotional investment in academics, mediates the association between child-reported parental educational socialization and standardized achievement test scores among a predominantly ethnic minority sample of 367 urban middle school students. We predicted that academic…

  11. Social Bookmarking in Academic Libraries: Trends and Applications

    ERIC Educational Resources Information Center

    Redden, Carla S.

    2010-01-01

    This paper presents an exploration of the potential utilization of social bookmarking web sites by academic libraries. These web sites, which allow users and organizations to create accounts for bookmarking online content, provide academic libraries tools to collaborate and network, organize and share electronic resources and teach information…

  12. Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations

    ERIC Educational Resources Information Center

    Kanuka, Heather; Braga, John

    2011-01-01

    Academics who engage in collegial socialization can benefit in a variety of ways. The challenge, however, is creating a culture which inspires, within a voluntary model, academics to participate in such activities. Teaching development programs have tended to focus on teaching competencies and problem areas through offerings of workshops. It has…

  13. Socialization to Academic Language in a Kindergarten Classroom

    ERIC Educational Resources Information Center

    Gallagher, Colleen

    2016-01-01

    Recognizing the importance of academic language for students' success in schools, this article reports on an investigation of how narrative-focused literacy events in the classroom provide opportunities for academic language socialization. Data were collected from one public elementary school in a major metropolitan area in the Mid-Atlantic region…

  14. 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.

  15. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  16. Studying for the Sake of Others: The Role of Social Goals on Academic Engagement

    ERIC Educational Resources Information Center

    King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A.

    2012-01-01

    Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…

  17. Socially Oriented Motivational Goals and Academic Achievement: Similarities between Native and Anglo Americans

    ERIC Educational Resources Information Center

    Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda G.; Yeung, Alexander Seeshing; King, Ronnel B.

    2014-01-01

    The authors examined the relations between two socially oriented dimensions of student motivation and academic achievement of Native (Navajo) American and Anglo American students. Using confirmatory factor analysis, a multidimensional and hierarchical model was found to explain the relations between performance and social goals. Four first-order…

  18. 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…

  19. 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…

  20. Perceived social support and academic achievement: cross-lagged panel and bivariate growth curve analyses.

    PubMed

    Mackinnon, Sean P

    2012-04-01

    As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help disentangle the direction of relationships. This study uses a cross-lagged panel and a bivariate growth curve analysis with a three-wave longitudinal design. Participants include 10,445 students (56% female; 12.6% born outside of Canada) transitioning to post-secondary education from ages 15-19. Self-report measures of academic achievement and a generalized measure of perceived social support were used. An increase in average relative standing in academic achievement predicted an increase in average relative standing on perceived social support 2 years later, but the reverse was not true. High levels of perceived social support at age 15 did not protect against declines in academic achievement over time. In sum, perceived social support appears to have no bearing on adolescents' future academic performance, despite commonly held assumptions of its importance.

  1. Becoming Dean: Selection and Socialization Processes of an Academic Leader

    ERIC Educational Resources Information Center

    Enomoto, Ernestine; Matsuoka, Jon

    2007-01-01

    In this qualitative case study, we offer an insider's perspective on the selection and socialization processes of an academic leader. The primary method of data collection was through a series of interviews with the candidate over a five-year period. Analysis drew from an organizational socialization model devised by Saks and Ashforth, which…

  2. Depressive Mood and Social Maladjustment: Differential Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Aluja, Anton; Blanch, Angel

    2004-01-01

    The Children Depression Inventory (CDI) is a multidimensional instrument that includes items of social withdrawal, anhedonia, asthenia, low self-esteem (internalized) and behavioral problems (externalized). Child depression has been related with low academic achievement, neurotic and introverted personality traits and social maladjustment defined…

  3. Academic English Socialization through Individual Networks of Practice

    ERIC Educational Resources Information Center

    Zappa-Hollman, Sandra; Duff, Patricia A.

    2015-01-01

    This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP--community of practice (CoP; Lave & Wenger, 1991; Wenger,…

  4. 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…

  5. A Multiple Case Study Analysis of Middle Grades Social Studies Teachers' Instructional Use of Digital Technology with Academically Talented Students at Three High-Performing Middle Schools

    ERIC Educational Resources Information Center

    Sheffield, Caroline C.

    2009-01-01

    Appropriate education for academically talented students incorporates the use of complex thinking skills, and encourages the development of interpersonal and leadership skills. One potential tool to achieve these goals is the use of instructional technology. Siegle (2004a, 2005) suggests that it is particularly appropriate to utilize technology…

  6. Testing a Multi-Stage Screening System: Predicting Performance on Australia's National Achievement Test Using Teachers' Ratings of Academic and Social Behaviors

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Davies, Michael; Griffin, Patrick

    2012-01-01

    This study addresses the predictive validity of results from a screening system of academic enablers, with a sample of Australian elementary school students, when the criterion variable is end-of-year achievement. The investigation included (a) comparing the predictive validity of a brief criterion-referenced nomination system with more…

  7. The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls

    ERIC Educational Resources Information Center

    Srikanth, Sudhish; Petrie, Trent A.; Greenleaf, Christy; Martin, Scott B.

    2015-01-01

    We examined the influence of physical and psychosocial variables on math and reading achievement test scores. Between 1 and 5 months prior to taking annual standardized reading and math tests, a sample of (N = 1,211) sixth through eight graders (53.7% girls; 57.2% White) self-reported levels of physical activity, academic self-beliefs, general…

  8. 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.

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

    ERIC Educational Resources Information Center

    Petrie, Trent A.; Russell, Richard K.

    1995-01-01

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

  10. 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.

  11. 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

  12. 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.

  13. The Influence of Social Networking Sites on High School Students' Social and Academic Development

    ERIC Educational Resources Information Center

    Ahn, June

    2010-01-01

    This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being,…

  14. Social, Emotional, and Behavioral Functioning of Secondary School Students with Low Academic and Language Performance: Perspectives from Students, Teachers, and Parents

    ERIC Educational Resources Information Center

    Joffe, Victoria L.; Black, Emma

    2012-01-01

    Purpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language…

  15. 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…

  16. 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…

  17. Resilience Does Not Predict Academic Performance in Gross Anatomy

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  18. Essential Academic Learning Requirements (1997): Social Studies.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    Stating that social studies can help students find order in their lives by illustrating patterns and connections of human existence, this guide addresses essential learning requirements for social studies in the state of Washington. The guide notes that these requirements seek to give students the knowledge and skills they need to participate as…

  19. 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…

  20. The social costs of academic success across ethnic groups.

    PubMed

    Fuller-Rowell, Thomas E; Doan, Stacey N

    2010-01-01

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

  1. What Works Clearinghouse Quick Review: "Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2014

    2014-01-01

    This study measured the impact of a difference-education intervention on the academic achievement of first generation college students. The difference-education intervention teaches students how their social class backgrounds can affect what they experience in college. Participants attended a moderated panel discussion featuring demographically…

  2. The Social Dimension of Academic Discipline as a Discriminator of Academic Deans' Administrative Behaviors

    ERIC Educational Resources Information Center

    Del Favero, Marietta

    2005-01-01

    This national study of academic deans examined the social and cognitive dimensions underlying disciplinary variations in respondents' self reports of their administrative behavior. Discriminant analyses identified significant linear functions that distinguished behaviors of deans from hard/pure, hard/applied, soft/pure, and soft/applied discipline…

  3. Barriers and Nontraditional Students' Use of Academic and Social Services

    ERIC Educational Resources Information Center

    Keith, Pat M.

    2007-01-01

    This research investigated the extent to which potential barriers to educational attainment and campus adjustment prompted 138 nontraditional students (25-63 years of age) to use more academic and social services. In four models tested, the younger, the unemployed, and those stressed by increased tuition used more services. Most of the barriers…

  4. Conceptualizing Academic Norms in Middle School: A Social Network Perspective

    ERIC Educational Resources Information Center

    McCormick, Meghan P.; Cappella, Elise

    2015-01-01

    A wide body of research has documented the relationship between social norms and individual behaviors. There is growing evidence that academic behaviors in early adolescence--when most children begin middle school--may be subject to normative influence as well. However, the structure and composition of peer relationships within middle schools have…

  5. Social Class and Academic Achievement: A Third World Reinterpretation.

    ERIC Educational Resources Information Center

    Niles, F. Sushila

    1981-01-01

    Correlates academic achievement of a sample of secondary students in Colombo, Sri Lanka, with variables of social class, material conditions in the home, and parental interest in and support for education. Discusses differences between present findings and those of similar studies in other Third World nations. (SJL)

  6. Social, Mental, Academic and Physical Development in Groups Doing Sports

    ERIC Educational Resources Information Center

    Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur

    2012-01-01

    The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…

  7. Procedural variations in group contingencies: effects on children's academic and social behaviors.

    PubMed

    Speltz, M L; Shimamura, J W; McReynolds, W T

    1982-01-01

    There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different "responder" criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed. PMID:7153190

  8. Procedural variations in group contingencies: effects on children's academic and social behaviors.

    PubMed

    Speltz, M L; Shimamura, J W; McReynolds, W T

    1982-01-01

    There has been little research on the effects of the many procedural variables in applied group contingencies. In the present study, an individualized contingency and three group contingencies with different "responder" criteria (e.g., reward based on the group average, reward based on the work of a designated, low-achieving student, or reward based on the work of a randomly selected student) were applied to the academic work of primary grade children in a learning disabilities classroom. Group social interaction during each contingency was measured systematically. Although there were large individual differences in students' academic and social responses to the different contingencies, some consistent effects were observed. Two of the four low-achieving target students did their best academic work during the group contingency which focused on their performance as a designated responder. This type of contingency also produced high levels of positive social interaction in three of four groups of children observed.

  9. 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,…

  10. 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;…

  11. 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.

  12. Problem-Solving Coping and Social Support as Mediators of Academic Stress and Suicidal Ideation Among Malaysian and Indian Adolescents.

    PubMed

    Khan, Aqeel; Hamdan, Abdul Rahim; Ahmad, Roslee; Mustaffa, Mohamed Sharif; Mahalle, Salwa

    2016-02-01

    This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries' participants.

  13. Characteristics of Academically-Influential Children: Achievement Motivation and Social Status

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2016-01-01

    The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…

  14. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  15. Children's Social Behaviors as Predictors of Academic Achievement: A Longitudinal Analysis.

    ERIC Educational Resources Information Center

    Malecki, Christine Kerres; Elliott, Stephen N.

    2002-01-01

    Investigates relationships among a diverse sample of elementary students' social skills, problem behaviors, academic competence, and academic achievement. Results indicate that social skills are positively predictive of concurrent levels of academic achievement and problem behaviors are negatively predictive of concurrent academic achievement.…

  16. On the Borders: Adjusting to Academic, Social and Cultural Practices at an Australian University

    ERIC Educational Resources Information Center

    Buchanan, John; Ljungdahl, Lesley; Maher, Damian

    2015-01-01

    Adjustment to university is challenging for students as they navigate a path through new academic, social and cultural practices. Some may feel on the borders, marginalised by their background. Issues such as adjustment to university life, independence, performance expectations, establishing friendships, technological competence, cultural capital,…

  17. Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

    ERIC Educational Resources Information Center

    Marchesi, Antonio G.; Cook, Kimberly

    2012-01-01

    ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

  18. Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

    ERIC Educational Resources Information Center

    Fan, F. A.

    2012-01-01

    Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

  19. Social Identity and the Shift of Student Affairs Staff to the Academic Unit

    ERIC Educational Resources Information Center

    Mader, Michael

    2012-01-01

    This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that…

  20. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Gueldner, Barbara A.

    2010-01-01

    This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

  1. Effects of Achievement Motivation, Social Identity, and Peer Group Norms on Academic Conformity

    ERIC Educational Resources Information Center

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

    This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…

  2. Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

    PubMed

    Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

    2014-04-01

    College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

  3. 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…

  4. The Digital Divide and Its Impact on Academic Performance

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  5. 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…

  6. 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…

  7. 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)

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Towards a Social Networks Model for Online Learning & Performance

    ERIC Educational Resources Information Center

    Chung, Kon Shing Kenneth; Paredes, Walter Christian

    2015-01-01

    In this study, we develop a theoretical model to investigate the association between social network properties, "content richness" (CR) in academic learning discourse, and performance. CR is the extent to which one contributes content that is meaningful, insightful and constructive to aid learning and by social network properties we…

  14. The Influence of Immigrant Parent Legal Status on U.S.-Born Children's Academic Abilities: The Moderating Effects of Social Service Use

    ERIC Educational Resources Information Center

    Brabeck, Kalina M.; Sibley, Erin; Taubin, Patricia; Murcia, Angela

    2016-01-01

    The present study investigated the relationship between immigrant parent legal status and academic performance among U.S.-born children, ages 7-10. Building on previous research and a social ecological framework, the study further explored how social service use moderates the relationship between parent legal status and academic performance.…

  15. The Presence of Polish Academics on Social Networking Websites for Academics, Using the Example of Employees of Nicolaus Copernicus University

    ERIC Educational Resources Information Center

    Stachowiak, Beata

    2014-01-01

    The purpose of this article is to present the opportunities provided for researchers and academics by social networking websites in the context of their professional work. Moreover, the paper discusses the level of penetration of social websites by Polish academics on the example of Nicolaus Copernicus University (NCU) researchers. The results…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  4. 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…

  5. 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…

  6. 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…

  7. Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty.

    PubMed

    Fahrenwald, Nancy L; Taylor, Janette Y; Kneipp, Shawn M; Canales, Mary K

    2007-01-01

    Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy.

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

    NASA Astrophysics Data System (ADS)

    Saniee Monfared, Mohammad Ali; Safi, Mahsa

    2013-05-01

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

  9. Academic and Social Achievement Goals: Their Additive, Interactive, and Specialized Effects on School Functioning

    ERIC Educational Resources Information Center

    Liem, Gregory Arief D.

    2016-01-01

    Background: Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Aims: Guided by multiple-goal perspectives, this study examined the role of academic and…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  11. 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…

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

    ERIC Educational Resources Information Center

    Covington, Keisha Casan Danielle

    2012-01-01

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

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

    PubMed Central

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

    2016-01-01

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

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

    PubMed

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

    2016-01-01

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

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

    PubMed

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

    2016-01-01

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

  16. 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…

  17. 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…

  18. 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…

  19. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  20. 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.

  1. Participation in Social Media as Academic Service (Invited)

    NASA Astrophysics Data System (ADS)

    Wright, D. J.

    2013-12-01

    We are all familiar with the three-legged stool of standard academic practice -- research, teaching, and service -- especially as it pertains to promotion and tenure. For example, many studies are emerging on the various ways that social media can be effectively used in teaching at all levels. Researchers are using analytical tools to turn social media feeds into useful indicators of human pattern and process. Darling et al. (2013) investigate the usefulness of Twitter for the development and distribution of scientific knowledge, including within the life cycle of scientific publication. However, the author focuses here on the use of social media as related to the traditional forms of academic "service:" i.e., participation on a committee or a board, in strategic planning or development of programs, in coordination of a seminar series or workshop, in professional reviews of books, papers, proposals, delivery of a public lectures to a civic group, giving an interview to a journalist on one's research or practice, even providing testimony to a group of policymakers. The author shares personal and institutional/organizational perspectives on how appropriate social media interaction in this context, can be viewed as a necessary (even daily) part of professional practice, and thus yet another moniker of good scientific behavior (especially as a model for students and early-career faculty), and of the "gift culture" of scholarship. For example, the "live tweeting" of ideas and summary points from paper sessions at scholarly meetings is gaining popularity, especially to inform those who could not attend. Other modes of contribution to intellectual communities range from advertising calls for special issues, proposals, participation in specialists meetings, to showcasing the real-time effects of natural disasters via social media feeds embedded in maps. Indeed, there is much discussion of "innovation" in research and in teaching, but can the speed and structure of social

  2. 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

  3. 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…

  4. 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…

  5. 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

  6. 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.

  7. 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.

  8. 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

  9. Achievement and Social Goals of Younger and Older Elementary Students: Response to Academic and Social Failure

    ERIC Educational Resources Information Center

    Zentall, Sydney S.; Beike, Suzanne M.

    2012-01-01

    Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teacher- and student-rated goals of 57 children at two age levels, who were average learners, had a reading problem/disability (RP), and were hyperactive or…

  10. 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…

  11. The family, neuroscience, and academic skills: An interdisciplinary account of social class gaps in children's test scores.

    PubMed

    Potter, Daniel; Mashburn, Andrew; Grissmer, David

    2013-03-01

    Current explanations of social class gaps in children's early academic skills tend to focus on non-cognitive skills that more advantaged children acquire in the family. Accordingly, social class matters because the cultural resources more abundant in advantaged families cultivate children's repertories and tool kits, which allow them to more easily navigate social institutions, such as schools. Within these accounts, parenting practices matter for children's academic success, but for seemingly arbitrary reasons. Alternatively, findings from current neuroscience research indicate that family context matters for children because it cultivates neural networks that assist in learning and the development of academic skills. That is, children's exposure to particular parenting practices and stimulating home environments contribute to the growth in neurocognitive skills that affect later academic performance. We synthesize sociological and neuroscience accounts of developmental inequality by focusing on one such skill-fine motor skills-to illustrate how family context alters children's early academic performance. Our findings support an interdisciplinary account of academic inequality, and extend current accounts of the family's role in the transmission of social inequality.

  12. 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

  13. 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…

  14. 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…

  15. Relational Aggression and Academic Performance in Elementary School

    ERIC Educational Resources Information Center

    Risser, Scott D.

    2013-01-01

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

  16. 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

  17. Social learning of migratory performance

    USGS Publications Warehouse

    Mueller, Thomas; O'Hara, Robert B.; Converse, Sarah J.; Urbanek, Richard P.; Fagan, William F.

    2013-01-01

    Successful bird migration can depend on individual learning, social learning, and innate navigation programs. Using 8 years of data on migrating whooping cranes, we were able to partition genetic and socially learned aspects of migration. Specifically, we analyzed data from a reintroduced population wherein all birds were captive bred and artificially trained by ultralight aircraft on their first lifetime migration. For subsequent migrations, in which birds fly individually or in groups but without ultralight escort, we found evidence of long-term social learning, but no effect of genetic relatedness on migratory performance. Social learning from older birds reduced deviations from a straight-line path, with 7 years of experience yielding a 38% improvement in migratory accuracy.

  18. Social learning of migratory performance.

    PubMed

    Mueller, Thomas; O'Hara, Robert B; Converse, Sarah J; Urbanek, Richard P; Fagan, William F

    2013-08-30

    Successful bird migration can depend on individual learning, social learning, and innate navigation programs. Using 8 years of data on migrating whooping cranes, we were able to partition genetic and socially learned aspects of migration. Specifically, we analyzed data from a reintroduced population wherein all birds were captive bred and artificially trained by ultralight aircraft on their first lifetime migration. For subsequent migrations, in which birds fly individually or in groups but without ultralight escort, we found evidence of long-term social learning, but no effect of genetic relatedness on migratory performance. Social learning from older birds reduced deviations from a straight-line path, with 7 years of experience yielding a 38% improvement in migratory accuracy. PMID:23990559

  19. So Much Social Media, so Little Time: Using Student Feedback to Guide Academic Library Social Media Strategy

    ERIC Educational Resources Information Center

    Brookbank, Elizabeth

    2015-01-01

    The majority of college students use social media of some kind, and academic libraries are increasingly using social media to reach them. Although studies have analyzed which platforms academic libraries most commonly use and case studies have provided examples of how libraries use specific platforms, there are few examinations of the usage habits…

  20. Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

    ERIC Educational Resources Information Center

    Ahmadi, Parviz; Samad, Arshad Abd.

    2015-01-01

    Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…

  1. Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

    2015-01-01

    Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

  2. 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

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

    PubMed

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

    2016-01-01

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

  4. Social Facilitation of Retardate Performance.

    ERIC Educational Resources Information Center

    Zucker, Stanley H.

    Investigated were the effects of three different social situations on the performance of 48 mildly mentally retarded individuals (12-17 years old). Ss were randomly assigned to one of six treatment groups and were asked to complete simple and complex mazes in one of three audience conditions: no audience, evaluative audience, and non-evaluative…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. #SocialMedia for the Academic Plastic Surgeon—Elevating the Brand

    PubMed Central

    Humphries, Laura S.; Curl, Brandon

    2016-01-01

    Summary: The link between social media and surgery has been under increasingly popular discussion. This article discusses the potential role of social media in creating and maintaining the brand of an academic plastic surgeon. PMID:27104098

  10. 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.

  11. The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement.

    PubMed

    Maurizi, Laura K; Grogan-Kaylor, Andrew; Granillo, M Teresa; Delva, Jorge

    2013-04-01

    While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.

  12. Socialization of perceived academic competence among highly competent children.

    PubMed

    Phillips, D A

    1987-10-01

    A sample of 81 academically competent third graders and their parents were studied (1) to determine whether the illusion of incompetence documented for fifth graders appears in younger children, (2) to examine whether parents' competence-related perceptions significantly distinguish children with varying levels of perceived academic competence, and (3) to develop a predictive model of the association between parent and child competence beliefs. More than 20% of the children--equal proportions of girls and boys--had self-perceptions that seriously underestimated their actual high abilities, and displayed a corresponding pattern of disparaging self- and other-achievement attitudes. Mothers' and fathers' perceptions of their children's abilities varied significantly with the perceived competence status of the children, as did the children's perceptions of their parents' appraisals. Using path analysis, preliminary support was found for a model in which children's perceptions of competence are influenced more by their parents' appraisals than by objective evidence of their achievements. The results are discussed in the context of research on the socialization of math attitudes and new work on parental belief systems. PMID:3665647

  13. 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

  14. 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…

  15. Social Self-Efficacy, Academic Locus of Control, and Internet Addiction

    ERIC Educational Resources Information Center

    Iskender, Murat; Akin, Ahmet

    2010-01-01

    The purpose of this research is to examine the relationship of internet addiction, social self-efficacy, and academic locus of control. Participants were 311 university students who completed a questionnaire package that included the Online Cognition Scale, the Academic Locus of Control Scale, and the Perceived Social Self-efficacy Scale. The…

  16. Classroom Victimization: Consequences for Social and Academic Adjustment in Elementary School

    ERIC Educational Resources Information Center

    Reuland, Meg M.; Mikami, Amori Yee

    2014-01-01

    Peer victimization is a well-established risk factor for children's adjustment, but it has rarely been studied as a feature of classroom climate. This study examines the consequences of classroom victimization for children's social and academic adjustment. Classroom victimization, social functioning, and academic adjustment were assessed…

  17. Behavioral, Social, and Cognitive Predictors of Adolescent Academic Self-Concept: A Longitudinal Investigation.

    ERIC Educational Resources Information Center

    Arsenault, Darin J.

    In a longitudinal investigation, a model was developed to assess behavioral, social, and cognitive influences on the academic self-concept of 104 adolescents (57 males, 47 females) who participated in the Fullerton Longitudinal Study between 18 months and 17 years of age. The basic model was Academic Self-Concept = Constant + Behavior + Social +…

  18. Social cognitive predictors of Mexican American college students' academic and life satisfaction.

    PubMed

    Ojeda, Lizette; Flores, Lisa Y; Navarro, Rachel L

    2011-01-01

    In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.

  19. Academic Performance and Perceived Stress among University Students

    ERIC Educational Resources Information Center

    Talib, Nadeem; Zia-ur-Rehman, Muhammad

    2012-01-01

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

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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

  1. 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

  2. Intimidation in Small Learning Groups: The Roles of Social-Comparison Concern, Comfort, and Individual Characteristics in Student Academic Outcomes

    ERIC Educational Resources Information Center

    Micari, Marina; Drane, Denise

    2011-01-01

    This study examines the relationship of social-comparison concern, comfort, and self-efficacy to course performance and program persistence in a small-group learning environment. As part of the study, 205 undergraduates in a peer-led, small-group science learning program were surveyed at the beginning and end of the academic term; surveys…

  3. The effects of interspersed maintenance tasks on academic performance in a severe childhood stroke victim.

    PubMed

    Koegel, L K; Koegel, R L

    1986-01-01

    We examined the effects of task-sequencing variables on the academic performance of an 8-year-old severe stroke victim. Within a multiple baseline design, previously acquired (maintenance) task trials were systematically interspersed at designated points in treatment among new (acquisition) task trials. The results showed improvements in both academic responding and subjective ratings of motivation in each of four treated areas (spelling, reading, word-finding, and memory). Social validation data obtained from standardized school placement examinations suggested marked improvement in a variety of related areas of academic functioning. Results suggest that children suffering severe strokes may be capable of learning more than has previously been suspected, and that behavioral treatments may improve such children's functioning.

  4. Factors influencing the social status of children with mild academic disabilities in regular classrooms.

    PubMed

    Roberts, C; Zubrick, S

    1993-01-01

    This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.

  5. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  6. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    ERIC Educational Resources Information Center

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  7. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  8. A brief social-belonging intervention improves academic and health outcomes of minority students.

    PubMed

    Walton, Gregory M; Cohen, Geoffrey L

    2011-03-18

    A brief intervention aimed at buttressing college freshmen's sense of social belonging in school was tested in a randomized controlled trial (N = 92), and its academic and health-related consequences over 3 years are reported. The intervention aimed to lessen psychological perceptions of threat on campus by framing social adversity as common and transient. It used subtle attitude-change strategies to lead participants to self-generate the intervention message. The intervention was expected to be particularly beneficial to African-American students (N = 49), a stereotyped and socially marginalized group in academics, and less so to European-American students (N = 43). Consistent with these expectations, over the 3-year observation period the intervention raised African Americans' grade-point average (GPA) relative to multiple control groups and halved the minority achievement gap. This performance boost was mediated by the effect of the intervention on subjective construal: It prevented students from seeing adversity on campus as an indictment of their belonging. Additionally, the intervention improved African Americans' self-reported health and well-being and reduced their reported number of doctor visits 3 years postintervention. Senior-year surveys indicated no awareness among participants of the intervention's impact. The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.

  9. Examining the relationship of ethnicity, gender and social cognitive factors with the academic achievement of first-year engineering students

    NASA Astrophysics Data System (ADS)

    Carr, Bruce Henry

    The purpose of the study was to examine the relationships of social cognitive factors and their influence on the academic performance of first-year engineering students. The nine social cognitive variables identified were under the groupings of personal support, occupational self-efficacy, academic self-efficacy, vocational interests, coping, encouragement, discouragement, outcome expectations, and perceived stress. The primary student participants in this study were first-year engineering students from underrepresented groups which include African American, Hispanic American students and women. With this in mind, the researcher sought to examine the interactive influence of race/ethnicity and gender based on the aforementioned social cognitive factors. Differences in academic performance (university GPA of first-year undergraduate engineering students) were analyzed by ethnicity and gender. There was a main effect for ethnicity only. Gender was found not to be significant. Hispanics were not found to be significantly different in their GPAs than Whites but Blacks were found to have lower GPAs than Whites. Also, Pearson correlation coefficients were used to examine the relationship between and among the nine identified social cognitive variables. The data from the analysis uncovered ten significant correlations which were as follows: occupational self-efficacy and academic self-efficacy, occupational self-efficacy and vocational interest, occupational self-efficacy and perceived stress, academic self-efficacy and encouragement, academic self-efficacy and outcome expectations, academic self-efficacy and perceived stress, vocational interest and outcome expectations, discouragement and encouragement, coping and perceived stress, outcome expectations and perceived stress. Next, a Pearson correlation coefficient was utilized to examine the relationship between academic performance (college GPA) of first-year undergraduate engineering students and the nine identified

  10. 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…

  11. Methylphenidate and children with attention deficit disorder. Dose effects on classroom academic and social behavior.

    PubMed

    Pelham, W E; Bender, M E; Caddell, J; Booth, S; Moorer, S H

    1985-10-01

    The short-term, dose-response effects of methylphenidate hydrochloride were evaluated on academic and social classroom measures in 29 children with attention deficit disorder. In a double-blind, cross-over design with order randomized, children received a placebo for two weeks and three doses of methylphenidate hydrochloride (0.15 mg/kg, 0.3 mg/kg, and 0.6 mg/kg) for one week each. Dependent measures included the output and accuracy of performance in grade-appropriate reading comprehension workbooks and arithmetic problems, spelling word acquisition, and observations of disruptive and on-task behavior. Beneficial drug effects and linear dose-response curves on all dependent measures were found. The results suggest that beneficial methylphenidate effects on classroom behavior may be accompanied by enhanced academic achievement in some hyperactive children.

  12. 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…

  13. Social class and academic achievement in college: the interplay of rejection sensitivity and entity beliefs.

    PubMed

    Rheinschmidt, Michelle L; Mendoza-Denton, Rodolfo

    2014-07-01

    Undergraduates, especially those from lower income backgrounds, may perceive their social class background as different or disadvantaged relative to that of peers and worry about negative social treatment. We hypothesized that concerns about discrimination based on one's social class (i.e., class-based rejection sensitivity or RS-class) would be damaging to undergraduates' achievement outcomes particularly among entity theorists, who perceive their personal characteristics as fixed. We reasoned that a perceived capacity for personal growth and change, characteristic of incremental theorists, would make the pursuit of a college degree and upward mobility seem more worthwhile and attainable. We found evidence across 3 studies that dispositionally held and experimentally primed entity (vs. incremental) beliefs predicted college academic performance as a function of RS-class. Studies 1a and 1b documented that high levels of both entity beliefs and RS-class predicted lower self-reported and official grades, respectively, among undergraduates from socioeconomically diverse backgrounds. In Study 2, high entity beliefs and RS-class at matriculation predicted decreased year-end official grades among lower class Latino students. Study 3 established the causal relationship of entity (vs. incremental) beliefs on academic test performance as a function of RS-class. We observed worse test performance with higher RS-class levels following an entity (vs. incremental) prime, an effect driven by lower income students. Findings from a 4th study suggest that entity theorists with RS-class concerns tend to believe less in upward mobility and, following academic setbacks, are prone to personal attributions of failure, as well as hopelessness. Implications for education and intervention are discussed.

  14. The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners

    ERIC Educational Resources Information Center

    Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara

    2008-01-01

    The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American.…

  15. Transfer Students in STEM Majors: Gender Differences in the Socialization Factors that Influence Academic and Social Adjustment

    ERIC Educational Resources Information Center

    Jackson, Dimitra Lynette

    2010-01-01

    The purposes of this study were (a) to examine the socialization factors of community college transfer students in Science, Technology, Engineering and Mathematics (STEM); (b) to examine the socialization factors that impact the academic and social adjustment of community college transfer students in STEM majors; and (c) to understand how female…

  16. Exploring the Effects of Social Networking on Students' Perceptions of Social Connectedness, Adjustment, Academic Engagement, and Institutional Commitment

    ERIC Educational Resources Information Center

    Hansen, Michele J.; Childress, Janice E.; Trujillo, Daniel J.

    2010-01-01

    Social networking is a tool being explored by many institutions as a means of connecting to and communicating with students. This study explores whether or not students' use of social networking services (SNSs) has significant effects on social connectedness, college adjustment, academic engagement, and institutional commitment. Students' use of…

  17. 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%.

  18. A Model of Academic Self-Concept: Perceived Difficulty and Social Comparison among Academically Accelerated Secondary School Students

    ERIC Educational Resources Information Center

    Wilson, Hope E.; Siegle, Del; McCoach, D. Betsy; Little, Catherine A.; Reis, Sally M.

    2014-01-01

    Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

  19. 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

  20. 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,…

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

    ERIC Educational Resources Information Center

    Foiles Sifuentes, A. M.

    2015-01-01

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

  2. Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents

    PubMed Central

    Kim, Sun Hyo; Kim, Woo Kyoung

    2016-01-01

    BACKGROUND/OBJECTIVES A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. SUBJECTS/METHODS The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. RESULTS In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of

  3. 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.

  4. Chinese Visiting Scholars' Academic Socialization in US Institutions of Higher Education: A Qualitative Study

    ERIC Educational Resources Information Center

    Xue, Mo; Chao, Xia; Kuntz, Aaron M.

    2015-01-01

    Socialization as a theoretical concept has been increasingly applied to higher education over the past several decades. However, little research examines international visiting scholars' overseas academic socialization experiences. Rooted in socialization theory, this one-year qualitative study explores 15 Chinese visiting scholars' lived…

  5. Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

    ERIC Educational Resources Information Center

    Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

    2015-01-01

    We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

  6. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  7. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  8. Computer Mediated Communication for Social and Academic Purposes: Profiles of Use and University Students' Gratifications

    ERIC Educational Resources Information Center

    Vrocharidou, Anatoli; Efthymiou, Ilias

    2012-01-01

    The present study approaches the Internet as a social space, where university students make use of computer mediated communication (CMC) applications, i.e. e-mail, instant messaging and social network sites, in order to satisfy social and academic needs. We focus on university students, because they represent one of the most avid groups of CMC…

  9. Intellect and Public Life: Essays on the Social History of Academic Intellectuals in the United States.

    ERIC Educational Resources Information Center

    Bender, Thomas

    Eight essays discuss the relation of urban patterns of intellectual life and academic forms of higher learning. Themes that run through the essays include: the increasing incorporation of academic culture into the center of American life, socially and intellectually, is accompanied and causally related to a progressive impoverishment of the public…

  10. Marketing of Academic Library Services through Social Networking Sites: Implications of Electronic Word-of-Mouth

    ERIC Educational Resources Information Center

    Siddike, Md. Abul Kalam; Kiran, K.

    2015-01-01

    The main objective of this study is to investigate the perceptions of academic librarians towards the marketing of library services through social networking sites (SNSs) and their understanding of using electronic word-of-mouth (eWOM) as a marketing tool in academic libraries. This study follows a qualitative data-gathering approach of structured…

  11. Academic Dismissal, Readmission Conditions, and Retention: A Study of Social Science Majors.

    ERIC Educational Resources Information Center

    Kinloch, Graham C.; And Others

    1993-01-01

    A study assessed the effectiveness of an institution's academic readmission conditions on the subsequent success of about 500 social science majors. Results show specific ethnic, age, and academic experience subgroups to be at highest risk. However, success among those readmitted was most related to gender, quality point deficit, and readmission…

  12. Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2012-01-01

    The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic…

  13. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  14. 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,…

  15. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  16. Differential patterns of premorbid social and academic deterioration in deficit and nondeficit schizophrenia.

    PubMed

    Strauss, Gregory P; Allen, Daniel N; Miski, Pinar; Buchanan, Robert W; Kirkpatrick, Brian; Carpenter, William T

    2012-03-01

    Numerous studies indicate that social dysfunction is associated with negative symptoms of schizophrenia during the chronic phase of illness. However, it is unclear whether social abnormalities exist during the premorbid phase in people who later develop schizophrenia with prominent negative symptoms, or whether social functioning becomes progressively worse in these individuals from childhood to late adolescence. The current study examined differences in academic and social premorbid functioning in people with schizophrenia meeting criteria for deficit (i.e., primary and enduring negative symptoms) (DS: n = 74) and non-deficit forms of schizophrenia (ND: n = 271). Premorbid social and academic functioning was assessed for childhood, early adolescence, and late adolescence developmental periods on the Premorbid Adjustment Scale (PAS). Results indicated that both DS and ND participants showed deterioration in social and academic functioning from childhood to late adolescence. However, while ND schizophrenia demonstrated greater deterioration of academic compared to social premorbid functioning from childhood to late adolescence, the DS group exhibited comparable deterioration across both premorbid domains, with more severe social deterioration than the ND group. Findings suggest that people with DS show poorer social premorbid adjustment than those with ND as early as childhood, and are particularly susceptible to accelerated deterioration as the onset of schizophrenia becomes imminent. Thus, poor premorbid social adjustment and significant social deterioration from childhood to adolescence may be a hallmark feature of people who later go on to develop prominent negative symptoms and a unique marker for the DS subtype of schizophrenia.

  17. DIFFERENTIAL PATTERNS OF PREMORBID SOCIAL AND ACADEMIC DETERIORATION IN DEFICIT AND NONDEFICIT SCHIZOPHRENIA

    PubMed Central

    Strauss, Gregory P.; Allen, Daniel N.; Miski, Pinar; Buchanan, Robert W.; Kirkpatrick, Brian; Carpenter, William T.

    2011-01-01

    Numerous studies indicate that social dysfunction is associated with negative symptoms of schizophrenia during the chronic phase of illness. However, it is unclear whether social abnormalities exist during the premorbid phase in people who later develop schizophrenia with prominent negative symptoms, or whether social functioning becomes progressively worse in these individuals from childhood to late adolescence. The current study examined differences in academic and social premorbid functioning in people with schizophrenia meeting criteria for deficit (i.e., primary and enduring negative symptoms) (DS: n=74) and non-deficit forms of schizophrenia (ND: n=271). Premorbid social and academic functioning was assessed for childhood, early adolescence, and late adolescence developmental periods on the Premorbid Adjustment Scale (PAS). Results indicated that both DS and ND participants showed deterioration in social and academic functioning from childhood to late adolescence. However, while ND schizophrenia demonstrated greater deterioration of academic compared to social premorbid functioning from childhood to late adolescence, the DS group exhibited comparable deterioration across both premorbid domains, with more severe social deterioration than the ND group. Findings suggest that people with DS show poorer social premorbid adjustment than those with ND as early as childhood, and are particularly susceptible to accelerated deterioration as the onset of schizophrenia becomes imminent. Thus, poor premorbid social adjustment and significant social deterioration from childhood to adolescence may be a hallmark feature of people who later go on to develop prominent negative symptoms and a unique marker for the DS subtype of schizophrenia. PMID:22130110

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  19. 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…

  20. Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

    ERIC Educational Resources Information Center

    Lewis, Traschell S.

    2012-01-01

    The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

  1. Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

    PubMed

    Garriott, Patton O; Hudyma, Aaron; Keene, Chesleigh; Santiago, Dana

    2015-04-01

    The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction.

  2. 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.

  3. 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

  4. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills.

    PubMed

    Arnold, David H; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

  5. The Association between Preschool Children’s Social Functioning and Their Emergent Academic Skills

    PubMed Central

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children’s aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children’s social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children’s social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children’s self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. PMID:23002324

  6. Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography

    ERIC Educational Resources Information Center

    Savitz-Romer, Mandy; Jager-Hyman, Joie

    2009-01-01

    The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five…

  7. Computer Use at Home and at School: does it Relate to Academic Performance?

    NASA Astrophysics Data System (ADS)

    Huang, Gary G.; Du, Jianxia

    Analyzing data from the National Education Longitudinal Study of 1988 to 1992, this report examines how computer use produces generic benefit to all children and differential benefits to minority and poor children. Specifically, the authors examined computer use at home vis-a-vis computer use at school in relation to the academic performance of disadvantaged children and their peers (defined by race-ethnicity and socioeconomic status). Home computer use typifies socially differentiated opportunities, whereas school computer use promises generic benefits for all children. The findings suggest that with other relevant conditions constant, (a) disadvantaged children did not lag far behind their peers in computer use at school, but they were much less likely to use computers at home; (b) computer use at home was far more significant than computer use at school in relation to high academic performance; (c) wing a computer at school seemed to have dubious effects on learning—taking computer science courses at school related consistently to low performance far both disadvantaged children and their peers, (d) disadvantaged children benefited less than other children from computer use, including computer use at home; and (e) compared to their peers, disadvantaged children's academic performance seemed less predictable by computer use and other predictor variables.

  8. 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.

  9. Differential patterns of premorbid academic and social deterioration in patients with schizophrenia.

    PubMed

    Allen, Daniel N; Frantom, Linda V; Strauss, Gregory P; van Kammen, Daniel P

    2005-06-15

    Schizophrenia is a neurodevelopmental disorder that is characterized by a number of behavioral abnormalities that are present prior to onset. These premorbid abnormalities may serve as unique markers for the disorder. The current study examines academic and social functioning prior to schizophrenia onset in a group of 58 males diagnosed with schizophrenia. The pattern of deterioration for social and academic functioning was examined across three age periods including childhood, early adolescence, and late adolescence, using the retrospective Premorbid Adjustment Scale (PAS). Results indicated that while increasing deterioration was present for both social and academic adjustment across age periods, there was a significant difference in deterioration between academic and social functioning (p<.05) during late adolescence, with greater deterioration in academic functioning. Results of the current study suggest that premorbid academic functioning is particularly susceptible to deterioration during late adolescence, with accelerating deterioration as schizophrenia onset becomes imminent. When considered together with results from other studies, the present findings suggest that deterioration in premorbid academic functioning from early to late adolescence may be a unique premorbid marker for schizophrenia.

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

    NASA Astrophysics Data System (ADS)

    Jamieson, Janet R.

    2005-04-01

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

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

    PubMed

    Glozah, Franklin N; Pevalin, David J

    2014-06-01

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

  12. 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)

  13. 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

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

    ERIC Educational Resources Information Center

    Howe, Stefanie Marie

    2013-01-01

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

  15. Academic Self-Efficacy among African American Youths: Implications for School Social Work Practice

    ERIC Educational Resources Information Center

    Jonson-Reid, Melissa; Davis, Larry; Saunders, Jeanne; Williams, Trina; Williams, James Herbert

    2005-01-01

    School performance among African American youths continues to be a major concern. The promotion of self-esteem remains a major focus of school-based intervention programs designed to improve children's academic performance and behavior. Empirical data suggest that academic self-efficacy rather than self-esteem is the critical factor for school…

  16. Academic Self-Regulation, Academic Performance, and College Adjustment: What Is the First-Year Experience for College Students?

    ERIC Educational Resources Information Center

    Sullivan, Colleen Janette

    2010-01-01

    First-year students experience academic, social, and emotional adjustments as they transition to college. First-year experience courses support students in this transitional phase by helping them integrate into the campus environment and by teaching them college-appropriate learning strategies. This study explored the role that participation in a…

  17. Social Media Use, Loneliness, and Academic Achievement: A Correlational Study with Urban High School Students

    ERIC Educational Resources Information Center

    Neto, Roque; Golz, Nancy; Polega, Meaghan

    2015-01-01

    This study explored the association between social media use, loneliness, and academic achievement in high school students and identified the demographic characteristics associated with these three elements. This study also aimed to identify the percentage of variance in loneliness accounted for by social media use and GPA. Participants were 345…

  18. Interrupted Trajectories: The Impact of Academic Failure on the Social Mobility of Working-Class Students

    ERIC Educational Resources Information Center

    Byrom, Tina; Lightfoot, Nic

    2013-01-01

    Higher education (HE) is often viewed as a conduit for social mobility through which working-class students can secure improved life-chances. However, the link between HE and social mobility is largely viewed as unproblematic. Little research has explored the possible impact of academic failure (in HE) on the trajectories of working-class students…

  19. Academic Affiliations of Social Work Journal Article Authors, 2004-2008

    ERIC Educational Resources Information Center

    Ligon, Jan; Cobb, Alicia; Thyer, Bruce

    2012-01-01

    The researchers tabulated the academic affiliations of the authors of all articles published between 2004 and 2008 in 6 major social work journals to produce a ranking of the colleges and universities whose faculty made the most substantive contributions to the social work literature. The results of this analysis are compared with findings of 5…

  20. A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

    ERIC Educational Resources Information Center

    Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.

    2012-01-01

    The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their…

  1. Developmental Antecedents and Social and Academic Consequences of Stereotype-Consciousness in Middle Childhood

    ERIC Educational Resources Information Center

    McKown, Clark; Strambler, Michael J.

    2009-01-01

    The present study, which included 124 children ages 5-11, examined developmental antecedents and social and academic consequences of stereotype-consciousness, defined as awareness of others' stereotypes. Greater age and more frequent parent-reported racial socialization practices were associated with greater likelihood of stereotype-consciousness.…

  2. Personality and Problem Behaviours as Predictors of Adolescents' Social Status: Academic Track and Gender as Moderators

    ERIC Educational Resources Information Center

    Hubers, Mireille D.; Burk, William J.; Segers, Eliane; Kleinjan, Marloes; Scholte, Ron H. J.; Cillessen, Antonius H. N.

    2016-01-01

    This study examined adolescent personality and problem behaviours as predictors of two types of social status: social preference and popularity. Academic track (college preparatory and vocational) and gender were expected to moderate these associations. The sample included 693 students (49.0% female; M = 15.46 years) attending classrooms in two…

  3. Imparting Social Capital to Educationally Disadvantaged Students: A Study of the Early Academic Outreach Program

    ERIC Educational Resources Information Center

    Jackson, Nicole Korgie

    2010-01-01

    The purpose of this study is to evaluate the process of an academic preparation program, also known as an outreach program, imparting social capital to educationally disadvantaged students. The particular form of social capital to be examined will be the college knowledge needed to successfully prepare for college admission. The theoretical…

  4. Part I: Advancing the Conversation. Just Scholarship! Publishing Academic Research with a Social Justice Focus

    ERIC Educational Resources Information Center

    Salazar, Maria del Carmen; Rios, Francisco

    2016-01-01

    This article provides support to academics who are committed to engaging in scholarly activities in ways that promote an explicit social justice focus. Moreover, this article provides a broad overview of how to pursue social justice purposes in the field of education throughout the process of scholarly production and dissemination.

  5. Social Experiences in Kindergarten and Academic Achievement in Grade 1: A Monozygotic Twin Difference Study

    ERIC Educational Resources Information Center

    Vitaro, Frank; Boivin, Michel; Brendgen, Mara; Girard, Alain; Dionne, Ginette

    2012-01-01

    The goal of this study was to examine how different types of social experiences in kindergarten relate to Grade 1 academic achievement, while controlling for possible genetic and shared environmental influences through the use of the monozygotic (MZ) twin difference method. Social experiences in kindergarten included relationship quality with the…

  6. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  7. Social Networks and Students' Performance in Secondary Schools: Lessons from an Open Learning Centre, Kenya

    ERIC Educational Resources Information Center

    Muhingi, Wilkins Ndege; Mutavi, Teresia; Kokonya, Donald; Simiyu, Violet Nekesa; Musungu, Ben; Obondo, Anne; Kuria, Mary Wangari

    2015-01-01

    Given the known positive and negative effects of uncontrolled social networking among secondary school students worldwide, it is necessary to establish the relationship between social network sites and academic performances among secondary school students. This study, therefore, aimed at establishing the relationship between secondary school…

  8. Self-concept in adolescence: a longitudinal study on reciprocal effects of self-perceptions in academic and social domains.

    PubMed

    Preckel, Franzis; Niepel, Christoph; Schneider, Marian; Brunner, Martin

    2013-12-01

    Fostering social and academic self-concepts are central educational goals. During mid-adolescence academic engagement and success seem to be devalued by peers and to be negatively associated with students' social standing. For this age group, is the development of a positive academic self-concept compatible with the development of a positive social self-concept? We investigated relations among academic self-concept, social self-concept, and academic achievement. 1282 students (47.60% female) participated in three-waves of measurement in Grade 5, 6, and 8. Earlier social self-concept of acceptance negatively predicted changes in academic self-concept over time while earlier social self-concept of assertion positively predicted changes in academic self-concept. There were no significant relations between social self-concepts and achievement but positive reciprocal relations between academic self-concept and achievement. Results indicate that fostering adolescents self-concept in social and academic domains are compatible goals. However, some students need support in managing the challenge to coordinate social and academic goals.

  9. 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.

  10. GENDER DIFFERENCES IN RISK/PROTECTION PROFILES FOR LOW ACADEMIC PERFORMANCE.

    PubMed

    Whitney, Stephen D; Renner, Lynette M; Herrenkohl, Todd I

    2010-05-01

    Using holistic-interactionistic theory, the simultaneous nature of risk and protection factors for both males and females (age 6-11 in Wave 1) is examined using Latent Profile Analysis (LPA). Risk/protection classes are estimated using multiple risk factor variables (e.g., physical child abuse) and multiple protective factors (e.g., extracurricular activities). These risk/protection classes were used to predict low academic performance. For both males and females, high risk, low protection individuals were significantly more likely to experience low academic performance than low risk, high protection cases. Gender differences emerged in a class for females that included the importance of parental/peer disapproval of anti-social behavior as a protective factor that was not present for males. Findings support elements of the holistic-interactionistic theory for human development and suggest the need to examine risk and protective factors in combination to account for their shared influences on developmental outcomes. Implications for youths underperforming academically are discussed.

  11. Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement. CSE Technical Report 679

    ERIC Educational Resources Information Center

    Paret, Marcel

    2006-01-01

    Research shows that language-minority students both do poorly on standardized tests, and receive low academic ratings from their teachers (August & Hakuta, 1998). Explanations for the low performance, however, are limited. This is at least partially due to the fact that language-minority status is intimately entangled with issues related to…

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

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

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

  13. Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

    ERIC Educational Resources Information Center

    Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

    2010-01-01

    This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

  14. Social Media and the New Academic Environment: Pedagogical Challenges

    ERIC Educational Resources Information Center

    Patrut, Bogdan; Patrut, Monica; Cmeciu, Camelia

    2013-01-01

    As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New…

  15. Potential Applications of Social Norms Theory to Academic Advising

    ERIC Educational Resources Information Center

    Demetriou, Cynthia

    2005-01-01

    Since the mid-1990s, social norms theory has become prevalent in student development literature and research. Subsequently, social norms interventions to change student behavior have spread across campuses nationwide through marketing campaigns. Theorists and practitioners have applied the social norms approach to primarily health-related student…

  16. Social and Academic Benefits of Looping Primary Grade Students

    ERIC Educational Resources Information Center

    Kenney, Mary Kate

    2007-01-01

    There is an increasing interest in the practice of teachers staying with a group of students for more than one year. This is referred to as looping in educational practice. The problem of constant uncertainty or change of a new teacher year to year, creates less academic time and student anxiety. The purpose of this study is to examine the effects…

  17. Second Language Students' Discourse Socialization in Academic Online Communities

    ERIC Educational Resources Information Center

    Yim, Yoon-kyung Kecia

    2011-01-01

    This article reports an investigation of second language (L2) students' class participation in English-language university courses in two different modes: face-to-face off-line and asynchronous online. The study addressed (1) what characteristics of academic online discourse were created in graduate courses; (2) how students reported their…

  18. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  19. 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…

  20. 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.…

  1. 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,…

  2. 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…

  3. 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…

  4. 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…

  5. 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

  6. 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

  7. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  8. 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.

  9. 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

  10. 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…

  11. [Psychosocial intervention follow-up in children with ADHD: effects on academic, emotional and social functioning].

    PubMed

    Presentación Herrero, M Jesús; Siegenthaler Hierro, Rebeca; Jara Jiménez, Pilar; Miranda Casas, Ana

    2010-11-01

    The aim of this investigation was to analyze the maintenance of the effects, one year after its conclusion, of an intervention that integrated three coordinated programs, implemented with 27 children with ADHD, aged between 7 and 10 years, their parents and teachers. The intervention lasted 10 weeks and included behavior-modification and cognitive-behavioral techniques, academic adaptations and social skills. We evaluated the effects on academic, emotional and social adjustment from the information provided by parents, teachers and classmates. The results confirm the maintenance in the follow-up evaluation of the improvements experienced after the treatment, especially in the academic and social areas, in which these children displayed the greatest difficulties. PMID:21044513

  12. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  13. Accessing Social Capital through the Academic Mentoring Process

    ERIC Educational Resources Information Center

    Smith, Buffy

    2007-01-01

    This article explores how mentors and mentees create and maintain social capital during the mentoring process. I employ a sociological conceptual framework and rigorous qualitative analytical techniques to examine how students of color and first-generation college students access social capital through mentoring relationships. The findings…

  14. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  15. Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

    PubMed Central

    Jensen, Dorthe H.; Jetten, Jolanda

    2015-01-01

    It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity

  16. Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

    PubMed

    Jensen, Dorthe H; Jetten, Jolanda

    2015-01-01

    It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

  17. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course Taking on Peer Victimization

    ERIC Educational Resources Information Center

    Echols, Leslie

    2015-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th-grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel…

  18. Allocation of Academic Workloads in the Faculty of Human and Social Sciences at a South African University

    ERIC Educational Resources Information Center

    Botha, P. A.; Swanepoel, S.

    2015-01-01

    This article reports on the results of a statistical analysis of the weekly working hours of academics in a Faculty of Human and Social Sciences at a South African university. The aim was to quantify, analyse and compare the workload of academic staff. Seventy-five academics self-reported on their workload by completing the workload measuring…

  19. 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…

  20. Comparison of Personal, Social and Academic Variables Related to University Drop-out and Persistence

    PubMed Central

    Bernardo, Ana; Esteban, María; Fernández, Estrella; Cervero, Antonio; Tuero, Ellián; Solano, Paula

    2016-01-01

    Dropping out of university has serious consequences not only for the student who drops out but also for the institution and society as a whole. Although this phenomenon has been widely studied, there is a need for broader knowledge of the context in which it occurs. Yet research on the subject often focuses on variables that, although they affect drop-out rates, lie beyond a university’s control. This makes it hard to come up with effective preventive measures. That is why a northern Spanish university has undertaken a ex post facto holistic research study on 1,311 freshmen (2008/9, 2009/10, and 2010/11 cohorts). The study falls within the framework of the ALFA-GUIA European Project and focuses on those drop-out factors where there is scope for taking remedial measures. This research explored the possible relationship of degree drop-out and different categories of variables: variables related to the educational stage prior to university entry (path to entry university and main reason for degree choice), variables related to integration and coexistence at university (social integration, academic integration, relationships with teachers/peers and value of the living environment) financial status and performance during university studies (in terms of compliance with the program, time devoted to study, use of study techniques and class attendance). Descriptive, correlational and variance analyses were conducted to discover which of these variables really distinguish those students who drop-out from their peers who complete their studies. Results highlight the influence of vocation as main reason for degree choice, path to university entry, financial independency, social and academic adaptation, time devoted to study, use of study techniques and program compliance in the studied phenomenon. PMID:27803684

  1. 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

  2. The Effect of Social and Token Economy Reinforcements on Academic Achievement of Students with Intellectual Disabilities

    PubMed Central

    Ashoori, Mohammad; Sereshki, Narges Adib

    2011-01-01

    Objective This study investigates the effect of social and token economy reinforcements on academic achievement of 9th grade boy students with intellectual disabilities in an experimental science class in Tehran Province. Method The method used for this study was experimental by pre-test, post- test with a control group. The boy students with intellectual disabilities from three junior high schools participated in this study. The sample consisted of thirty, 9th grade boy students with intellectual disabilities in the selected schools; the schools were chosen by the multi-stage cluster method. To measure the progress of students in the science class, a teacher made test and the Wechsler intelligence test for matching the groups for IQ were used. To ensure validity, the content validity criteria depended tests calculated by the Lashe method and teachers' perspective were used. The reliability coefficient was obtained by the reliability coefficient of related tests; the percent agreement method and the obtained data were analyzed using one-way variance analysis and Shefe prosecution test. Results The results showed that there was a significant increase in academic achievement of students with intellectual disabilities when using token economy than using social reinforcements compared with the control group. Also, when using social reinforcements, the academic achievement of students was more than the control group. Conclusion Token economy and social reinforcements increased the academic achievement of students with intellectual disabilities in the science class; and also the effect of token economy reinforcements was more than social reinforcements on the subjects. PMID:22952517

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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)

  9. 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

  10. Deflecting the trajectory and changing the narrative: how self-affirmation affects academic performance and motivation under identity threat.

    PubMed

    Sherman, David K; Hartson, Kimberly A; Binning, Kevin R; Purdie-Vaughns, Valerie; Garcia, Julio; Taborsky-Barba, Suzanne; Tomassetti, Sarah; Nussbaum, A David; Cohen, Geoffrey L

    2013-04-01

    To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, students completed multiple self-affirmation (or control) activities as part of their regular class assignments. Latino American students, the identity threatened group, earned higher grades in the affirmation than control condition, whereas White students were unaffected. The effects persisted 3 years and, for many students, continued into high school by lifting their performance trajectory. Study 2 featured daily diaries to examine how the affirmation affected psychology under identity threat, with the expectation that it would shape students' narratives of their ongoing academic experience. By conferring a big-picture focus, affirmation was expected to broaden construals, prevent daily adversity from being experienced as identity threat, and insulate academic motivation from identity threat. Indeed, affirmed Latino American students not only earned higher grades than nonaffirmed Latino American students but also construed events at a more abstract than concrete level and were less likely to have their daily feelings of academic fit and motivation undermined by identity threat. Discussion centers on how social-psychological processes propagate themselves over time and how timely interventions targeting these processes can promote well-being and achievement.

  11. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  12. A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support

    ERIC Educational Resources Information Center

    DeGarmo, David S.; Martinez, Charles R., Jr.

    2006-01-01

    This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by…

  13. Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

    ERIC Educational Resources Information Center

    Rayle, Andrea Dixon; Kurpius, Sharon E. Robinson; Arredondo, Patricia

    2007-01-01

    The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as…

  14. Effects of the Peer Group on the Development of Social Functioning and Academic Achievement: A Longitudinal Study in Chinese Children

    ERIC Educational Resources Information Center

    Chen, Xinyin; Chang, Lei; Liu, Hongyun; He, Yunfeng

    2008-01-01

    This longitudinal study examined, in a sample of Chinese children (initial mean ages = 9.5 and 12.7 years, N = 505), how the peer group contributed to social functioning and academic achievement and their associations. Data on informal peer groups, social functioning, and academic achievement were collected from multiple sources. Multilevel…

  15. Effects of Teacher Efficacy on Student Academic and Social Emotional Achievements as Reported on Georgia Kindergarten Inventory of Developing Skills

    ERIC Educational Resources Information Center

    Brown, Tisha J.

    2012-01-01

    Students in kindergarten are not meeting state standards on standardized academic and social/emotional scores in the southeastern United States. The focus of this study was to determine if a teacher's perceptions of self-efficacy affects student success in academic and social/emotional standards as reported on the Georgia Kindergarten of…

  16. Length of Study-Time Behaviour and Academic Achievement of Social Studies Education Students in the University of Uyo

    ERIC Educational Resources Information Center

    Ukpong, D. E.; George, I. N.

    2013-01-01

    This study investigated the length of study time behaviour and academic achievement of Social Studies Education students in the University of Uyo. The purpose was to determine the difference in the academic achievement of the long study time behaviour students and their short study time behaviour counterparts in Social Studies Education. The study…

  17. 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

  18. Self-evaluation, social reinforcement, and academic achievement of black and white schoolchildren.

    PubMed

    Katz, I; Cole, O J; Baron, R M

    1976-06-01

    Black and white male schoolchildren covertly evaluated their own performance at a verbal task administered by black and white male experimenters. It was hypothesized that academically successful children would be predisposed to appraise themselves favorably, whereas relatively unsuccessful pupils would be biased toward self-criticism. The covert self-evaluations were assumed to represent at internalization of early experiences of predominantly positive or negative social reinforcement from adult socializing agents. The predicition for self-criticism was upheld in the white experimenter condition but not in the black experimenter condition. Relationships consistent with the theory were found between subjects' self-appraisals and their retrospective reports of positive and negative reinforcements received from parents and teachers in various typical situations. These relationships were more evident for black subjects than for white subjects. The extent to which children's self-praise and self-criticism mediated affect was assessed by means of a color conditioning technique. Contrary to predicition, possibly due to the easy nature of the experimental task. PMID:1269309

  19. Self-evaluation, social reinforcement, and academic achievement of black and white schoolchildren.

    PubMed

    Katz, I; Cole, O J; Baron, R M

    1976-06-01

    Black and white male schoolchildren covertly evaluated their own performance at a verbal task administered by black and white male experimenters. It was hypothesized that academically successful children would be predisposed to appraise themselves favorably, whereas relatively unsuccessful pupils would be biased toward self-criticism. The covert self-evaluations were assumed to represent at internalization of early experiences of predominantly positive or negative social reinforcement from adult socializing agents. The predicition for self-criticism was upheld in the white experimenter condition but not in the black experimenter condition. Relationships consistent with the theory were found between subjects' self-appraisals and their retrospective reports of positive and negative reinforcements received from parents and teachers in various typical situations. These relationships were more evident for black subjects than for white subjects. The extent to which children's self-praise and self-criticism mediated affect was assessed by means of a color conditioning technique. Contrary to predicition, possibly due to the easy nature of the experimental task.

  20. 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…

  1. 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

  2. Young, Gifted, and Female: A Look at Academic and Social Needs

    ERIC Educational Resources Information Center

    Meredith, Corine Cadle

    2009-01-01

    This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent…

  3. Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

    ERIC Educational Resources Information Center

    Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

    2015-01-01

    Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

  4. Asperger Syndrome and the Elementary School Experience: Practical Solutions for Academic & Social Difficulties.

    ERIC Educational Resources Information Center

    Moore, Susan Thompson.

    This book provides educators with an understanding of Asperger syndrome (AS) and how it affects a student academically and socially, and provides specific strategies for helping elementary school students with AS function successfully. Following an introductory chapter, chapter 2 presents the major areas of difficulty for individuals with AS with…

  5. Social Studies for Academically Talented Students: Grades 6-8, Middle School. Instructional Guide.

    ERIC Educational Resources Information Center

    Evansville-Vanderburgh School Corp., IN.

    This social studies curriculum guide is designed to challenge academically talented middle school students, encourage them to acquire and use critical thinking skills, and recognize the importance of global awareness. Areas of study include Latin America and Canada for grade six, Europe, Asia, Africa, and Australia for grade seven, and U.S.…

  6. Socially Oriented Student Entrepreneurship: A Study of Student Change Agency in the Academic Capitalism Context

    ERIC Educational Resources Information Center

    Mars, Matthew M.; Rhoades, Gary

    2012-01-01

    This paper presents two clarifying cases of socially oriented student entrepreneurship. The findings illuminate an overlooked organizational space located at the intersection of the public good and academic capitalist knowledge/learning regimes (Slaughter & Rhoades, 2004) that provides students with the entrepreneurial agency to create social…

  7. Trajectories of Aggression from Toddlerhood to Age 9 Predict Academic and Social Functioning through Age 12

    ERIC Educational Resources Information Center

    Campbell, Susan B.; Spieker, Susan; Burchinal, Margaret; Poe, Michele D.

    2006-01-01

    Background: Using longitudinal data from the NICHD Study of Early Child Care and Youth Development, we examined behavior problems and social and academic outcomes from ages 9 through 12 in children classified into five trajectories of physical aggression, on the basis of maternal ratings obtained from 24 months through 9 years (N = 1195). Methods:…

  8. The Effects of Academic Programs and Institutional Characteristics on Post-Graduate Social Benefit Behavior

    ERIC Educational Resources Information Center

    Ishitani, Terry T.

    2009-01-01

    This study investigated the relationship between college characteristics of bachelor's degree holders, such as academic programs and types of institutions and their post-graduate social benefit behavior. While a myriad of studies have examined the monetary benefits from attaining a college education, little is known about effects of collegiate…

  9. Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

    ERIC Educational Resources Information Center

    Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.

    2009-01-01

    This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade "keepin' it REAL" prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step…

  10. Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

    ERIC Educational Resources Information Center

    Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

    2009-01-01

    The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

  11. Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wolery, Mark

    2013-01-01

    The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the…

  12. Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

    ERIC Educational Resources Information Center

    Lent, Robert W.; Singley, Daniel; Sheu, Hung-Bin; Schmidt, Janet A.; Schmidt, Linda C.

    2007-01-01

    Lent (2004) posited a model of domain-specific and overall life satisfaction in which social-cognitive variables (self-efficacy, outcome expectations, environmental supports, and perceived goal progress) play key roles. In this study, the authors examined the relation of these variables to academic satisfaction. Participants were 153 engineering…

  13. Relationships among Academic, Social and Psychological Adjustments to University Life: Comparisons across Gender

    ERIC Educational Resources Information Center

    Yau, Hon Keung; Sun, Hongyi; Fong Cheng, Alison Lai

    2012-01-01

    University support to students' transition to university life can be divided into three dimensions, namely: academic adjustment, social adjustment and psychological adjustment. Previous researches show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this…

  14. Early Adolescent Friendships and Academic Adjustment: Examining Selection and Influence Processes with Longitudinal Social Network Analysis

    ERIC Educational Resources Information Center

    Shin, Huiyoung; Ryan, Allison M.

    2014-01-01

    This study investigated early adolescent friendship selection and social influence with regard to academic motivation (self-efficacy and intrinsic value), engagement (effortful and disruptive behavior), and achievement (GPA calculated from report card grades) among 6th graders (N = 587, 50% girls at Wave 1; N = 576, 52% girls at Wave 2) followed…

  15. Perceptions of Graduate Students and Supervisors on the Effectiveness of Chinese EFL Academic Socialization: Interview Results

    ERIC Educational Resources Information Center

    Peng, Hongbing

    2016-01-01

    The paper explores the perceptions of graduate students and supervisors on the effectiveness of Chinese EFL academic socialization through an interview study from the perspective of Discourse System (DS) proposed by Scollon and Scollon (2000). The investigation, which was conducted in one leading Chinese university of foreign studies in 2010, was…

  16. Academic Achievement, Perfectionism and Social Support as Predictors of Test Anxiety

    ERIC Educational Resources Information Center

    Yildirim, Ibrahim; Genctanirim, Dilek; Yalcin, Ilhan; Baydan, Yaprak

    2008-01-01

    This study examined likelihood of high school students' gender, levels of academic achievement, perfectionism and perceived social support in predicting their degree of test anxiety. Participants were 505 students from high schools in the Ankara metropolitan area. The Test Anxiety Inventory, Multidimensional Perfectionism Scale and Perceived…

  17. The Correlation of Social, Financial, and Academic Supports to Military Benefit Recipients' Persistence in College

    ERIC Educational Resources Information Center

    Mentzer, Bruce Duane

    2014-01-01

    This study sought to determine the strength and nature of the relationships between social, academic, and financial support and the intent of military students to persist in higher education at a large private non-profit university. The study also collected data from nonmilitary students to note contrasting relationships and looked at overall…

  18. Academic and Social Adjustment among Deaf and Hard of Hearing College Students in Taiwan

    ERIC Educational Resources Information Center

    Liu, Chia-fen

    2013-01-01

    This study was conducted to identify the factors that may influence the academic and social adjustment of college students with hearing loss in Taiwan. These factors included age, gender, degree of hearing loss, primary communication mode, amplification, high school educational experience, and family relationship. The instruments used to address…

  19. Communication, Academic, and Social Skills of Young Adults with Hearing Loss

    ERIC Educational Resources Information Center

    Eriks-Brophy, Alice; Durieux-Smith, Andree; Olds, Janet; Fitzpatrick, Elizabeth M.; Duquette, Cheryll; Whittingham, JoAnne

    2012-01-01

    This manuscript reports on data collected as part of a larger research study designed to investigate factors that facilitate the integration of children with hearing loss into mainstream environments. Aspects of communicative, academic, and social functioning for 43 adolescents and young adults were examined using questionnaires. In addition,…

  20. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  1. Parenting, Child Behavior, and Academic and Social Functioning: Does Ethnicity Make a Difference?

    ERIC Educational Resources Information Center

    Bae, Hyo; Hopkins, Joyce; Gouze, Karen R.; Lavigne, John V.

    2014-01-01

    Background: Most research on the relation between parenting behaviors and child outcomes has not focused on cross-ethnic variation in these relations. Objective: This study examined if ethnicity moderates associations between parenting, child agency/persistence, and child academic achievement and social competence. Design: Participants included…

  2. Traumatic Brain Injury in School-Age Children: Academic and Social Outcome.

    ERIC Educational Resources Information Center

    Arroyos-Jurado, Elsa; Paulsen, Jane S.; Merrell, Kenneth W.; Lindgren, Scott D.; Max, Jeffrey E.

    2000-01-01

    Examines the academic, behavioral, and social outcomes of a cohort of children and adolescents (N=43) following a traumatic brain injury. Findings reveal that premorbid functions were significant predictors of reading and spelling achievement and adaptive functioning. Discusses implications of results including program development, reintegration…

  3. Personality, Freshmen Proactive Social Behavior, and College Transition: Predictors beyond Academic Strategies

    ERIC Educational Resources Information Center

    Wang, Yi; Cullen, Kristin L.; Yao, Xiang; Li, Yixuan

    2013-01-01

    When transitioning to college freshmen must behave proactively in order to strive for success in their collegiate careers and their future life. Past research has mainly focused on the academic strategies of freshmen when investigating the predictors of successful college transition and has paid little attention to students' social strategies. The…

  4. Patterns of Early Reading and Social Skills Associated with Academic Success in Elementary School

    ERIC Educational Resources Information Center

    Cooper, Brittany Rhoades; Moore, Julia E.; Powers, C. J.; Cleveland, Michael; Greenberg, Mark T.

    2014-01-01

    Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's…

  5. An Examination of the Influence of Social and Academic Integration on Multiracial College Student Persistence

    ERIC Educational Resources Information Center

    Spicer-Runnels, Ashley D.

    2013-01-01

    This study was designed to test Tinto's theory of college student integration by measuring the social and academic integration of multiracial students. The participants for the current study consisted of a convenience sample of college students (n = 173) classified as seniors during the Fall 2012 semester at a mid-sized public four-year…

  6. Critical Links: Learning in the Arts and Student Academic and Social Development.

    ERIC Educational Resources Information Center

    Deasy, Richard J., Ed.

    Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest…

  7. Social Cognitive Predictors of Mexican American College Students' Academic and Life Satisfaction

    ERIC Educational Resources Information Center

    Ojeda, Lizette; Flores, Lisa Y.; Navarro, Rachel L.

    2011-01-01

    In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations…

  8. Communication Disorders in the School: Perspectives on Academic and Social Success an Introduction

    ERIC Educational Resources Information Center

    Thatcher, Karen L.; Fletcher, Kathryn; Decker, Blair

    2008-01-01

    The critical role of communication in schools cannot be understated. Communication skills are a necessity both in the academic and social atmosphere of the school environment. Unfortunately, there are a large number of children in the schools today identified with speech and language disorders. This special edition of "Psychology in the Schools"…

  9. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  10. The Power of Social and Motivational Relationships for Test-Anxious Adolescents' Academic Self-Regulation

    ERIC Educational Resources Information Center

    Raufelder, Diana; Hoferichter, Frances; Schneeweiss, David; Wood, Megan A.

    2015-01-01

    Based on cognitive evaluation theory (CET) and organismic integration theory (OIT)--both sub-theories of self-determination theory (SDT)--the present study examined whether the academic self-regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large…

  11. Academic and Social Expectations and Experiences of First-Year Students of Color.

    ERIC Educational Resources Information Center

    Malaney, Gary D.; Shively, Michael

    1995-01-01

    Presents a study examining the following three issues: (1) changes in students' social and academic expectations from beginning to end of their first year of college; (2) how consistent the expectations are with actual experiences, and (3) whether students of different racial or ethnic categories differ in their expectations and experiences.…

  12. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  13. Cambodian Early Adolescents' Academic Achievement: The Role of Social Capital

    ERIC Educational Resources Information Center

    Eng, Sothy

    2013-01-01

    This study examined the associations of parents' cultural beliefs and attitudes with respect to fate, traditional gender roles, aspirations, and involvement in children's academic achievement in Cambodia. Based on Coleman's social capital theory, a good parent-child relationship enables children's school success because…

  14. Evaluation of the Social and Academic Problems of the Returning Woman Student (35+).

    ERIC Educational Resources Information Center

    Wintersteen, Betty A.

    A study was conducted at North Shore Community College (NSCC) to determine the academic and social problems or needs of returning women students over 35 years of age and to develop a model support system for these students. Questionnaires were administered to 50 randomly selected older women students, 9 counselors, 35 faculty members, and 12…

  15. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    ERIC Educational Resources Information Center

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  16. Academic, Social, and Economic Challenges Faced by Latinos to Attain a College Degree

    ERIC Educational Resources Information Center

    Stevenson, Kenel

    2009-01-01

    This study examined the academic, social and economic challenges faced by Latino students to attain a college degree. In addition, of prime importance was the need for improvement and persistence, which led to retention in college enrollment rates for Latino students both at the secondary and postsecondary levels. Findings from this study…

  17. The Role of Classroom Quality in Ameliorating the Academic and Social Risks Associated with Difficult Temperament

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Rudasill, Kathleen Moritz; Edwards, Taylor; Perez-Edgar, Koraly

    2011-01-01

    The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child…

  18. An Innovative Model to Design an Academic and Social Development Program for International College Students

    ERIC Educational Resources Information Center

    Eldaba, Abir

    2016-01-01

    The globalization of economies and societies has created many positive influences on American universities. One relevant influence is increasing the number of international students. Conversely, these students encounter many social and academic challenges. Therefore, universities should adapt their programs to assist international students in…

  19. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  20. Japanese Exchange Students' Academic and Social Struggles at an American University

    ERIC Educational Resources Information Center

    Sato, Takahiro; Hodge, Samuel R.

    2015-01-01

    The purpose of this study was to identify and analyze the views of exchange students from Asia about their academic and social experiences at an American university. The participants were eight exchange students from Japan (four men and four women). This study was descriptive-qualitative (Patton, 2002). The data sources were a demographic survey…

  1. Gifted Students' Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping

    ERIC Educational Resources Information Center

    Adams-Byers, Jan; Whitsell, Sara Squiller; Moon, Sidney M.

    2004-01-01

    This study investigated student perceptions of differences in academic and social effects that occur when gifted and talented youth are grouped homogeneously (i.e., in special classes for gifted students) as contrasted with heterogeneously (i.e., in classes with many ability levels represented). Forty-four students in grades 5-11 completed…

  2. Sluggish Cognitive Tempo among Young Adolescents with ADHD: Relations to Mental Health, Academic, and Social Functioning

    ERIC Educational Resources Information Center

    Becker, Stephen P.; Langberg, Joshua M.

    2013-01-01

    Objective: This study investigated the role of sluggish cognitive tempo (SCT) in relation to externalizing and internalizing mental health problems, academic functioning, and social functioning among young adolescents with attention-deficit/hyperactivity disorder (ADHD). Method: In all, 57 youth ages 10 to 14 participated in the study. Parents…

  3. Parent-School Relationships and Children's Academic and Social Outcomes in Public School Pre-Kindergarten

    ERIC Educational Resources Information Center

    Powell, Douglas R.; Son, Seung-Hee; File, Nancy; San Juan, Robert R.

    2010-01-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear…

  4. Actively Closing the Gap? Social Class, Organized Activities, and Academic Achievement in High School

    ERIC Educational Resources Information Center

    Morris, David S.

    2015-01-01

    Participation in Organized Activities (OA) is associated with positive behavioral and developmental outcomes in children. However, less is known about how particular aspects of participation affect the academic achievement of high school students from different social class positions. Using the Education Longitudinal Study of 2002, this study…

  5. Integrating a Social Behavior Intervention during Small Group Academic Instruction Using a Total Group Criterion Intervention

    ERIC Educational Resources Information Center

    Rodriguez, Billie Jo; Anderson, Cynthia M.

    2014-01-01

    Total group contingencies, a variation of interdependent group contingencies, provide educators with an efficient and effective mechanism to improve social behavior and increase academic skills. Their utility has not been examined in small educational groups. This is unfortunate as supplemental instruction frequently is delivered in small group…

  6. Children with ADHD and Depression: A Multisource, Multimethod Assessment of Clinical, Social, and Academic Functioning

    ERIC Educational Resources Information Center

    Blackman, Gabrielle L.; Ostrander, Rick; Herman, Keith C.

    2005-01-01

    Although ADHD and depression are common comorbidities in youth, few studies have examined this particular clinical presentation. To address method bias limitations of previous research, this study uses multiple informants to compare the academic, social, and clinical functioning of children with ADHD, children with ADHD and depression, and…

  7. Living-Learning Programs and First-Generation College Students' Academic and Social Transition to College

    ERIC Educational Resources Information Center

    Inkelas, Karen Kurotsuchi; Daver, Zaneeta E.; Vogt, Kristen E.; Leonard, Jeannie Brown

    2007-01-01

    This study examines the role of living-learning (L/L) programs in facilitating first-generation students' perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living-Learning Programs during Spring 2004, the results of the study…

  8. Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

    ERIC Educational Resources Information Center

    Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

    2011-01-01

    The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

  9. School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

    ERIC Educational Resources Information Center

    Niehaus, Kate; Adelson, Jill L.

    2014-01-01

    This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed…

  10. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  11. Social and Academic Interaction in Higher Education Contexts and the Effect on Deep Learning

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha F.; Emes, Claudia

    2005-01-01

    The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual…

  12. Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

    ERIC Educational Resources Information Center

    McKinley, Jim

    2015-01-01

    This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…

  13. Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise

    ERIC Educational Resources Information Center

    Marchant, Michelle; Anderson, Darlene H.

    2012-01-01

    Students who frequently engage in problem behavior tend to disrupt teacher instruction and impede others' learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student-teacher interaction adversely impacts classroom climate is well documented. A positive and engaging classroom…

  14. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  15. The Relationship of Academic and Social Integration to Veterans' Educational Persistence

    ERIC Educational Resources Information Center

    Barnhart, Dan

    2011-01-01

    This study sought to identify the relationship between academic and social integration and persistence for veterans in two-year colleges. Bean and Metzner's (1985) attrition theory served as the theoretical background of investigation for including variables throughout the seven research questions. The Beginning Postsecondary Student survey…

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

    ERIC Educational Resources Information Center

    Life, James

    2015-01-01

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

  17. Academic and Social Outcomes for High-Risk Youths in Manitoba

    ERIC Educational Resources Information Center

    Brownell, Marni D.; Roos, Noralou P.; MacWilliam, Leonard; Leclair, Leanne; Ekuma, Okechukwu; Fransoo, Randy

    2010-01-01

    This study examined academic and social outcomes for high-risk youths in Manitoba, using longitudinal, population-based data. All children born in Manitoba in 1984-1985 who resided in Winnipeg the year they turned 18 were included in analyses (N = 11,703). High risk youths were defined as those involved with child welfare services, living in…

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

    ERIC Educational Resources Information Center

    Lilburn, Jeff

    2012-01-01

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

  19. Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

    ERIC Educational Resources Information Center

    Gilliland, Elizabeth A.

    2012-01-01

    This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

  20. It Worked in My Classroom: A Social and Academic Behavior Change Program.

    ERIC Educational Resources Information Center

    Kelly, Michelle Marie; Schoen, Sharon F.

    A social and academic change program was designed for an 11-year-old educable mentally retarded female with Downs Syndrome. Noncompliant behavior was modified through systematic and consecutive manipulations of two reinforcement systems. Responding to teacher requests within 5 seconds was reinforced within the context of math instruction in order…

  1. Personal Self and Collective Self: When Academic Choices Depend on the Context of Social Comparison

    ERIC Educational Resources Information Center

    Chazal, Sebastien; Guimond, Serge; Darnon, Celine

    2012-01-01

    This research examines the impact of same-sex versus opposite-sex social comparisons on the perception of one's own abilities at school and subsequent reported marks and academic choices. During their final year, male and female high school students were asked to describe themselves either in comparison with boys in their class, in comparison with…

  2. Indexing Price Trends of French Academic Books in the Humanities and Social Sciences.

    ERIC Educational Resources Information Center

    Austin, Ronald E.

    1994-01-01

    Provides data on price trends for French academic books in the humanities and social sciences for the years 1986-90 based on information from the "Bulletin Critique du Livre Francais," a monthly book-reviewing journal. A method for developing a price index for this material is demonstrated. (Contains eight references.) (LRW)

  3. 21st century community learning centers--improving the academic performance of at-risk students: a Bronx tale.

    PubMed

    Dodd, Arleen T; Bowen, Lizette M

    2011-01-01

    The authors of this article report on an intervention designed to improve the academic component of an extended after-school program. The agency involved in this intervention was a non-profit community action group (CAG) agency whose mission is to improve the socio-economic well-being of the residents of Upper Manhattan, the Bronx, and New York City. The agency has a staff of 200 that serve high school students. The intervention program was designed to (1) improve the working relationship between teachers, families, and students in the after-school program, (2) develop new and innovative ways to improve the academic curricula of the after-school program, and (3) provide continuous education to stakeholders to the after-school program. Improvements in student performance relating to attendance, academic work, discipline and social behaviors were reported. The intervention reported in this article has the potential of supporting learning and developmental outcomes over time.

  4. African-American parents' racial and ethnic socialization and adolescent academic grades: teasing out the role of gender.

    PubMed

    Brown, Tiffany L; Linver, Miriam R; Evans, Melanie; DeGennaro, Donna

    2009-02-01

    This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9-12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

  5. 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

  6. 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…

  7. "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…

  8. 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.…

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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 =…

  15. 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…

  16. 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…

  17. Child Migration and Academic Performance: The Case of Basic Education in Ghana

    ERIC Educational Resources Information Center

    Tamanja, Emmanuel Makabu J.

    2016-01-01

    The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child…

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. 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…

  6. 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,…

  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. 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,…

  10. 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)

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Pivotal Response Treatments for Autism: Communication, Social, and Academic Development

    ERIC Educational Resources Information Center

    Koegel, Robert L.; Kern Koegel, Lynn

    2006-01-01

    Recognized as one of the top state-of-the-art treatments for autism in the United States, the innovative Pivotal Response Treatment uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of…

  17. Relationships Affecting Enrollment Using Social, Economic, and Academic Data

    ERIC Educational Resources Information Center

    Britton, R. Jason

    2012-01-01

    The process of strategically planning enrollment in higher education, particularly at private institutions has seen tremendous changes in a short period of time. Changes in perspectives toward the value of a college degree, along with economic and social factors, have contributed to the difficulty of discovering relationships affecting enrollment.…

  18. Minnesota Academic Standards in History and Social Studies

    ERIC Educational Resources Information Center

    Minnesota Department of Education, 2004

    2004-01-01

    Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Thomas Jefferson's view, protect and maintain freedom. The Social Studies Standards in this document attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines…

  19. The SNAP Platform: Social Networking for Academic Purposes

    ERIC Educational Resources Information Center

    Kirkwood, Keith

    2010-01-01

    Purpose: This paper aims to introduce an enterprise-wide Web 2.0 learning support platform--SNAP, developed at Victoria University in Melbourne, Australia. Design/methodology/approach: Pointing to the evolution of the social web, the paper discusses the potential for the development of e-learning platforms that employ constructivist, connectivist,…

  20. New Directions in Social Psychological Interventions to Improve Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Timothy D.; Buttrick, Nicholas R.

    2016-01-01

    Attempts to improve student achievement typically focus on changing the educational environment (e.g., better schools, better teachers) or on personal characteristics of students (e.g., intelligence, self-control). The 6 articles in this special issue showcase an additional approach, emanating from social psychology, which focuses on students'…

  1. Understanding Social Capital Development and Academic Attainment of Mobile Students

    ERIC Educational Resources Information Center

    Gaddie, Julie A.

    2010-01-01

    The United States has a long history of searching for utopian possibilities of public school, amidst a steady stream of population mobility. Horace Mann proclaimed that schools would be able to assimilate the millions of immigrants arriving during the late 1700s. He promised that schools could end poverty, crime and social injustice. Today, public…

  2. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  3. 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

  4. 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.

  5. 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…

  6. 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…

  7. 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.

  8. A Cross-Cultural Study of Possible Iatrogenic Effects of Gifted Education Programs: Tenth Graders' Perceptions of Academically High Performing Classmates

    ERIC Educational Resources Information Center

    Oh, Hyerim; Sutherland, Margaret; Stack, Niamh; Badia Martín, Maria del Mar; Blumen, Sheyla; Nguyen, Quoc Anh-Thu; Wormald, Catherine; Maakrun, Julie; Ziegler, Albert

    2015-01-01

    Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese,…

  9. Accumulating advantages over time: Family experiences and social class inequality in academic achievement.

    PubMed

    Potter, Daniel; Roksa, Josipa

    2013-07-01

    Children from different family backgrounds enter schooling with different levels of academic skills, and those differences grow over time. What explains this growing inequality? While the social reproduction tradition has argued that family contexts are central to producing class gaps in academic achievement, recent quantitative studies have found that family experiences explain only a small portion of those inequalities. We propose that resolving this inconsistency requires developing a new measure of family experiences that captures the continuity of exposure over time and thus more closely reflects the logic of the social reproduction tradition. Results using data from the Early Childhood Longitudinal Study - Kindergarten cohort (ECLS-K) show that, consistent with previous quantitative research, time-specific measures of family experiences have little explanatory power. However, cumulative family experiences account for most of the growing inequality in academic achievement between children from different social class backgrounds over time. These findings support claims from the social reproduction tradition, and contribute more broadly to the understanding of how family experiences contribute to social inequality.

  10. Family and ability correlates of academic grades: social status group differences.

    PubMed

    García Bacete, Francisco-Juan; Oliver Rodríguez, Juan Carlos

    2004-08-01

    In a continuation of work by Marjoribanks (2003), using a sample of 150 seventh grade students, relationships among Parent Involvement as defined by factor scores of four measures of parents' involvement completed by teachers: teacher-parent contacts, teacher-parent communication, parents' involvement at home, and parents' participation in school, Intellectual Ability as defined by Verbal Intelligence using the Yuste's Differential and General Aptitudes Battery-M, and Academic Grades as defined by the average grade for all subject matter were examined. Analysis showed different predictive models for children's academic achievement as a function of social status. For children of low and middle social status, Intellectual Ability was the single predictor. For children of high social status the predictors were Parents' Involvement and the interaction of Parents' Involvement and Intellectual Ability.

  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. 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…

  13. Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors.

    PubMed

    Ledford, Jennifer R; Wehby, Joseph H

    2015-06-01

    Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.

  14. 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

  15. A Culturally Informed Model of Academic Well-Being for Latino Youth: The Importance of Discriminatory Experiences and Social Support.

    PubMed

    Degarmo, David S; Martinez, Charles R

    2006-07-01

    This study tested a culturally informed model of academic well-being for 278 Latino youth. We examined detrimental effects of discriminatory experiences and protective effects of social support on self-reported academic outcomes. Models specified main and buffering effects of social support and compared contributions of support provided by parents, school, and peers. Data indicated that discrimination was associated with lower academic well-being, social support buffered effects of discrimination on academic well-being, and parental support was most predictive of greater academic well-being. Combined sources of social support were more important than any one source alone. Implications for culturally specified research, preventive interventions, and practitioners are discussed.

  16. Using Degree Grades as Indicator of Performance in a Greek University of Social Studies

    ERIC Educational Resources Information Center

    Katsikas, Elias; Dergiades, Theologos

    2009-01-01

    In this study we are using degree grades to assess academic performance in a Greek university focusing on social studies. Apart from the usual covariates of achievement encountered in the international literature, our estimation model is adjusted to take into account the institutional framework governing university studies in Greece. In this…

  17. 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…

  18. 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…

  19. 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…

  20. 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,…