Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

PubMed Central

Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

2016-01-01

BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305

An Analysis of Factors Affecting Mature Age Students' Academic Success in Undergraduate Nursing Programs: A Critical Literature Review.

PubMed

Hayden, Lisa J; Jeong, Sarah Y; Norton, Carol A

2016-01-01

The population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby's Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

Factors Affecting the Underachievement of Academically Able College Students.

ERIC Educational Resources Information Center

Teitelbaum, Herta

Reasons for the underachievement of 44 qualified college freshmen were studied. The students had above-average scores on the American College Testing program examination but earned below-average grades in their first year in college. They were invited to discuss their academic status and perceptions of college life with an academic advisor. It was…

Do School Facilities Affect Academic Outcomes?

ERIC Educational Resources Information Center

Schneider, Mark

This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning.…

A Phenomenological Study: The Influence of Noncognitive Factors on Academically Unprepared College Students

ERIC Educational Resources Information Center

Thom, Danny Moire

2012-01-01

This phenomenological research explored the influence of noncognitive factors in four areas: early educational factors, personal factors, affective factors, and noncognitive skill factors to understand the phenomenon of college students' academic underpreparedness. Findings related to textual categories indicated personal factors such as a…

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

ERIC Educational Resources Information Center

Erden, Hale

2016-01-01

Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university…

Theoretical Perspectives on Factors Affecting the Academic Performance of Students

ERIC Educational Resources Information Center

Jama, M. P.; Mapesela, M. L. E.; Beylefeld, A. A.

2008-01-01

Whilst the government, higher education authorities and institutions, academics, academic development practitioners, researchers etc. recognize that there is an increasing number and diversity of students accessing higher education, do the stake-holders really know who these students are before even thinking of enhancing their learning and…

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

PubMed

Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement

ERIC Educational Resources Information Center

Jennings, Jennifer; Sohn, Heeju

2014-01-01

How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability…

Undergraduate African American females in the sciences: A qualitative study of student experiences affecting academic success and persistence

NASA Astrophysics Data System (ADS)

Essien-Wood, Idara R.

Given the lack of literature on Undergraduate African American females in the sciences (UAAFS), this study sought to explicate their experiences at one large, predominantly White, Research I institution in the southwestern United States. In particular, the purpose of this study was to identify factors that affect the academic success and persistence of Black females in the natural and physical sciences. Data was collected via in-depth, semi-structured interviews with 15 Black female science majors. Findings from this study identified several supportive mechanisms for academic success: family, religion, teaching assistants and friends. Also identified were seven barriers to academic success: employment, lack of diversity, cultural dissonance, unwelcoming Research I environment, faculty, advisors, classmates, and lab groups. Further, an analysis of students' responses revealed numerous instances of racial and gender micro-aggressions. Recommendations are provided to address factors identified as affecting student academic success and persistence as well as a culture of micro-aggressive behavior.

Factors contributing to academic achievement: a Bayesian structure equation modelling study

NASA Astrophysics Data System (ADS)

Payandeh Najafabadi, Amir T.; Omidi Najafabadi, Maryam; Farid-Rohani, Mohammad Reza

2013-06-01

In Iran, high school graduates enter university after taking a very difficult entrance exam called the Konkoor. Therefore, only the top-performing students are admitted by universities to continue their bachelor's education in statistics. Surprisingly, statistically, most of such students fall into the following categories: (1) do not succeed in their education despite their excellent performance on the Konkoor and in high school; (2) graduate with a grade point average (GPA) that is considerably lower than their high school GPA; (3) continue their master's education in majors other than statistics and (4) try to find jobs unrelated to statistics. This article employs the well-known and powerful statistical technique, the Bayesian structural equation modelling (SEM), to study the academic success of recent graduates who have studied statistics at Shahid Beheshti University in Iran. This research: (i) considered academic success as a latent variable, which was measured by GPA and other academic success (see below) of students in the target population; (ii) employed the Bayesian SEM, which works properly for small sample sizes and ordinal variables; (iii), which is taken from the literature, developed five main factors that affected academic success and (iv) considered several standard psychological tests and measured characteristics such as 'self-esteem' and 'anxiety'. We then study the impact of such factors on the academic success of the target population. Six factors that positively impact student academic success were identified in the following order of relative impact (from greatest to least): 'Teaching-Evaluation', 'Learner', 'Environment', 'Family', 'Curriculum' and 'Teaching Knowledge'. Particularly, influential variables within each factor have also been noted.

Factors affecting aggression in South Korean middle school students.

PubMed

Park, MiJeong; Choi, Jihea; Lim, Seung-Joo

2014-12-01

The study was undertaken to assess levels of aggression, and to determine factors affecting aggression among South Korean middle school students. A descriptive study was conducted using self-report questionnaires. The participants were 340 girls and boys from two middle schools and 302 questionnaires were used for the final data analysis. Aggression, academic stress, depression, self esteem, decision-making competency, and happiness were measured. Data were analyzed using descriptive statistics including t tests, one-way analysis of variance, Pearson's correlation coefficients and multiple regressions. Aggression had significant correlations with academic stress (r = .21, p < .001), depression (r = .43, p < .001), self esteem (r = -.25, p < .001), decision-making competency (r = -.25, p < .001), and happiness (r = -.21, p < .001). Mean score for aggression was 2.49 out of 5. Significant explanatory variables for aggression were grade (t = 4.39, p < .001), academic stress (t = 2.78, p = .006), and depression (t = 5.03, p < .001). The explanatory power of these factors was 26.9%, and this was statistically significant (F = 16.06, p < .001). Findings indicate that depression, academic stress, and grade (second grade) influence aggression. To decrease aggressive behavior, it is necessary to provide systematic and political programs in schools and local communities that can ameliorate negative emotional factors like depression and academic stress. Additionally, development of positive factors such as self esteem, decision-making skills, and happiness in middle school students is important to reduce aggression. Copyright © 2014. Published by Elsevier B.V.

Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

ERIC Educational Resources Information Center

Becerra, David

2012-01-01

This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

Academic Productivity as Perceived by Malaysian Academics

ERIC Educational Resources Information Center

Hassan, Aminuddin; Tymms, Peter; Ismail, Habsah

2008-01-01

The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching, with research and…

An Investigation of Factors Impacting the Wellness of Academic Library Employees

ERIC Educational Resources Information Center

Lo, Leo S.; Herman, Bethany

2017-01-01

The term "wellness" is fast garnering attention on how it affects one's professional and personal life. This study explores the multi-dimensions of wellness and investigates factors that might impact the "wellness" of employees in academic libraries. The research topic was addressed through quantitative analyses of responses to…

Motivating Factors Influencing College Students' Choice of Academic Major

PubMed Central

Brocavich, Joseph M.; Boone, R. Thomas; Pal, Somnath

2010-01-01

Objectives To assess the factors, motivations, and nonacademic influences that affected the choice of major among pharmacy and nonpharmacy undergraduate students. Methods A survey was administered to 618 pharmacy and nonpharmacy majors to assess background and motivational factors that may have influenced their choice of major. The sample consisted of freshman and sophomore students enrolled in a required speech course. Results African-American and Hispanic students were less likely to choose pharmacy as a major than Caucasians, whereas Asian-Americans were more likely to choose pharmacy as a major. Pharmacy students were more likely to be interested in science and math than nonpharmacy students. Conclusion Students' self-reported racial/ethnic backgrounds influence their decision of whether to choose pharmacy as their academic major. Results of this survey provide further insight into developing effective recruiting strategies and enhancing the marketing efforts of academic institutions. PMID:20498739

Factors Affecting the Poor Academic Achievement of First-Term Freshmen at Miami (University). Survey Report.

ERIC Educational Resources Information Center

Keller, Michael J.

Freshmen who received less than a 2.0 grade average during their first semester at college were asked to indicate on a written questionnaire the extent to which 68 factors were or were not a reason for their poor academic performance. Respondents were also encouraged to supply additional observations about their educational experiences that seemed…

Assessment of Ecological Factors as an Integral Part of Academic and Mental Health Consultation

ERIC Educational Resources Information Center

Ysseldyke, Jim; Lekwa, Adam J.; Klingbeil, David A.; Cormier, Damien C.

2012-01-01

The assessment of ecological factors that affect individual mental health or academic functioning is an important component of educational and psychological consultation. Researchers and practitioners have conceptualized such ecological or environmental factors in a variety of ways and from a broad range of perspectives. In this article we…

Factors Affecting Educational Innovation with in Class Electronic Response Systems

ERIC Educational Resources Information Center

Freeman, Mark; Bell, Amani; Comerton-Forde, Carole; Pickering, Joanne; Blayney, Paul

2007-01-01

This paper reports the use of Rogers' diffusion of innovation perspective to understand the factors affecting educational innovation decisions, specifically in regard to in class electronic response systems. Despite decreasing costs and four decades of research showing strong student support, academic adoption is limited. Using data collected from…

Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines

ERIC Educational Resources Information Center

Olatunji, Samuel Olusola; Aghimien, Douglas Omoregie; Oke, Ayodeji Emmanuel; Olushola, Emmanuel

2016-01-01

Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying,…

The Perspective of Gozitan Teachers on Factors Affecting Students' Achievement

ERIC Educational Resources Information Center

Xuereb, Lorna; De Giovanni, Katya Sarah

2016-01-01

This study aims at exploring the impact of factors at pupil, teacher and school levels on students? academic achievement. Moreover, the main purpose was that of investigating which one of the three levels is most likely to affect students? educational accomplishment. A questionnaire was administered to 100 Gozitan teachers. Results were analysed…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Motivational and Cognitive Factors Affecting Involvement in Goal Pursuit: A Reconfirmation and Extension of Research.

ERIC Educational Resources Information Center

Hagen, Anastasia S.; And Others

This study, fourth in a series examining factors related to involvement in academic tasks, considers the ways in which cognitive, affective, and motivational variables associated with involvement change over various phases of completing an actual academic task (studying for a final examination). The phases of studying were: (1) just about to begin…

Personal factors that influence deaf college students' academic success.

PubMed

Albertini, John A; Kelly, Ronald R; Matchett, Mary Karol

2012-01-01

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the Noel-Levitz College Student Inventory Form B and the Learning and Study Strategies Inventory, second edition (LASSI). Entering students in 3 successive cohorts (total n =437) participated in this study. Results show that in addition to entry measurements of reading and mathematic skills, personal factors contributed to the academic performance of students in their first quarter in college. The Noel-Levitz provided the comparatively better predictive value of academic performance: Motivation for Academic Study Scale (e.g., desire to finish college). The LASSI also showed statistically significant predictors, the Self-Regulation Component (e.g., time management) and Will Component (e.g., self-discipline), but accounted for relatively less variability in the students' initial grade point averages. For this group of underprepared students, results show that personal factors can play a significant role in academic success. Deaf students' personal factors are discussed as they relate to other first-year college students and to their subsequent academic performance and persistence.

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

PubMed

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

2013-03-01

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

Does stereotype threat affect women in academic medicine?

PubMed

Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

2012-04-01

Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

ERIC Educational Resources Information Center

Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Does Stereotype Threat Affect Women in Academic Medicine?

PubMed Central

Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

2012-01-01

Multiple complex factors contribute to the slow pace of women’s advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including: (1) introducing the concept of stereotype threat to the academic medicine community; (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias; (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders; (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards; and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

Factors associated with increased academic productivity among US academic radiation oncology faculty.

PubMed

Zhang, Catherine; Murata, Stephen; Murata, Mark; Fuller, Clifton David; Thomas, Charles R; Choi, Mehee; Holliday, Emma B

Publication productivity metrics can help evaluate academic faculty for hiring, promotion, grants, and awards; however, limited benchmarking data exist, which makes intra- and interdepartmental comparisons difficult. Therefore, we sought to evaluate the scholarly activity of physician faculty at academic radiation oncology (RO) departments and establish factors associated with increased academic productivity. Citation database searches were performed for all physician-faculty in US residency-affiliated academic RO departments. Demographics, National Institutes of Health (NIH) funding, and bibliometrics (number of publications, Hirsch-[h]-index, and m-index [Hirsch index divided by the number of years since first publication]) were collected and stratified by academic rank. Senior academic rank was defined as full professor, professor, and/or chair. Junior academic rank was defined as all others. Logistic regression was performed to determine the association of academic rank and other factors with h- and m-indices. A total of 1191 academic RO physician faculty from 75 institutions were included in the analysis. The mean (standard deviation) number of publications and h- and m-indices were 48.2 (71.2), 14.5 (15), and 0.86 (0.83), respectively. The median (interquartile range) number of publications and h- and m-indices were 20 (6-61), 9 (4-20), and 0.69 (0.38-1.10), respectively. Recursive partitioning analysis revealed a statistically significant numeric h-index threshold of 21 between junior and senior faculty (LogWorth 114; receiver operating characteristic, 0.828). Senior faculty status, receipt of NIH funding, and a larger department size were associated with increased h- and m-indices. Current academic RO departments have relatively high objective metrics of scholastic productivity compared with prior benchmarking analyses of RO departments and compared with published metrics from other academic medicine subspecialties. An h-index of 21 or greater was

Gender Inequalities in Transnational Academic Mobility and the Ideal Type of Academic Entrepreneur

ERIC Educational Resources Information Center

Leemann, Regula Julia

2010-01-01

Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding…

Academic Success Factors: An IT Student Perspective

ERIC Educational Resources Information Center

Zhang, Aimao; Aasheim, Cheryl L.

2011-01-01

Numerous studies have identified causal factors for academic success. Factors vary from personal factors, such as cognitive style (McKenzie & Schweitzer, 2001), to social factors, such as culture differences (Aysan, Tanriogen, & Tanriogen, 1996). However, in these studies it is re-searchers who theorized the causal dimensions and…

Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.

PubMed

Liao, Kelly Yu-Hsin; Wei, Meifen

2014-01-01

The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.

Economic Status of Academic Librarians

ERIC Educational Resources Information Center

Perret, Robert; Young, Nancy J.

2011-01-01

This article examines some of the factors affecting the current economic status of academic librarians, as well as the history of changes in that economic picture. Issues discussed include the ranking of beginning academic librarian salaries in comparison to others in the profession, historical differences between academic librarian salaries and…

Identifying the necessary and sufficient number of risk factors for predicting academic failure.

PubMed

Lucio, Robert; Hunt, Elizabeth; Bornovalova, Marina

2012-03-01

Identifying the point at which individuals become at risk for academic failure (grade point average [GPA] < 2.0) involves an understanding of which and how many factors contribute to poor outcomes. School-related factors appear to be among the many factors that significantly impact academic success or failure. This study focused on 12 school-related factors. Using a thorough 5-step process, we identified which unique risk factors place one at risk for academic failure. Academic engagement, academic expectations, academic self-efficacy, homework completion, school relevance, school safety, teacher relationships (positive relationship), grade retention, school mobility, and school misbehaviors (negative relationship) were uniquely related to GPA even after controlling for all relevant covariates. Next, a receiver operating characteristic curve was used to determine a cutoff point for determining how many risk factors predict academic failure (GPA < 2.0). Results yielded a cutoff point of 2 risk factors for predicting academic failure, which provides a way for early identification of individuals who are at risk. Further implications of these findings are discussed. PsycINFO Database Record (c) 2012 APA, all rights reserved.

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…

Overcoming Obstacles and Academic Hope: An Examination of Factors Promoting Effective Academic Success Strategies

ERIC Educational Resources Information Center

Hansen, Michele Joann; Trujillo, Daniel J.; Boland, Donna L.; MacKinnon, Joyce L.

2014-01-01

The purpose of this qualitative study was to explore the underlying non-cognitive processes and institutional factors that allowed first-year students to enact effective strategies for attaining academic success and persisting despite obstacles. The varying levels of academic preparation and unique obstacles faced by the student participants…

Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

PubMed

Chetta, Matthew D; Sugg, Kristoffer B; Diaz-Garcia, Rafael J; Kasten, Steven J

2018-02-01

Plastic surgery residency program directors have an interest in recruiting applicants who show an interest in an academic practice. Medical school achievements (ie, United States Medical Licensing Examination® scores, publications, and Alpha Omega Alpha status) are metrics assessed to grade applicants but may not correlate with ultimately choosing an academic career. This study was designed to investigate factors influencing residents' choices for or against academic careers. A 25-item online questionnaire was designed to measure baseline interest in academic plastic surgery and factors that influence decisions to continue on or abandon that career path. This questionnaire was disseminated to the integrated/combined plastic surgery residents during the 2013 to 2014 academic year. One hundred twenty-five respondents indicated that they were currently interested in pursuing academic practice (n = 78) or had lost interest in academic practice (n = 47). Among all respondents, 92.8% (n = 116) stated they were interested in academic careers at the time of residency application, but one-third (n = 41) subsequently lost interest. Those residents who retained interest in academic careers indicated resident/medical student educational opportunities (57%) and complexity of patients (52%) as reasons. Those who lost interest cited a lack of autonomy (43%), publishing requirements (32%), and income discrepancy (26%) as reasons. Many residents report losing interest in academics during residency. Traditional metrics valued in the recruitment process may not serve as positive predictors of an academic career path. Reasons why residents lose interest are not easily correctable, but mentorship, adequate career counseling, and research opportunities during training remain factors that can be addressed across all residency programs.

Affective Factors in the Mediation of Background Effects on Cognitive Performance.

ERIC Educational Resources Information Center

Cuttance, Peter F.

1980-01-01

Academic achievement at age 16 was influenced more by achievement at age 14 than by affective variables. Affective variables included academic and occupational aspiration, parent expectations, school attitudes, sex, socioeconomic status, parents' education, and migrancy. (CP)

The developmental dynamics of children's academic performance and mothers' homework-related affect and practices.

PubMed

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

2015-04-01

This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children. (c) 2015 APA, all rights reserved).

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance.

PubMed

Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T

2015-08-01

School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.

Birth order, family environments, academic and affective outcomes.

PubMed

Marjoribanks, Kevin

2003-06-01

Relations were examined among birth order, family social status, family learning environments, and a set of affective and academic outcomes. Data were collected as part of an Australian longitudinal study (4,171 females and 3,718 males). Analysis suggested that birth order continued to have small but significant associations with adolescents' self-concept and educational aspirations and with young adults' educational attainment, after taking into account differences in family social status and family learning environments.

Academic status does not affect outcome following complex hepato-pancreato-biliary procedures.

PubMed

Altieri, Maria S; Yang, Jie; Groves, Donald; Yin, Donglei; Cagino, Kristen; Talamini, Mark; Pryor, Aurora

2018-05-01

There is a growing debate regarding outcomes following complex hepato-pancreato-biliary (HPB) procedures. The purpose of our study is to examine if facility type has any impact on complications, readmission rates, emergency department (ED) visit rates, and length of stay (LOS) for patients undergoing HPB surgery. The SPARCS administrative database was used to identify patients undergoing complex HPB procedures between 2012 and 2014 in New York. Univariate generalized linear mixed models were fit to estimate the marginal association between outcomes such as overall/severe complication rates, 30-day and 1-year readmission rates, 30-day and 1-year ED-visit rates, and potential risk factors. Univariate linear mixed models were used to estimate the marginal association between possible risk factors and LOS. Facility type, as well as any variables found to be significant in our univariate analysis (p = 0.05), was further included in the multivariable regression models. There were 4122 complex HPB procedures performed. Academic facilities were more likely to have a higher hospital volume (p < 0001). Surgery at academic facilities were less likely to have coexisting comorbidities; however, they were more likely to have metastatic cancer and/or liver disease (p = 0.0114, < 0. 0001, and = 0.0299, respectively). Postoperatively, patients at non-academic facilities experienced higher overall complication rates, and higher severe complication rates, when compared to those at academic facilities (p < 0.0001 and = 0.0018, respectively). Further analysis via adjustment for possible confounding factors, however, revealed no significant difference in the risk of severe complications between the two facility types. Such adjustment also demonstrated higher 30-day readmission risk in patients who underwent their surgery at an academic facility. No significant difference was found when comparing the outcomes of academic and non-academic facilities, after adjusting

Biculturalism and Academic Achievement of African American High School Students

ERIC Educational Resources Information Center

Rust, Jonathan P.; Jackson, Margo A.; Ponterotto, Joseph G.; Blumberg, Fran C.

2011-01-01

Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism.…

Assessing Factors Influencing Student Academic Success in Law School

ERIC Educational Resources Information Center

Detwiler, Robert R.

2011-01-01

The literature on student academic success of law students is limited to mostly single institution studies, and as such, a nationwide, multi-institutional empirical study of the factors that predict student academic success is greatly needed by higher education scholars, law school admission officers, faculty, and administrators. This dissertation…

College Seniors' Theory of Their Academic Motivation

ERIC Educational Resources Information Center

Van Etten, Shawn; Pressley, Michael; McInerney, Dennis M.; Liem, Arief Darmanegara

2008-01-01

College seniors participated in an ethnographic interview study about their academic motivations. It was found that grades and graduation are 2 primary distal target goals that motivate their academic efforts during the senior year. A variety of proximal factors were also reported to affect the seniors' motivation. These factors can be divided…

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

ERIC Educational Resources Information Center

Young, Shakebra L.

2012-01-01

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

Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students

ERIC Educational Resources Information Center

Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C.

2010-01-01

The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study

PubMed Central

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H.; Mata, Jutta

2014-01-01

Objective This intensive longitudinal study examined how sleep and physical activity relate to university students’ affect and academic performance during a stressful examination period. Methods On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Results Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Conclusion Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students. PMID:25353638

How health behaviors relate to academic performance via affect: an intensive longitudinal study.

PubMed

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Mata, Jutta

2014-01-01

This intensive longitudinal study examined how sleep and physical activity relate to university students' affect and academic performance during a stressful examination period. On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.

The key factors affecting students' individual interest in school science lessons

NASA Astrophysics Data System (ADS)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Personal Factors that Influence Deaf College Students' Academic Success

ERIC Educational Resources Information Center

Albertini, John A.; Kelly, Ronald R.; Matchett, Mary Karol

2012-01-01

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year. This study identified entering deaf college students' personal factors as assessed by their individual responses to both the "Noel-Levitz College…

A Qualitative Study of Factors Affecting Morale in Psychiatry Residency Training.

PubMed

Caravella, Rachel A; Robinson, Lee A; Wilets, Ilene; Weinberg, Michael; Cabaniss, Deborah L; Cutler, Janis L; Kymissis, Carisa; Arbuckle, Melissa R

2016-10-01

Resident morale is an important yet poorly understood aspect of the residency training experience. Despite implications for program quality, resident satisfaction, patient care, and recruitment, little is known about the variables influencing this complex phenomenon. This study sought to identify important factors affecting morale in psychiatry residency training. The authors conducted four semi-structured focus groups at a moderately sized, urban, psychiatry residency program during the 2013-2014 academic year. They used qualitative data analysis techniques, including grounded theory and content analysis, to identify key themes affecting resident morale across training levels. Twenty-seven residents participated in the focus groups with equal distribution across post-graduate years (PGY) 1-4. Five major conceptual categories affecting resident morale emerged: Sense of Community, Individual Motivators, Clinical Work, Feeling Cared For, and Trust in the Administration. Morale is an important topic in residency education. The qualitative results suggest that factors related to a Sense of Community and Individual Motivators generally enhanced resident morale whereas factors related to a lack of Feeling Cared For and Trust in the Administration tended to contribute to lower morale. The authors describe the possible interventions to promote stronger program morale suggested by these findings.

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…

Affective Structures among Students and Its Relationship with Academic Burnout with Emphasis on Gender

ERIC Educational Resources Information Center

Bikar, Somaye; Marziyeh, Afsaneh; Pourghaz, Abdolwahab

2018-01-01

This study aimed to determine the relationship between affective structures and academic burnout among male and female third-grade high school students in Zahedan in the academic year 2016-2017. The current descriptive-correlational study had a sample including 362 students selected using a multistage cluster sampling method. To collect data,…

Do the Factors Affecting Academic Achievement Differ by the Socio-Economic Status or Sex of the Student? A Puerto Rican Secondary School Sample. Final Report.

ERIC Educational Resources Information Center

Nuttall, Ronald L.

Variables expected to be associated with academic achievement were examined in a sample (generally exceeding 2500) from eight secondary schools in Baymon Norte, Puerto Rico. Concern was whether variables associated with academic achievement differed by sex or by socioeconomic status (SES). Multivariate analyses of variance with three factors of…

Relationship between academic performance and affective changes during the first year at medical school.

PubMed

Del-Ben, Cristina Marta; Machado, Vanessa Foresto; Madisson, Mariani Mendes; Resende, Tamara Lovatto; Valério, Fernando Passador; Troncon, Luiz Ernesto De Almeida

2013-05-01

Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p < 0.001), whereas BDI scores did not change (6.8 ± 5.9 versus 6.0 ± 5.4; p > 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p < 0.001). AMS scores for motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p < 0.001), to accomplish things to know (17.7 ± 5.3 versus 15.4 ± 5.3; p = 0.001), to experience to know (18.2 ± 5.2 versus 15.4 ± 5.4; p < 0.001) and by identification to know (23.5 ± 3.5 versus 21.8 ± 5.0; p = 0.002) decreased significantly. There were no significant correlations between academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p < 0.001). Throughout the academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.

Pathways to Children's Academic Performance and Prosocial Behaviour: Roles of Physical Health Status, Environmental, Family, and Child Factors

ERIC Educational Resources Information Center

King, Gillian; McDougall, Janette; DeWit, David; Hong, Sungjin; Miller, Linda; Offord, David; Meyer, Katherine; LaPorta, John

2005-01-01

The objective of this article is to examine the pathways by which children's physical health status, environmental, family, and child factors affect children's academic performance and prosocial behaviour, using a theoretically-based and empirically-based model of competence development. The model proposes that 3 types of relational processes,…

Factors for Academic Success among African-American Men: A Phenomenological Study

ERIC Educational Resources Information Center

Williams, Samuel Rontez

2017-01-01

Academic success among African men has increased but many African-American men continue to fall behind the academic achievements of their Caucasian male counterparts. African-American men who achieve academic success have been marginalized in research that primarily focuses on reporting deficit or negative factors that hinder and not promote…

Factors affecting student success in a first-year mathematics course: a South African experience

NASA Astrophysics Data System (ADS)

Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

2016-01-01

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.

Factors affecting student participation in extra-curricular activities: A comparison between two Middle Eastern dental schools.

PubMed

Al-Ansari, Asim; Al-Harbi, Fahad; AbdelAziz, Wafaa; AbdelSalam, Maha; El Tantawi, Maha M; ElRefae, Ismail

2016-01-01

This study was conducted to assess the level of participation of dental undergraduate students in extracurricular activities (ECAs) and the factors affecting this participation. The study included dental students enrolled in undergraduate programs at the Faculty of Dentistry, Alexandria University, Egypt, and the College of Dentistry, University of Dammam, Saudi Arabia. A questionnaire was developed to collect background information about students, their participation in ECAs, and time allocated for these activities. Students were asked about their perceptions of the relationship between ECAs and academic studies, and their reasons for participating in and satisfaction with ECAs. The study included 199 students from Alexandria and 146 students from Dammam, with response rates of 99.5% and 73%, respectively. The percentages of those reporting ECA participation were 27.1% and 43.8%, respectively, mostly in community service, sports, and social activities. About 60% of students did not think that ECAs affected their studies, although the perceived difficulty of balancing ECAs and academics was associated with lower odds of participation (odds ratio = 0.51). Most students participated in ECAs to socialize and make friends, and the majority was dissatisfied with school-organized ECAs (52% and 59%, respectively). Gender and/or perceived relation between ECAs and academic studies affected actual participation in ECAs in one school but not the other. ECA participation among these students was low. Gender and perception of ECAs in relation to academic studies affected ECA participation differently in the two schools. Better planning and management of ECAs that incorporate students' preferences and reasons for participation is needed. Gender issues and the relationship between ECAs and academic performance should be addressed in relation to school and social characteristics.

Use of ICT Technologies and Factors Affecting Pre-Service ELT Teachers' Perceived ICT Self-Efficacy

ERIC Educational Resources Information Center

Bozdogan, Derya; Özen, Rasit

2014-01-01

This study aims to identify both level and frequency of ICT technology use and factors affecting perceived self-efficacy levels of pre-service English Language Teaching (ELT) teachers' (n = 241) ICT self-efficacy. The data were collected through a survey (Çuhadar & Yücel, 2010) during the 2011-2012 academic year that includes items on the use…

Factors Caribbean Overseas Students Perceive Influence Their Academic Self-Efficacy

ERIC Educational Resources Information Center

Edwards-Joseph, Arline; Baker, Stanley

2014-01-01

This study investigated factors that influenced the academic self-efficacy of Caribbean overseas students attending universities in the United States, and the themes that emerged from their perceptions of variables impacting their academic self-efficacy. Seven major themes (educational background, faith in God, finances, age and maturity,…

Analysis of Academic Administrators' Attitudes: Annual Evaluations and Factors That Improve Teaching

ERIC Educational Resources Information Center

Cherry, Brian D.; Grasse, Nathan; Kapla, Dale; Hamel, Brad

2017-01-01

This article examines academic administrators' attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process…

An Empirical Analysis of Factors Affecting Honors Program Completion Rates

ERIC Educational Resources Information Center

Savage, Hallie; Raehsler, Rod D.; Fiedor, Joseph

2014-01-01

One of the most important issues in any educational environment is identifying factors that promote academic success. A plethora of research on such factors exists across most academic fields, involving a wide range of student demographics, and the definition of student success varies across the range of studies published. The analysis in this…

Identifying Nonprovider Factors Affecting Pediatric Emergency Medicine Provider Efficiency.

PubMed

Saleh, Fareed; Breslin, Kristen; Mullan, Paul C; Tillett, Zachary; Chamberlain, James M

2017-10-31

The aim of this study was to create a multivariable model of standardized relative value units per hour by adjusting for nonprovider factors that influence efficiency. We obtained productivity data based on billing records measured in emergency relative value units for (1) both evaluation and management of visits and (2) procedures for 16 pediatric emergency medicine providers with more than 750 hours worked per year. Eligible shifts were in an urban, academic pediatric emergency department (ED) with 2 sites: a tertiary care main campus and a satellite community site. We used multivariable linear regression to adjust for the impact of shift and pediatric ED characteristics on individual-provider efficiency and then removed variables from the model with minimal effect on productivity. There were 2998 eligible shifts for the 16 providers during a 3-year period. The resulting model included 4 variables when looking at both ED sites combined. These variables include the following: (1) number of procedures billed by provider, (2) season of the year, (3) shift start time, and (4) day of week. Results were improved when we separately modeled each ED location. A 3-variable model using procedures billed by provider, shift start time, and season explained 23% of the variation in provider efficiency at the academic ED site. A 3-variable model using procedures billed by provider, patient arrivals per hour, and shift start time explained 45% of the variation in provider efficiency at the satellite ED site. Several nonprovider factors affect provider efficiency. These factors should be considered when designing productivity-based incentives.

Factors related to choosing an academic career track among spine fellowship applicants.

PubMed

Park, Daniel K; Rhee, John M; Wu, Baohua; Easley, Kirk

2013-03-01

Retrospective review. To identify factors associated with the likelihood of spine surgery fellowship applicants choosing an academic job upon fellowship completion. Training academic spine surgeons is an important goal of many spine fellowships. However, there are no established criteria associated with academic job choice to guide selection committees. Two hundred three consecutive applications of candidates who were granted an interview to a single spine surgical fellowship from 2005 to 2010 were analyzed. Factors investigated included the following: membership in honor societies; number of publications, presentations, and book chapters; age; completion of an additional degree; completion of a research fellowship; teaching experience; marital status; graduation from a top-20 school; attendance in a residency with a spine fellowship; and comments made in personal statements and letters of recommendation. The job taken upon graduation from fellowship was determined. The χ2 test or Fisher exact test was used to estimate the strength of the association between the covariates and response. Significant variables were selected for further multivariate analysis. The following were significantly associated in a univariable analysis with academia: 5 or more national presentations; completion of a research fellowship; attendance in a top-20 medical school; stated desire in the personal statement to become an academic surgeon; and letters of reference stating likelihood of pursuing academics on hiring the applicant. When significant variables were selected for multivariable analysis, completion of a research fellowship, graduation from a top-20 medical school, and stated desire in the personal statement to become an academic surgeon were most strongly associated with choice of academia. Although job choice is multifactorial, the present study demonstrates that there are objective factors listed on spine fellowship applications associated with a significantly higher

"Inextricably Linked": Shared Governance and Academic Freedom.

ERIC Educational Resources Information Center

Gerber, Larry G.

2001-01-01

Asserts that academic freedom requires a governance system in which faculty expertise--often residing in an individual, but also expressed at times in a collective fashion--is the determining factor in institutional decisions affecting academic matters. Discusses why faculty governance is especially important in protecting liberal education…

Factors Affecting Examination Attrition: Does Academic Support Help? A Survey of ACN203S (Cost Accounting and Control) Students at Unisa

ERIC Educational Resources Information Center

Tladi, Lerato Sonia

2013-01-01

This study sought to determine the attributing and contributing factors to examination absence as well as whether the academic and social support available to students had a role to play in discouraging or reducing absence from examinations using results from a quantitative survey of ACN203S (Cost Accounting and Control) students who were admitted…

Understanding Factors That Influence Academic Performance in Tenth Grade Students

ERIC Educational Resources Information Center

Smith, Denise

2011-01-01

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

A Survey of the Influencing Factors for International Academic Mobility of Chinese University Students

ERIC Educational Resources Information Center

Cao, Chun; Zhu, Chang; Meng, Qian

2016-01-01

This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students' Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students' perceptions of factors influencing…

Academic failure and students' viewpoint: The influence of individual, internal and external organizational factors.

PubMed

Najimi, Arash; Sharifirad, Gholamreza; Amini, Mehdi Mohammad; Meftagh, Sayyed Davood

2013-01-01

Educational failure is one of the most important problems in higher education institutes in Iran. This study was performed to investigate the factors affecting students' academic failure in Isfahan University of Medical Sciences. In this cross-sectional descriptive study, 280 students of Isfahan University of Medical Sciences were studied in 2009. They were chosen using multiple cluster sampling. The students' demographic characteristics and study information were collected by a valid and reliable questionnaire. Data were analyzed with SPSS (15) software. The most important factors affecting educational failure from students' point of view were: curriculum (4.23 ± 0.63), factors related to educator (3.88 ± 0.55), learning environment (3.63 ± 0.62), family factors (3.53 ± 0.6), socioeconomic factors (3.45 ± 0.69). There is a significant relationship between attitudes of students in two sexes and educator (P = 0.03) and socioeconomic environment (P = 0.003). In addition, the results did not show a significant difference between attitudes of students with age, marital status and employment status (P > 0.05). More attention to curriculum, factors related to educator and learning environment can prevent students' educational failure, in addition to preventing loss of resources and contribute to develop a more effective educational system.

Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools.

PubMed

Knifsend, Casey A; Camacho-Thompson, Daisy E; Juvonen, Jaana; Graham, Sandra

2018-06-01

Participating in school-based activities is linked to positive academic engagement and achievement, but less is known about how peer relationships within activities affect these outcomes. The current study examined friends in extracurricular activities as a predictor of academic outcomes in multiethnic middle schools in California. Specifically, the mediating role of school belonging, and interactions by ethnicity and type of activity, were examined in a sample including African American or Black, East or Southeast Asian, White, and Latino youth in extracurricular activities (N = 2268; M age  = 13.36 in eighth grade; 54% female). The results of multilevel mediational models suggested that school belonging mediated the link between friends in activities and academic outcomes, and these findings replicated across groups based on ethnicity and the type of activity in which one was involved in general. These results are discussed in terms of how activities can be structured to promote positive peer relations in ways that are linked with academic engagement and achievement.

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

ERIC Educational Resources Information Center

Apaak, Daniel; Sarpong, Emmanuel Osei

2015-01-01

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

Parental, Residential, and Self-Belief Factors Influencing Academic Persistence Decisions of College Freshmen

ERIC Educational Resources Information Center

Walsh, Kelsey J.; Robinson Kurpius, Sharon E.

2016-01-01

Based on Tinto's model of academic persistence, this study explored background and personal factors that theoretically impact the academic persistence decisions of college freshmen. The factors studied were (a) parental educational attainment, (b) parental valuing of education, (c) high school grade point average, (d) residential status (on- vs.…

Factors associated with the academic success of first year health science students.

PubMed

Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

2009-05-01

The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the Bachelor of Health Science at The University of Western Australia since the inception of the course in the year 2000. Factors found to be associated with successful academic performance were high matriculation score, female sex, non-Indigenous status, attendance at a government secondary school, upfront payment of university fees and completion of secondary school English Literature. The most influential factor on first year academic performance was a high matriculation score. Retention into second year was found to be influenced by participation in the university mentor scheme, non-Indigenous status and first year university marks. The factor of most influence on student retention was first year university marks. Valuable information about the performance and retention of first year Bachelor of Health Science students is provided in this study which is relevant to the operational priorities of any university.

Academic Students' Attitudes toward Students with Learning Disabilities

ERIC Educational Resources Information Center

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

PubMed

Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

2013-06-01

In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

Substance Use and Academic Performance among African American High School Students

ERIC Educational Resources Information Center

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

2007-01-01

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

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

What African American College Students Perceive as Contributive Factors in Their Academic Success?

ERIC Educational Resources Information Center

Ransom, Brandi S.

2016-01-01

This study explored what African American college students perceives as contributing to their Academic success. This study moved to determine what factors significantly influence or impact how African American college students advance in their academic journey, which was hypothesized as an important component related to academic success and degree…

Motivational Factors in Continuing Education an Academic Achievement of Adult Learners

ERIC Educational Resources Information Center

Lee, Pei Ling; Pang, Vincent

2013-01-01

Purpose: The purpose of this study is to examine the relationship between motivational factors in continuing education and academic achievement of adult learners. The study is conducted due to a lack of research pertaining to academic achievement among adult learners particularly in Malaysia. Methodology: A random sample of 150 part-time adult…

The effect of physical activity on sleep quality, well-being, and affect in academic stress periods.

PubMed

Wunsch, Kathrin; Kasten, Nadine; Fuchs, Reinhard

2017-01-01

The stress-buffering hypothesis postulates that physical activity and exercise can buffer the negative effects of (academic) stress on health. It still remains an open question whether students, who regularly engage in physical activity and exercise within their academic examination period, can successfully diminish these negative effects. Sixty-four subjects participated in this study and completed a total of five surveys, with T1 at the end of the semester break (baseline) and T2-T5 being presented every Friday in the last 4 weeks of the semester (examination period). They were asked to answer questions about their activity level, sleep quality, well-being and affect. Hierarchical linear models showed significant dependencies on time for all dependent measures. The expansion of the model for exercise also showed significant main effects of this predictor on well-being and positive affect (PA) and negative affect. Moreover, significant interactions with time for sleep quality and PA were found. Results suggest that physical activity and exercise in the academic examination period may be able to buffer the negative effects of stress on health-related outcomes. Therefore, activity levels should be maintained in times of high stress to prevent negative effects on sleep, well-being and affect in students.

Tracking Affect and Academic Success across University: Happy Students Benefit from Bouts of Negative Mood

ERIC Educational Resources Information Center

Barker, Erin T.; Howard, Andrea L.; Galambos, Nancy L.; Wrosch, Carsten

2016-01-01

We examined how positive and negative affect covary within individuals over time and how patterns of association between affective traits and states relate to academic success across 4 years of university. Participants were 187 full-time first-year students at a large Canadian university who completed questionnaires about recent affective…

Demographic Factors and Communal Mastery as Predictors of Academic Motivation and Test Anxiety

ERIC Educational Resources Information Center

Ünal-Karagüven, M. Hülya

2015-01-01

Academic motivation and test anxiety have been still adduced for low performance of students by educators. To know the factors that have an effect on students' academic motivation and test anxiety levels can be helpful to improve students' academic performance. The aim of this study was to investigate the effects of demographic variables and…

Academic Success Among Mexican American Women in a Community College.

ERIC Educational Resources Information Center

Castellanos, Mary; Fujitsubo, Lani C.

1997-01-01

Discusses a study conducted to show how factors such as depression, somatization, and acculturation affect the academic performance of Mexican-American women in community colleges. Results indicate these variables have no significant relationship to academic performance. Includes 24 citations. (JDI)

Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.

PubMed

Martin, Andrew J

2014-03-01

Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students. Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. © 2012 The British Psychological Society.

Educational Aspiration-Expectation Discrepancies: Relation to Socioeconomic and Academic Risk-Related Factors

ERIC Educational Resources Information Center

Boxer, Paul; Goldstein, Sara E.; DeLorenzo, Tahlia; Savoy, Sarah; Mercado, Ignacio

2011-01-01

This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that…

Factors for Success: Academic Library Development Survey Results.

ERIC Educational Resources Information Center

Hoffman, Irene M.; Smith, Amy; DiBona, Leslie

2000-01-01

Discusses the results of a nationwide survey (57 survey questions) of academic libraries that investigated fund-raising programs, including personnel involved; goals and costs of fund-raising; library donors, friends, and advisory groups; priorities; and factors of success, including involvement of the director and time on task. A copy of the…

Learning Approaches, Demographic Factors to Predict Academic Outcomes

ERIC Educational Resources Information Center

Nguyen, Tuan Minh

2016-01-01

Purpose: The purpose of this paper is to predict academic outcome in math and math-related subjects using learning approaches and demographic factors. Design/Methodology/Approach: ASSIST was used as the instrumentation to measure learning approaches. The study was conducted in the International University of Vietnam with 616 participants. An…

Factors influencing young urologists' productivity and academic career choice.

PubMed

Resorlu, Berkan; Silay, Mesrur Selcuk; Onem, Kadir; Bayrak, Omer; Sonbahar, Adil Emrah; Acar, Omer; Ergun, Osman; Celik, Orcun; Tefik, Tzevat; Firdolas, Fatih; Tandogdu, Zafer

2016-01-01

The objective of this study is to identify the variables that affect young urologists' productivity and academic career choice. We have conducted an internet-based national survey for urologists randomly sampled from the database of Turkish Urological Association and 110 physicians completed this survey. Participants were asked to answer three-page questionnaire including 37 questions, which takes around 5 min to complete. Questionnaire was consisting of four main sections: 'demography', 'education', 'working conditions' and 'quality of life'. Increased dedicated research time, being interested in an academic career, being Fellow of the European Board of Urology (FEBU), having English proficiency, and greater numbers of manuscript publication during residency were associated with increased productivity after residency (p = 0.001, p = 0.028, p = 0.046, p<0.001 and p<0.001, respectively). The remaining variables including age at marriage, age at having a child, monthly salary, length of residency, having a mentor or role model during residency showed no significant relationship with manuscript publications. Twenty-nine physicians (26.4%) stated that they had once been interested in their residency but were no longer interested in academic urology. Reasons for this loss of academic interest included lack of effective mentor or role model (27.2%), bureaucracy (17%), financial issues (13.6%), mandatory rule to work in public hospitals (18.2%) or military hospitals (9%) and language problems (21.6%). Our data indicate that increased time spent for research, being interested in an academic career, being an FEBU, having English proficiency, and greater publication during residency were associated with increased numbers of publications and academic career choice.

Individual and Organisational Factors Influencing Academics' Decisions to Pursue the Scholarship of Teaching ICT

ERIC Educational Resources Information Center

Lynch, Julianne; Sheard, Judithe; Carbone, Angela; Collins, Francesca

2005-01-01

This paper focuses on Information and Communication Technology (ICT) academics' perceptions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in respect to the scholarship of teaching, and from these builds a…

Risk factors associated with academic difficulty in an Australian regionally located medical school.

PubMed

Malau-Aduli, Bunmi S; O'Connor, Teresa; Ray, Robin A; van der Kruk, Yolanda; Bellingan, Michelle; Teague, Peta-Ann

2017-12-28

Despite the highly selective admission processes utilised by medical schools, a significant cohort of medical students still face academic difficulties and are at a higher risk of delayed graduation or outright dismissal. This study used survival analysis to identify the non-academic and academic risk factors (and their relative risks) associated with academic difficulty at a regionally located medical school. Retrospective non-academic and academic entry data for all medical students who were enrolled at the time of the study (2009-2014) were collated and analysed. Non-academic variables included age at commencement of studies, gender, Indigenous status, origin, first in family to go to University (FIF), non-English speaking background (NESB), socio-economic status (SES) and rurality expressed as Australian Standard Geographical Classification-Remoteness Area (ASGC-RA). Academic variables included tertiary entrance exam score expressed as overall position (OP) and interview score. In addition, post-entry mid- and end-of-year summative assessment data in the first and second years of study were collated. The results of the survival analysis indicated that FIF, Indigenous and very remote backgrounds, as well as low post-entry Year 1 (final) and Year 2 (mid-year and final) examination scores were strong risk factors associated with academic difficulty. A high proportion of the FIF students who experienced academic difficulty eventually failed and exited the medical program. Further exploratory research will be required to identify the specific needs of this group of students in order to develop appropriate and targeted academic support programs for them. This study has highlighted the need for medical schools to be proactive in establishing support interventions/strategies earlier rather than later, for students experiencing academic difficulty because, the earlier such students can be flagged, the more likely they are able to obtain positive academic outcomes.

In-training factors predictive of choosing and sustaining a productive academic career path in neurological surgery.

PubMed

Crowley, R Webster; Asthagiri, Ashok R; Starke, Robert M; Zusman, Edie E; Chiocca, E Antonio; Lonser, Russell R

2012-04-01

Factors during neurosurgical residency that are predictive of an academic career path and promotion have not been defined. To determine factors associated with selecting and sustaining an academic career in neurosurgery by analyzing in-training factors for all graduates of American College of Graduate Medical Education (ACGME)-accredited programs between 1985 and 1990. Neurological surgery residency graduates (between 1985 and 1990) from ACGME-approved training programs were analyzed to determine factors associated with choosing an academic career path and having academic success. Information was available for 717 of the 720 (99%) neurological surgery resident training graduates (678 male, 39 female). One hundred thirty-eight graduates (19.3%) held full-time academic positions. One hundred seven (14.9%) were professors and 35 (4.9%) were department chairs/chiefs. An academic career path/success was associated with more total (5.1 vs 1.9; P < .001) and first-author publications (3.0 vs 1.0; P < .001) during residency. Promotion to professor or chair/chief was associated with more publications during residency (P < .001). Total publications and first-author publications were independent predictors of holding a current academic position and becoming professor or chair/chief. Although male trainees published more than female trainees (2.6 vs 0.9 publications; P < .004) during training, no significant sex difference was observed regarding current academic position. Program size (≥ 2 graduates a year; P = .02) was predictive of an academic career but not predictive of becoming professor or chair/chief (P > .05). Defined in-training factors including number of total publications, number of first-author publications, and program size are predictive of residents choosing and succeeding in an academic career path.

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…

Using confirmatory factor analysis to validate the Chamberlin affective instrument for mathematical problem solving with academically advanced students.

PubMed

Chamberlin, Scott A; Moore, Alan D; Parks, Kelly

2017-09-01

Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties. The sample was comprised of 160 middle-grade (7 and 8) students, identified as gifted, in the United States. After completing one of four model-eliciting activities (MEAs), all participants completed the CAIMPS (Chamberlin Affective Instrument for Mathematical Problem Solving). Data were analysed using confirmatory factor analysis to ascertain the number of factors in the instrument. The normed fit index (0.6939), non-normed fit index (0.8072), and root mean square error approximation (.076) were at or near the acceptable levels. Alpha levels for factors were also robust (.637-.923). Data suggest that the instrument was a good fit for use with mathematics students in middle grades when solving problems. Perhaps the most impressive characteristic of the instrument was that the four factors (AVI: anxiety, value, and interest), SS (self-efficacy and self-esteem), ASP (aspiration), and ANX (anxiety) did not correlate highly with one another, which defies previous hypotheses in educational psychology. © 2017 The British Psychological Society.

Sustaining the edge: factors influencing strategy selection in academic health centers.

PubMed

Walsh, Anne M; Szabat, Kathryn

2002-01-01

Competition within the acute care sector as well as increased penetration by managed care organizations has influenced the structure and role of academic health centers during the past decade. The market factors confronting academic health centers are not dissimilar from conditions that confront other organizations competing in mature industries characterized by declining profitability and intense rivalry for market share. When confronted with intense competition or adverse external events, organizations in other industries have responded to potential threats by forming alliances, developing joint ventures, or merging with another firm to maintain their competitive advantage. Although mergers and acquisitions dominated the strategic landscape in the healthcare industry during the past decade, recent evidence suggests that other types of strategic ventures may offer similar economic and contracting benefits to member organizations. Academic health centers have traditionally been involved in network relationships with multiple partners via their shared technology, collaborative research, and joint educational endeavors. These quasi-organizational relationships appear to have provided a framework for strategic decisions and allowed executives of academic health centers to select strategies that were competitive yet closely aligned with their organizational mission. The analysis of factors that influenced strategy selection by executives of academic health centers suggests a deliberate and methodical approach to achieving market share objectives, expanding managed care contracts, and developing physician networks.

Factors affecting the decision to pursue glaucoma fellowship training.

PubMed

Gedde, Steven J; Budenz, Donald L; Haft, Payman; Lee, Yunhee; Quigley, Harry A

2007-01-01

To identify factors associated with the choice to pursue glaucoma fellowship training by graduating ophthalmology residents. An anonymous survey was sent to each graduating ophthalmology resident in the United States in February 2003. Demographic data and information relating to residency training, career goals, and factors influencing career choices were collected from the surveys. Surveys were completed by 215 (49.2%) residents, including 135 (62.8%) who were pursuing fellowships. Among residents undertaking fellowship training, 17 (12.6%) selected glaucoma and 118 (87.4%) chose other subspecialties. Residents entering glaucoma fellowships performed more glaucoma filtering procedures (P=0.006), and they were less likely to publish a paper (P=0.05) and have time allocated for research (P=0.04) than residents seeking fellowships in other subspecialties. Factors that were rated as less important to those choosing glaucoma fellowships included interest in challenging diagnostic problems (P=0.009), types of patient problems (P=0.015), an academic career (P=0.03), and working with new technology (P=0.04). The decision to pursue fellowship training was made later by residents entering glaucoma compared with those choosing other subspecialties (P=0.001). A variety of factors affect the decision to pursue fellowship training. There are differences in how these factors are weighed among residents seeking fellowships in glaucoma and other subspecialties.

An Overview of Student Teachers' Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Uyulgan, Melis Arzu; Akkuzu, Nalan

2014-01-01

Student teachers' desire to learn is affected by a variety of motivational factors. In this study, the effect of some internal and external variables on Academic Intrinsic Motivation (AIM) was explored. First, the validity and reliability of the scale of AIM was determined, then the effect on AIM of variables such as grade levels, academic grade…

A Study of the Physiological Factors Affecting the Nature of the Adult Learner in the Phoenix Air National Guard.

ERIC Educational Resources Information Center

Torbert, James Brison

An investigation reviewed current literature in the field of physiological factors affecting the adult learning environment. These findings were compared to the academic learning environment at the Phoenix Air National Guard. The end product was a set of recommendations for management to implement in order to improve the learning climate for the…

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

PubMed Central

Becker, Bronwyn E.; Luthar, Suniya S.

2012-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

PubMed

Becker, Bronwyn E; Luthar, Suniya S

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Academic Achievement and the Third Grade African American Male

ERIC Educational Resources Information Center

Shropshire, Delia F. B.

2013-01-01

The purpose of the study was to determine to what extent teaching style relates to third grade African American male academic achievement. The problem in this study addressed the factors affecting the academic achievement of the African American third grade male. This problem led the researcher to investigate the teaching styles of the…

Early Schooling: Cognitive and Affective Outcomes.

ERIC Educational Resources Information Center

Entwisle, Doris R.; Hayduk, Leslie Alec

This book presents the results of research on sociopsychological factors that affect the schooling process and academic achievement among young children. The first chapter of the report provides a background on schooling, and reviews what is known and what remains to be discovered about academic achievement. Chapters 2 and 3 review research on…

Factors affecting sign retroreflectivity

DOT National Transportation Integrated Search

2001-01-01

This study was undertaken to better understand the factors that may affect road sign retroreflectivity, specifically age and physical orientation. A better understanding of these factors could provide guidance to ODOT in managing its inventory of roa...

Affect: How Important Is It?

ERIC Educational Resources Information Center

Higbee, Jeanne L.; Dwinell, Patricia L.

1995-01-01

Reviews the current literature to determine the extent to which affect influences the achievement levels of students. Highlights research findings in mathematics, reading, writing, and instructional strategies. Suggests that although affect may be a significant factor in determining the academic success of developmental freshmen, more research is…

Factors Associated with the Academic Success of First Year Health Science Students

ERIC Educational Resources Information Center

Mills, Christina; Heyworth, Jane; Rosenwax, Lorna; Carr, Sandra; Rosenberg, Michael

2009-01-01

The academic success of students is a priority for all universities. This study identifies factors associated with first year academic success (performance and retention) that can be used to improve the quality of the student learning experience. A retrospective cohort study was conducted with a census of all 381 full time students enrolled in the…

[Impact factor, its variants and its influence in academic promotion].

PubMed

Puche, Rodolfo C

2011-01-01

Bibliometrics is a set of methods used to study or measure texts and information. While bibliometric methods are most often used in the field of library and information science, bibliometrics variables have wide applications in other areas. One popular bibliometric variable is Garfield's Impact Factor (IF). IF is used to explore the impact of a given field, the impact of a set of researchers, or the impact of a particular paper. This variable is used to assess academic output and it is believed to affect adversely the traditional approach and assessment of scientific research. In our country, the members of the evaluation committees of intensive research institutions, e.g. the National Scientific and Technical Research Council (CONICET) use IF to assess the quality of research. This article revises the exponential growth of bibliometrics and attempts to expose the overall dissatisfaction with the analytical quality of IF. Such dissatisfaction is expressed in the number of investigations attempting to obtain a better variable of improved analytical quality.

Analysis of factors affecting satisfaction level on problem based learning approach using structural equation modeling

NASA Astrophysics Data System (ADS)

Hussain, Nur Farahin Mee; Zahid, Zalina

2014-12-01

Nowadays, in the job market demand, graduates are expected not only to have higher performance in academic but they must also be excellent in soft skill. Problem-Based Learning (PBL) has a number of distinct advantages as a learning method as it can deliver graduates that will be highly prized by industry. This study attempts to determine the satisfaction level of engineering students on the PBL Approach and to evaluate their determinant factors. The Structural Equation Modeling (SEM) was used to investigate how the factors of Good Teaching Scale, Clear Goals, Student Assessment and Levels of Workload affected the student satisfaction towards PBL approach.

Building Commitment: An Examination of Learning Climate Congruence and the Affective Commitment of Academics in an Australian University

ERIC Educational Resources Information Center

Southcombe, Amie; Fulop, Liz; Carter, Geoff; Cavanagh, Jillian

2015-01-01

The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was…

Relationships of Personality, Affect, Emotional Intelligence and Coping with Student Stress and Academic Success: Different Patterns of Association for Stress and Success

ERIC Educational Resources Information Center

Saklofske, Donald H.; Austin, Elizabeth J.; Mastoras, Sarah M.; Beaton, Laura; Osborne, Shona E.

2012-01-01

The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life…

Factors Underlying Technology Adoption in Academic Libraries in Kuwait

ERIC Educational Resources Information Center

Al-Fadhli, Meshal; Corrall, Sheila; Cox, Andrew

2016-01-01

The study analyzed factors shaping adoption of technology in academic libraries in Kuwait. The research was based on interviews conducted with library directors, staff, and users, combined with observation and document analysis. A major aspect of the Kuwaiti context was a relative lack of financial restraints and an enthusiasm for technology…

[Academic performance in first year medical students: an explanatory multivariate model].

PubMed

Urrutia Aguilar, María Esther; Ortiz León, Silvia; Fouilloux Morales, Claudia; Ponce Rosas, Efrén Raúl; Guevara Guzmán, Rosalinda

2014-12-01

Current education is focused in intellectual, affective, and ethical aspects, thus acknowledging their significance in students´ metacognition. Nowadays, it is known that an adequate and motivating environment together with a positive attitude towards studies is fundamental to induce learning. Medical students are under multiple stressful, academic, personal, and vocational situations. To identify psychosocial, vocational, and academic variables of 2010-2011 first year medical students at UNAM that may help predict their academic performance. Academic surveys of psychological and vocational factors were applied; an academic follow-up was carried out to obtain a multivariate model. The data were analyzed considering descriptive, comparative, correlative, and predictive statistics. The main variables that affect students´ academic performance are related to previous knowledge and to psychological variables. The results show the significance of implementing institutional programs to support students throughout their college adaptation.

The Relationship of Factors of Academic Success and Psychological Well-Being for College Honors Students

ERIC Educational Resources Information Center

Walker, Mary

2012-01-01

Scope and Method of Study: This study was concerned with perceptions of academic facilitators, academic obstacles, and psychological well-being of college honors students. Differences in the way factors of academic success are perceived, and the relationship these perceptions have with psychological well-being were examined. College honors…

Factors and Conditions Promoting Academic Resilience: A TIMSS-Based Analysis of Five Asian Education Systems

ERIC Educational Resources Information Center

Sandoval-Hernández, Andrés; Bialowolski, Piotr

2016-01-01

It is well documented that academic achievement of students from families of low socioeconomic status (SES) tends to be below their more socially advantaged peers. Several studies have identified factors and conditions that facilitate academic success for disadvantaged students (i.e., promote academic resilience). However, one of the main…

Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy and Emotional Intelligence

ERIC Educational Resources Information Center

Huerta, Margarita; Goodson, Patricia; Beigi, Mina; Chlup, Dominique

2017-01-01

Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master's or doctoral degrees (i.e., graduate…

Factors affecting construction performance: exploratory factor analysis

NASA Astrophysics Data System (ADS)

Soewin, E.; Chinda, T.

2018-04-01

The present work attempts to develop a multidimensional performance evaluation framework for a construction company by considering all relevant measures of performance. Based on the previous studies, this study hypothesizes nine key factors, with a total of 57 associated items. The hypothesized factors, with their associated items, are then used to develop questionnaire survey to gather data. The exploratory factor analysis (EFA) was applied to the collected data which gave rise 10 factors with 57 items affecting construction performance. The findings further reveal that the items constituting ten key performance factors (KPIs) namely; 1) Time, 2) Cost, 3) Quality, 4) Safety & Health, 5) Internal Stakeholder, 6) External Stakeholder, 7) Client Satisfaction, 8) Financial Performance, 9) Environment, and 10) Information, Technology & Innovation. The analysis helps to develop multi-dimensional performance evaluation framework for an effective measurement of the construction performance. The 10 key performance factors can be broadly categorized into economic aspect, social aspect, environmental aspect, and technology aspects. It is important to understand a multi-dimension performance evaluation framework by including all key factors affecting the construction performance of a company, so that the management level can effectively plan to implement an effective performance development plan to match with the mission and vision of the company.

Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

NASA Astrophysics Data System (ADS)

Dutra, Andrew Martin

The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Connecting in Class? College Class Size and Inequality in Academic Social Capital

ERIC Educational Resources Information Center

Beattie, Irenee R.; Thiele, Megan

2016-01-01

College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We…

Predicting Academic Performance of Master's Students in Engineering Management

ERIC Educational Resources Information Center

Calisir, Fethi; Basak, Ecem; Comertoglu, Sevinc

2016-01-01

The purpose of this study is to investigate the factors affecting academic achievement of the master's students who are enrolling in the executive engineering management master's programs in Turkey. These factors include admission requirements (entrance examination, undergraduate grade point average, English proficiency) and demographic attributes…

Learning science in a cooperative setting: Academic achievement and affective outcomes

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

Factors Affecting the Transition of Fifth Graders to the Academic Track in the Czech Republic

ERIC Educational Resources Information Center

Straková, Jana; Greger, David; Soukup, Petr

2016-01-01

The Czech education system is characterised by early tracking and high educational inequalities. The most controversial element of the system is the academic track, which is attended by students after the completion of primary school. The paper focuses on fifth graders' application process and their success in entrance examinations. The process is…

Becoming Part of the Academy: Factors Affecting the Academic Career Success of Foreign-Born Faculty

ERIC Educational Resources Information Center

Switzer, Teri R.

2012-01-01

The entire diversity landscape of our university campuses is changing. As American colleges and universities address their need for more globally aware campuses, academic institutions are hiring well-qualified foreign-born scholars to teach in their programs. Both non-resident alien faculty as well as those who are foreign-born but are classified…

Factors Affecting Medical Service Quality.

PubMed

Mosadeghrad, Ali Mohammad

2014-02-01

A better understanding of factors influencing quality of medical service can pinpoint better strategies for quality assurance in medical services. This study aimed to identify factors affecting the quality of medical services provided by Iranian physicians. Exploratory in-depth individual interviews were conducted with sixty-four physicians working in various medical institutions in Iran. Individual, organizational and environmental factors enhance or inhibit the quality of medical services. Quality of medical services depends on the personal factors of the physician and patient, and factors pertaining to the healthcare setting and the broader environment. Differences in internal and external factors such as availability of resources, patient cooperation and collaboration among providers affect the quality of medical services and patient outcomes. Supportive leadership, proper planning, education and training and effective management of resources and processes improve the quality of medical services. This article contributes to healthcare theory and practice by developing a conceptual framework for understanding factors that influence medical services quality.

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

ERIC Educational Resources Information Center

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

2006-01-01

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

An Analysis of Spiritual Factors on Academic Achievement in Seventh-Day Adventist Schools

ERIC Educational Resources Information Center

Gilbert, Marianne C.

2013-01-01

This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled…

Intrinsic Motivating Factors for Academic Success of Young At-Risk Students

ERIC Educational Resources Information Center

Rowan, Tanyia Perry

2012-01-01

Motivation as a factor in academic success is well documented in the literature and an important construct in educational planning. The purpose of this qualitative case study was to explore motivating factors for at-risk students who successfully graduated from high school. The framework for this study was based on Maslow's hierarchy of needs…

Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

PubMed Central

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

Factors Affecting the Academic Achievement: A Study of Elementary School Students of NCR Delhi, India

ERIC Educational Resources Information Center

Dev, Meenu

2016-01-01

Aim: The foremost aim of the study was to investigate and analyze the relationship of General Mental Ability, Interest and home environment with Academic Achievement. Methods: The participants were 110 students drawn from three Kendrya Vidyalayas of Delhi. Their ages ranged between 13 and 14 with a mean age of 13.6 years. Two validated instruments…

Academic Mobility, Transnational Identity Capital, and Stratification under Conditions of Academic Capitalism

ERIC Educational Resources Information Center

Kim, Terri

2017-01-01

Academic mobility has existed since ancient times. Recently, however, academic mobility--the crossing of international borders by academics who then work "overseas"--has increased. Academics and the careers of academics have been affected by governments and institutions that have an interest in coordinating and accelerating knowledge…

Academic Performance of Transfer Versus "Native" Students in Natural Resources & Sciences

ERIC Educational Resources Information Center

Johnson, Matthew D.

2005-01-01

Transfer students comprise a substantial component of the student body in many 4-year academic colleges, but the factors affecting students' success once they have transferred are poorly understood. Using data from standard university records, academic performance was examined for 2,467 students enrolled in natural resource majors at a mid-sized…

An Investigation of High School Students' and Teachers' Perceptions of Academic Achievement and Underachievement

ERIC Educational Resources Information Center

Morales, Natalie Ann

2014-01-01

This study investigated high school students' and teachers' perceptions of academic self perception, environmental perceptions, goal valuation, and motivation/self-regulation as factors affecting students' academic achievement. A two-way MANOVA was conducted to determine if high school students' gender and academic programs,…

Factors Affecting Completion of Apprenticeship Training in England

ERIC Educational Resources Information Center

Gambin, Lynn; Hogarth, Terence

2016-01-01

This paper examines factors that are associated with the probability of completion of apprenticeship programmes by individual learners in England. Data are from the 2008/2009 academic year Individualised Learner Record--the administrative database containing information on all learners in the Further Education system in England. The analysis…

Factors associated with poor academic achievement among urban primary school children in Malaysia.

PubMed

Ong, L C; Chandran, V; Lim, Y Y; Chen, A H; Poh, B K

2010-03-01

The aim of this study was to identify factors associated with poor academic achievement during the early school years. This was a cross-sectional study of urban Primary Two children. Sociodemographic and medical data were obtained from questionnaires and interviews. Achievement was based on marks obtained in the core subjects of the Primary One examination. All students underwent the Raven's Standard Progressive Matrices test as a general measure of cognitive ability, audiometry and visual tests, and standardised measurements of weight and height. Out of 1,470 eligible children, 206 (14 percent) had poor academic achievement. Of the 919 children who participated in the study, 111 (12.1 percent) had poor achievement compared with 95 (17.2 percent) of the 551 non-participants. Using logistic regression analysis, the factors that were found to be independently associated with poor academic achievement were lower mean Raven scores (p-value is less than 0.001), lower mean socioeconomic status scores (p-value is less than 0.001), larger sibship size (p-value is 0.031), male gender (odds ratio [OR] 1.7; 95 percent confidence interval [CI] 1.1-2.65) and a history of prematurity (OR 14; 95 percent CI 2-97.8). Cognitive ability, gender, prematurity and social factors contribute to poor academic achievement during the early school years. The higher proportion of poor achievers among non-participants warrants further attention.

Factors Contributing to the Academic Excellence of American Jewish and Asian Students.

ERIC Educational Resources Information Center

Fejgin, Naomi

1995-01-01

Examines factors that contribute to the academic excellence of Jewish and Asian students. Finds that traditional socioeconomic measures explain some of the advantage of Jewish and Asian students over other ethnic groups but that parent and student attitudes toward education is also an important factor. (ACM)

Relationships between negative affect and academic achievement among secondary school students: the mediating effects of habituated exercise.

PubMed

Hashim, Hairul A; Freddy, Golok; Rosmatunisah, Ali

2012-09-01

The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia. The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data. The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects. The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

Personal Factors as Predictors of Students' Academic Achievement in Colleges of Education in South Western Nigeria

ERIC Educational Resources Information Center

Adeyemi, Abisola Moradeyo; Adeyemi, Semiu Babatunde

2014-01-01

Educational stakeholders have continued to express concerns over the poor academic performance of Nigerian students at virtually all levels of academic engagements. This paper investigated personal factors as predictors of students' academic performance in the South-Western Nigeria. The study employed the ex post facto design using a survey design…

Evaluating Academic Journals without Impact Factors for Collection Management Decisions.

ERIC Educational Resources Information Center

Dilevko, Juris; Atkinson, Esther

2002-01-01

Discussion of evaluating academic journals for collection management decisions focuses on a methodological framework for evaluating journals not ranked by impact factors in Journal Citation Reports. Compares nonranked journals with ranked journals and then applies this framework to a case study in the field of medical science. (LRW)

The Relationship between Participation in Campus Recreation Programs and College Student Academic Success

ERIC Educational Resources Information Center

Kiss, Jessica E.

2017-01-01

The academic success of undergraduate students is necessary for degree attainment and fulfilling career goals. Universities recognize factors that affect academic achievement and promote strategies that support satisfactory grades, progression through degree programs, and graduation for students. It is essential to determine predictors of success…

Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

PubMed

Ginsburg, G S; Bronstein, P

1993-10-01

This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

Success Factors of Minority Academic Leadership in American Higher Education

ERIC Educational Resources Information Center

Littana, P. Paul

2013-01-01

The purpose of this study was to determine how factors such as demographics, leadership skills, intrinsic motivation and attitudes, and life experiences contribute to the success of minority academic leaders in the American higher education system. A qualitative research method, using the phenomenological approach was selected for this research.…

A Confirmatory Factor Analysis of the Academic Motivation Scale with Black College Students

ERIC Educational Resources Information Center

Cokley, Kevin

2015-01-01

The factor structure of the Academic Motivation Scale (AMS) was examined with a sample of 578 Black college students. A confirmatory factor analysis of the AMS was conducted. Results indicated that the hypothesized seven-factor model did not fit the data. Implications for future research with the AMS are discussed.

How will the economic downturn affect academic bioethics?

PubMed

Epstein, Miran

2010-06-01

An educated guess about the future of academic bioethics can only be made on the basis of the historical conditions of its success. According to its official history, which attributes its success primarily to the service it has done for the patient, it should be safe at least as long as the patient still needs its service. Like many other academic disciplines, it might suffer under the present economic downturn. However, in the plausible assumption that its social role has not been exhausted yet, it should recover as soon as the economy does. But if, as this paper tries to argue, the success of academic bioethics should be attributed first and foremost to the service it has done for the neoliberal agenda, then its future would have to depend on the fate of the latter. The exact implications of the downturn for the neoliberal agenda are obviously impossible to predict. Among the various options, however, the one of going back to 'normal' seems to be the least likely. The other options suggest that the future of academic bioethics, as we have known it, is bleak.

Too much of a good thing? How breadth of extracurricular participation relates to school-related affect and academic outcomes during adolescence.

PubMed

Knifsend, Casey A; Graham, Sandra

2012-03-01

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents' sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents' sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.

Study Habits as a Factor in the Locus of Control-Academic Achievement Relationship

ERIC Educational Resources Information Center

Bass, Barry A.; And Others

1974-01-01

Results of an investigation to determine if differential study habits between internal and external individuals could be a significant factor in the link between locus of control and academic achievement indicate that the study habits are an important factor. (Author/KM)

Procrastination, Self-Regulation Failure, Academic Life Satisfaction, and Affective Well-Being: Underregulation or Misregulation Form

ERIC Educational Resources Information Center

Balkis, Murat; Duru, Erdinç

2016-01-01

The aim of this study was to examine the role of self-regulation failure in procrastination. In addition, it also aimed to investigate the effects of procrastination on affective well-being and academic life satisfaction. Three hundred and twenty-eight undergraduate students participated in the study. The most obvious finding emerging from this…

Tracking affect and academic success across university: Happy students benefit from bouts of negative mood.

PubMed

Barker, Erin T; Howard, Andrea L; Galambos, Nancy L; Wrosch, Carsten

2016-12-01

We examined how positive and negative affect covary within individuals over time and how patterns of association between affective traits and states relate to academic success across 4 years of university. Participants were 187 full-time first-year students at a large Canadian university who completed questionnaires about recent affective experiences in 6 waves across 4 years. Grade point average for each year of study was provided by the registrar's office. Our analysis identified an adaptive pattern characterized by the maintenance of high positive affect ("chronic happiness") and the cooccurrence of time-limited bouts of negative affect. Our results are consistent with findings showing productive consequences of experiencing positive and negative affect in tandem and the development of emotion regulation capacity across the transition to adulthood. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Role of Resilience, Delayed Gratification and Stress in Predicting Academic Performance

ERIC Educational Resources Information Center

Cheng, Vivienne; Catling, Jonathan

2015-01-01

Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at…

Identifying Academic & Social Risk Factors of Baccalaureate Nursing Students Using the College Persistence Questionnaire

ERIC Educational Resources Information Center

Betts, Kelly J.; Shirley, Janet A.; Kennedy, Robert

2017-01-01

Background: Student success in a baccalaureate nursing program is of utmost importance at a southern College of Nursing (CON).CON faculty wanted to understand better what academic/ social risk factors attributed to attrition in the first year of the nursing program. The purpose of this study was to determine academic and social risk factors…

Factors affecting the extent of utilization of physiotherapy services by physicians in Saudi Arabia

PubMed Central

Alshehri, Mansour Abdullah; Alhasan, Hammad; Alayat, Mohamed; Al-subahi, Moayad; Yaseen, Khalid; Ismail, Ayah; Tobaigy, Abdullah; Almalki, Obaid; Alqahtani, Abdulfattah; Fallata, Basmah

2018-01-01

[Purpose] To investigate physicians’ attitudes, opinions and experiences towards physiotherapy services as well as to identify the potential factors that may affect the extent of utilization of physiotherapy services (based on physicians’ beliefs) in Saudi Arabia (SA). [Subjects and Methods] A cross-sectional study was conducted. [Results] A total of 108 respondents met the inclusion criteria. The respondents’ attitude towards physiotherapy was slightly low (53.5%), while their opinions and experiences of physiotherapy indicated some important issues. For example, 50% of them believed that physiotherapists did not create a good awareness about physiotherapy services and 55.5% admitted that they did not have enough information about physiotherapy services. The most potential factor reported by physicians that may affect the extent of utilization of physiotherapy services was the lack of physiotherapist’s skills and knowledge to assess and treat patients (55.3%), followed by the limited knowledge of physicians regarding the types of physiotherapy services (44.5%) and the lack of cooperation between physicians and physiotherapists (40.7%). [Conclusion] There were some factors that limited the extent of utilization of physiotherapy services in SA. Physiotherapy academics and clinicians should attempt to change physicians’ negative attitudes, promoting awareness to provide them with a better understanding of physiotherapy services. PMID:29545681

Academic Failure and Child-to-Parent Violence: Family Protective Factors.

PubMed

Ibabe, Izaskun

2016-01-01

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic failure and child-to-parent violence of adolescents from a community sample. Moreover, a goal was to explore if academic failure was a valid predictor of child-to-parent violence. To this end, it has been developed a comprehensive statistical model through Structural Equation Modeling (SEM). Participants were 584 children from eight secondary schools in the Basque Country (Spain) and aged between 12 and 18. Among other scales Conflict Tactics Scale and Family Environment Scale were administrated for measuring child-to-parent violence and family cohesion environment, respectively. The structural model revealed that parental education level is a relevant protective factor against academic failure. Positive family discipline (inductive discipline, supervision, and penalty) show a significant association with child-to-parent violence and academic failure. Disciplinary practices could be more efficient to prevent child-to-parent violence or school failure if children perceive a positive environment in their home. However, these findings could be explained by inverse causality, because some parents respond to child-to-parent violence or academic failure with disciplinary strategies. School failure had indirect effects on child-to-parent violence through family cohesion. For all that, education policies should focus on parental education courses for disadvantaged families in order to generate appropriate learning environments at home and to foster improvement of parent

Academic Failure and Child-to-Parent Violence: Family Protective Factors

PubMed Central

Ibabe, Izaskun

2016-01-01

A reduction in academic achievement over the course of adolescence has been observed. School failure is characterized by difficulties to teaching school goals. A variety of other behavioral problems are often associated with school failure. Child-to-parent violence has been associated with different school problems. The main objective of current study was to examine the contribution of family variables (parental education level, family cohesion, and positive family discipline) on academic failure and child-to-parent violence of adolescents from a community sample. Moreover, a goal was to explore if academic failure was a valid predictor of child-to-parent violence. To this end, it has been developed a comprehensive statistical model through Structural Equation Modeling (SEM). Participants were 584 children from eight secondary schools in the Basque Country (Spain) and aged between 12 and 18. Among other scales Conflict Tactics Scale and Family Environment Scale were administrated for measuring child-to-parent violence and family cohesion environment, respectively. The structural model revealed that parental education level is a relevant protective factor against academic failure. Positive family discipline (inductive discipline, supervision, and penalty) show a significant association with child-to-parent violence and academic failure. Disciplinary practices could be more efficient to prevent child-to-parent violence or school failure if children perceive a positive environment in their home. However, these findings could be explained by inverse causality, because some parents respond to child-to-parent violence or academic failure with disciplinary strategies. School failure had indirect effects on child-to-parent violence through family cohesion. For all that, education policies should focus on parental education courses for disadvantaged families in order to generate appropriate learning environments at home and to foster improvement of parent

Data-Mining Techniques in Detecting Factors Linked to Academic Achievement

ERIC Educational Resources Information Center

Martínez Abad, Fernando; Chaparro Caso López, Alicia A.

2017-01-01

In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental,…

How to Improve Your Impact Factor: Questioning the Quantification of Academic Quality

ERIC Educational Resources Information Center

Smeyers, Paul; Burbules, Nicholas C.

2011-01-01

A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First,…

Impact of Antecedent Factors on Collaborative Technologies Usage among Academic Researchers in Malaysian Research Universities

ERIC Educational Resources Information Center

Mohd Daud, Norzaidi; Zakaria, Halimi

2017-01-01

Purpose: The purpose of this paper is to investigate the impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities. Design/methodology/approach: Data analysis was conducted on data collected from 156 academic researchers from five Malaysian research universities. This study…

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…

Academic mobility as a key factor of quality assurance in tertiary education

NASA Astrophysics Data System (ADS)

Voroshilova, Anna A.

2015-01-01

Academic mobility of both faculty and students forms a critical element of the international dimension of higher education and is one of the most important factors of quality assurance of higher education institutions worldwide. Internationalization and globalization of Russian higher education system is having one of the major impacts on the quality management and assurance. Faculty and student mobility figures are now one of the core factors for obtaining state accreditation for Russian universities as well as an important indicator showing the university success and prestige. The aim of the paper is a closer look at the perspectives and results of the academic mobility, the factors stimulating and discouraging mobility, and the outcomes of the mobility influencing the education in Russian universities. Siberian State Aerospace University has had more than 10 years experience in organizing student mobility. Most of the problems in carrying out international activities are common for the whole Russia but still there are some peculiarities featuring technical universities situated in the centre of Russia.

The Academic Structure in Japan: Institutional Hierarchy and Academic Mobility.

ERIC Educational Resources Information Center

Arimoto, Akira

The characteristics of the Japanese academic structure are examined with attention to the evolution of institutional hierarchy, the closed academic structure, and the effects of the academic structure upon academic research. The evolution of Japan's institutional hierarchy in academics has been tightly related to factors of nationalism,…

Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress

PubMed Central

Zhang, Yonghong; Luo, Xi; Che, Xianwei; Duan, Wenjie

2016-01-01

The literature has shown that self-compassion is a protective factor of an individual’s emotional response to chronic stress. However, this stress-buffering effect has not been completely analyzed in individuals who report significantly high academic stress. The present study explored the role of self-compassion in a group of undergraduate students who experience chronic academic stress. A total of 208 undergraduate students who were preparing for the Postgraduate Entrance Examination (PEE) were recruited and completed the Self-Compassion Scale, Adolescent Self-Rating Life Event Check List, and Positive and Negative Affect Schedule. Differences analysis confirmed that the participants reported significantly higher academic stress than their peers who were not preparing for PEE. Self-compassion positively related to positive affect but negatively related to negative affect and learning stress. Further analysis showed that self-compassion negatively mediated the relationship between chronic academic stress and negative affect. Findings imply that self-compassion-centered interventions can be developed in the educational context to assist students cope with chronic academic stress. PMID:27920736

An Exploration of Factors Affecting the Academic Success of Students in a College Quantitative Business Course

ERIC Educational Resources Information Center

Davis, Mary M.

2009-01-01

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics" (paragraph 4). Furthermore,…

Factors Affecting Tocopherol Concentrations in Soybean Seeds.

PubMed

Carrera, Constanza S; Seguin, Philippe

2016-12-21

Soybean seeds contain several health-beneficial compounds, including tocopherols, which are used by the nutraceutical and functional food industries. Soybean tocopherol concentrations are, however, highly variable. Large differences observed in tocopherol concentrations among soybean genotypes together with the relatively simple biosynthetic pathway involving few genes support the feasibility of selecting for high-tocopherol soybean. Tocopherol concentrations are also highly influenced by environmental factors and field management. Temperature during seed filling and soil moisture appear to be the main factors affecting tocopherol concentrations; other factors such as soil fertility and solar radiation also affect concentrations and composition. Field management decisions including seeding date, row spacing, irrigation, and fertilization also affect tocopherols. Knowledge of factors affecting soybean tocopherols is essential to develop management strategies that will lead to the production of seeds with consistent target concentrations that will meet the needs of the nutraceutical and functional food industries.

Factors Associated With the Career Choices of Hematology and Medical Oncology Fellows Trained at Academic Institutions in the United States

PubMed Central

Horn, Leora; Koehler, Elizabeth; Gilbert, Jill; Johnson, David H.

2011-01-01

Purpose Factors that influence hematology-oncology fellows' choice of academic medicine as a career are not well defined. We undertook a survey of hematology-oncology fellows training at cancer centers designated by the National Cancer Institute (NCI) and the National Comprehensive Cancer Network (NCCN) to understand the factors fellows consider when making career decisions. Methods Program directors at all NCI and NCCN cancer centers were invited to participate in the study. For the purpose of analysis, fellows were grouped into three groups on the basis of interest in an academic career. Demographic data were tested with the Kruskal-Wallis test and χ2 test, and nondemographic data were tested by using the multiscale bootstrap method. Results Twenty-eight of 56 eligible fellowship programs participated, and 236 fellows at participating institutions responded (62% response rate). Approximately 60% of fellows graduating from academic programs in the last 5 years chose academic career paths. Forty-nine percent of current fellows ranked an academic career as extremely important. Fellows choosing an academic career were more likely to have presented and published their research. Additional factors associated with choosing an academic career included factors related to mentorship, intellect, and practice type. Fellows selecting nonacademic careers prioritized lifestyle in their career decision. Conclusion Recruitment into academic medicine is essential for continued progress in the field. Our data suggest that fewer than half the current fellows training at academic centers believe a career in academic medicine is important. Efforts to improve retention in academics should include focusing on mentorship, research, and career development during fellowship training and improving the image of academic physicians. PMID:21911716

The Academic Consequences of Marijuana Use during College

PubMed Central

Arria, Amelia M.; Caldeira, Kimberly M.; Bugbee, Brittany A.; Vincent, Kathryn B.; O’Grady, Kevin E.

2015-01-01

Although several studies have shown that marijuana use can adversely affect academic achievement among adolescents, less research has focused on its impact on post-secondary educational outcomes. This study utilized data from a large longitudinal cohort study of college students to test the direct and indirect effects of marijuana use on college GPA and time to graduation, with skipping class as a mediator of these outcomes. A structural equation model was evaluated taking into account a variety of baseline risk and protective factors (i.e., demographics, college engagement, psychological functioning, alcohol and other drug use) thought to contribute to college academic outcomes. The results showed a significant path from baseline marijuana use frequency to skipping more classes at baseline to lower first-semester GPA to longer time to graduation. Baseline measures of other drug use and alcohol quantity exhibited similar indirect effects on GPA and graduation time. Over time, the rate of change in marijuana use was negatively associated with rate of change in GPA, but did not account for any additional variance in graduation time. Percentage of classes skipped was negatively associated with GPA at baseline and over time. Thus, even accounting for demographics and other factors, marijuana use adversely affected college academic outcomes, both directly and indirectly through poorer class attendance. Results extend prior research by showing that marijuana use during college can be a barrier to academic achievement. Prevention and early intervention might be important components of a comprehensive strategy for promoting post-secondary academic achievement. PMID:26237288

Web-based Factors Affecting Online Purchasing Behaviour

NASA Astrophysics Data System (ADS)

Ariff, Mohd Shoki Md; Sze Yan, Ng; Zakuan, Norhayati; Zaidi Bahari, Ahamad; Jusoh, Ahmad

2013-06-01

The growing use of internet and online purchasing among young consumers in Malaysia provides a huge prospect in e-commerce market, specifically for B2C segment. In this market, if E-marketers know the web-based factors affecting online buyers' behaviour, and the effect of these factors on behaviour of online consumers, then they can develop their marketing strategies to convert potential customers into active one, while retaining existing online customers. Review of previous studies related to the online purchasing behaviour in B2C market has point out that the conceptualization and empirical validation of the online purchasing behaviour of Information and Communication Technology (ICT) literate users, or ICT professional, in Malaysia has not been clearly addressed. This paper focuses on (i) web-based factors which online buyers (ICT professional) keep in mind while shopping online; and (ii) the effect of web-based factors on online purchasing behaviour. Based on the extensive literature review, a conceptual framework of 24 items of five factors was constructed to determine web-based factors affecting online purchasing behaviour of ICT professional. Analysis of data was performed based on the 310 questionnaires, which were collected using a stratified random sampling method, from ICT undergraduate students in a public university in Malaysia. The Exploratory factor analysis performed showed that five factors affecting online purchase behaviour are Information Quality, Fulfilment/Reliability/Customer Service, Website Design, Quick and Details, and Privacy/Security. The result of Multiple Regression Analysis indicated that Information Quality, Quick and Details, and Privacy/Security affect positively online purchase behaviour. The results provide a usable model for measuring web-based factors affecting buyers' online purchase behaviour in B2C market, as well as for online shopping companies to focus on the factors that will increase customers' online purchase.

Analytic model for academic research productivity having factors, interactions and implications

PubMed Central

2011-01-01

Financial support is dear in academia and will tighten further. How can the research mission be accomplished within new restraints? A model is presented for evaluating source components of academic research productivity. It comprises six factors: funding; investigator quality; efficiency of the research institution; the research mix of novelty, incremental advancement, and confirmatory studies; analytic accuracy; and passion. Their interactions produce output and patterned influences between factors. Strategies for optimizing output are enabled. PMID:22130145

Social-Economic Factors, Student Factors, Student Academic Goals and Performance of Students in Institutions of Higher Learning in Uganda

ERIC Educational Resources Information Center

Ngoma, Muhammed; Ntale, Peter Dithan; Abaho, Earnest

2017-01-01

This article evaluates the relationship between social-economic factors, students' factors, student academic goals and performance of students. The study adopts a cross-sectional survey, with largely quantitative approaches. A sample of 950 students was randomly and proportionately drawn from undergraduates in four institutions of higher learning.…

Academic Achievement and Risk Factors for Adolescents with Attention-Deficit Hyperactivity Disorder in Middle School and Early High School.

PubMed

Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet

Examine academic achievement of students with attention-deficit hyperactivity disorder (ADHD) during the early high school period and identify potentially modifiable risk factors for low achievement. Data were collected through surveys (adolescent, parent, and teacher) and direct assessment of Australian adolescents (12-15 yr; n = 130) with ADHD in early high school (i.e., US middle and high school grades). Academic achievement outcomes were measured by linking to individual performance on the National Assessment Program-Literacy and Numeracy (NAPLAN) tests, direct assessment of reading and math, and teacher report of academic competence. Linear regression models examined associations between adolescent, parent/family, and school factors and NAPLAN domain scores. Students with ADHD had lower NAPLAN scores on all domains and fewer met minimum academic standards in comparison with state benchmarks. The poorest results were for persuasive writing. Poor achievement was associated with lower intelligence quotient across all academic domains. Adolescent inattention, bullying, poor family management, male sex, and attending a low socioeconomic status school were associated with lower achievement on specific domains. Students with ADHD are at increased academic risk during the middle school and early high school period. In addition to academic support, interventions targeting modifiable factors including inattention, bullying, and poor family management may improve academic achievement across this critical period.

Publication Productivity and Experience: Factors Associated with Academic Rank Among Orthopaedic Surgery Faculty in the United States.

PubMed

Ence, Andrew K; Cope, Seth R; Holliday, Emma B; Somerson, Jeremy S

2016-05-18

Many factors play a role in academic promotion among orthopaedic surgeons. This study specifically examined the importance of publication productivity metrics, career duration, and sex on academic rank in orthopaedic surgery programs in the United States. Faculty at 142 civilian academic orthopaedic surgery departments in 2014 were identified. Geographic region, department size, and 3 specific faculty characteristics (sex, career duration, and academic position) were recorded. The Hirsch index (h-index), defined as the number (h) of an investigator's publications that have been cited at least h times, was recorded for each surgeon. The m-index was also calculated by dividing the h-index by career duration in years. Thresholds for the h-index and the m-index were identified between junior and senior academic ranks. Multivariate analysis was used to determine whether the 3 physician factors correlated independently with academic rank. The analysis included 4,663 orthopaedic surgeons at 142 academic institutions (24.7% clinical faculty and 75.3% academic faculty). Among academic faculty, the median h-index was 5, the median career duration was 15 years, and the median m-index was 0.37. Thresholds between junior and senior faculty status were 12 for the h-index and 0.51 for the m-index. Female academic faculty had a lower median h-index (3 compared with 5; p < 0.001) and career duration (10 years compared with 16 years; p < 0.001) than male academic faculty, but had a similar median m-index (0.33 compared with 0.38; p = 0.103). A higher h-index and longer career duration correlated independently with an increased probability of senior academic rank (p < 0.001), but sex did not (p = 0.217). This analysis demonstrates that a higher h-index and m-index correlate with a higher academic orthopaedic faculty rank. Although female surgeons had a lower median h-index and a shorter median career duration than male surgeons, their m-index was not significantly different, and thus

Survey of academic pediatric hospitalist programs in the US: organizational, administrative, and financial factors.

PubMed

Gosdin, Craig; Simmons, Jeffrey; Yau, Connie; Sucharew, Heidi; Carlson, Douglas; Paciorkowski, Natalia

2013-06-01

Many pediatric academic centers have hospital medicine programs. Anecdotal data suggest that variability exists in program structure. To provide a description of the organizational, administrative, and financial structures of academic pediatric hospital medicine (PHM). This online survey focused on the organizational, administrative, and financial aspects of academic PHM programs, which were defined as hospitalist programs at US institutions associated with accredited pediatric residency program (n = 246) and identified using the Accreditation Council for Graduate Medical Education (ACGME) Fellowship and Residency Electronic Interactive Database. PHM directors and/or residency directors were targeted by both mail and the American Academy of Pediatrics Section on Hospital Medicine LISTSERV. The overall response rate was 48.8% (120/246). 81.7% (98/120) of hospitals reported having an academic PHM program, and 9.1% (2/22) of hospitals without a program reported plans to start a program in the next 3 years. Over a quarter of programs provide coverage at multiple sites. Variability was identified in many program factors, including hospitalist workload and in-house coverage provided. Respondents reported planning increased in-house hospitalist coverage coinciding with the 2011 ACGME work-hour restrictions. Few programs reported having revenues greater than expenses (26% single site, 4% multiple site). PHM programs exist in the majority of academic centers, and there appears to be variability in many program factors. This study provides the most comprehensive data on academic PHM programs and can be used for benchmarking as well as program development. Copyright © 2013 Society of Hospital Medicine.

Bullying and Victimization: Predictive Role of Individual, Parental, and Academic Factors

ERIC Educational Resources Information Center

Atik, Gökhan; Güneri, Oya Yerin

2013-01-01

This study explored the roles of individual factors (age, gender, locus of control, self-esteem, and loneliness), parenting style, and academic achievement in discriminating students involved in bullying (as bullies, victims, and bully/victims) from those not involved. Participants comprised 742 middle school students (393 females, 349 males). The…

A prospective study of Mexican American adolescents' academic success: considering family and individual factors.

PubMed

Roosa, Mark W; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A; Zeiders, Katherine H; Tein, Jenn-Yun; Knight, George P; Umaña-Taylor, Adriana

2012-03-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

PubMed Central

Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

2011-01-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. PMID:21863379

Personal and Social Support Factors Involved in Students' Decision to Participate in Formal Academic Mentoring

ERIC Educational Resources Information Center

Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frederic; Deschenes, Claire

2009-01-01

In this study, we examined the role of personal and social support factors involved in students' decision to participate in formal academic mentoring. Three hundred and eighteen students completing Grade 11 and planning to study sciences in college filled out a questionnaire and were then asked to participate in an academic mentoring program…

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

PubMed

Fleming, Allison R; Edwin, Mary; Hayes, Jeffrey A; Locke, Benjamin D; Lockard, Allison J

2018-02-01

Students with disabilities are a growing population on college campuses and have unique challenges that put them at risk for early departure, creating complexity in efforts to address their personal and academic needs. The purpose was to explore academic and other sources of distress among college students with disabilities to identify possible areas where enhanced supports might benefit this population. Research Method and Design: Researchers analyzed cross-sectional data from the Center for Collegiate Mental Health to compare subsamples of students with (n = 1,774) and without disabilities (n = 1,774) on presenting concerns, and to determine significant predictors of academic distress among students with disabilities. Results indicated that students with disabilities have many similar treatment concerns with their peers, but showed greater concerns in depression and self-harm; academic performance; anxiety and obsessions/compulsions; and fewer concerns in relationship problems. Significant predictors of academic distress for students with disabilities included attention deficit-hyperactivity disorder (ADHD), depression and self-harm, trauma or victimization, stress and academic performance, and social support from family and peers. These results suggest the importance of several factors in understanding the presenting concerns of treatment-seeking students with disabilities and mitigating academic distress for this population. Additional areas for research are presented. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Factors Affecting Use of Instant Messaging Software by Information Technology Professionals

ERIC Educational Resources Information Center

Pratt, Robert C.

2010-01-01

Instant messaging systems--a type of social networking technology that connects people who are physically separated but working together--have seen a dramatic rise in use in globally dispersed organizations, yet there is an absence of academic research in predictive factors of instant messaging adoption. This study examined the factors influencing…

Factors that Affect Suicide Attempts of Adolescents in Multicultural Families in Korea.

PubMed

Park, Subin; Lee, Yeeun

2016-11-28

We examined the factors that affect suicide attempts adolescents multicultural families in South Korea. The participants were 727 adolescents whose mothers and/or fathers were born outside of South Korea (376 males and 351 females). Among them, 41 (weighted prevalence 6.2%) had attempted suicide during the last 12 months. Female gender, residence in large cities (compared with in rural areas), living with relatives/alone/with friends/in a dormitory or living in a facility (compared with living with family), high and low socio-economic status (compared with a middle level), high and low academic performance (compared with a middle level), severe perceived stress (compared with non-severe stress), conflicts with a teacher (compared with conflicts with parent), and foreign-father/-parent families (compared with foreign-mother family) were associated with increased odds of suicide attempt. The results indicate that greater awareness of the possibility of suicidal behavior is prudent for adolescents in multicultural families with certain risk factors, such as being from a foreign-parents family, living separately from the family, and having conflicts with a teacher.

Examining Person--Environment Fit and Academic Major Satisfaction

ERIC Educational Resources Information Center

Milsom, Amy; Coughlin, Julie

2017-01-01

Decisions regarding college majors have the potential to affect a person's overall academic performance and long-term career success. With Holland's (1997) trait-and-factor theory serving as a foundation, the authors examined relationships between person-environment fit, college major satisfaction, and grade point average of undergraduate students…

Factors Affecting Wound Healing

PubMed Central

Guo, S.; DiPietro, L.A.

2010-01-01

Wound healing, as a normal biological process in the human body, is achieved through four precisely and highly programmed phases: hemostasis, inflammation, proliferation, and remodeling. For a wound to heal successfully, all four phases must occur in the proper sequence and time frame. Many factors can interfere with one or more phases of this process, thus causing improper or impaired wound healing. This article reviews the recent literature on the most significant factors that affect cutaneous wound healing and the potential cellular and/or molecular mechanisms involved. The factors discussed include oxygenation, infection, age and sex hormones, stress, diabetes, obesity, medications, alcoholism, smoking, and nutrition. A better understanding of the influence of these factors on repair may lead to therapeutics that improve wound healing and resolve impaired wounds. PMID:20139336

Factors affecting wound healing.

PubMed

Guo, S; Dipietro, L A

2010-03-01

Wound healing, as a normal biological process in the human body, is achieved through four precisely and highly programmed phases: hemostasis, inflammation, proliferation, and remodeling. For a wound to heal successfully, all four phases must occur in the proper sequence and time frame. Many factors can interfere with one or more phases of this process, thus causing improper or impaired wound healing. This article reviews the recent literature on the most significant factors that affect cutaneous wound healing and the potential cellular and/or molecular mechanisms involved. The factors discussed include oxygenation, infection, age and sex hormones, stress, diabetes, obesity, medications, alcoholism, smoking, and nutrition. A better understanding of the influence of these factors on repair may lead to therapeutics that improve wound healing and resolve impaired wounds.

Factors related to academic success among nursing students: a descriptive correlational research study.

PubMed

Beauvais, Audrey M; Stewart, Julie G; DeNisco, Susan; Beauvais, John E

2014-06-01

The current rise in employment is improving forecasts for the future supply of registered nurses; however sizeable shortages are still projected. With the intention of improving academic success in nursing students, related factors need to be better understood. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students. A descriptive correlational design was utilized. The study was set in a private Catholic university. There were 124 participants. There were 59% undergraduate and 41% graduate students. Background data, in addition to the Spreitzer Psychological Empowerment Scale, the Wagnild and Young Resilience Scale, and the Spiritual Well-Being Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, was collected from students who met study criteria. In a combined sample, academic success was correlated with overall spiritual well-being, empowerment and resilience. Although academic success was not correlated with overall emotional intelligence, it was correlated with the emotional intelligence branch four (managing emotions) score. When undergraduate and graduate students were considered separately, only one correlation was found to be significantly related to academic success in the undergraduate sample, namely, emotional intelligence branch one (perceiving emotions). When examining the data from just graduate level nurses, significant relationships were found between total emotional intelligence with academic success, resilience with academic success, and psychological empowerment with academic success. The significant relationship between psychological empowerment, resilience, spiritual well-being and academic success in this study supports the statements in the literature that these concepts may play an important role in persistence through the challenges of nursing education

Relating psychological and social factors to academic performance: A longitudinal investigation of high-poverty middle school students.

PubMed

Li, Yaoran; Allen, Jeff; Casillas, Alex

2017-04-01

We investigated the relations between middle school students' psychological factors (academic commitment and emotional control), social perceptions (family involvement and school climate), and academic performance over time. Gender differences in these relations were also examined. Based on a two-year longitudinal data set of 942 middle-school students from a high-poverty district in the United States, we found that all four factors measured in 6th grade were predictive of GPA at the end of the 7th grade above and beyond gender, race, and home intellectual materials. Among these factors, emotional control had the strongest relation with GPA, and the importance of family involvement increased over time, especially for female students. The results also revealed the indirect effects of the social factors on GPA through the psychological factors, and mostly through emotional control. These findings highlight the complex relation between the social-emotional factors and academic outcomes in early adolescence. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Academic Dishonesty in Online Courses: Considerations for Graduate Preparatory Programs in Higher Education

ERIC Educational Resources Information Center

Tolman, Steven

2017-01-01

While there is a perception that violations of academic dishonesty occur more frequently in online courses, a review of the literature has shown this to be a fallacy. In fact, there is evidence that supports the rate is lower in online courses than in face-to-face. There are many factors that affect academic dishonesty, including the demographics…

Effects of Cumulative Family Risk Factors on American Students' Academic Performance

ERIC Educational Resources Information Center

Dunst, Carl J.; Hamby, Deborah W.

2016-01-01

The relationships between cumulative family risk factors and American students' academic performance were examined in all 50 States and the District of Columbia. Data from the 2007 "American Community Survey" were used to ascertain the percent of birth to 18 year old children in the United States who experienced three or more risk…

The confounding factors leading to plagiarism in academic writing and some suggested remedies: A systematic review.

PubMed

Guraya, Salman Yousuf; Guraya, Shaista Salman

2017-05-01

There is a staggering upsurge in the incidence of plagiarism of scientific literature. Literature shows divergent views about the factors that make plagiarism reprehensible. This review explores the causes and remedies for the perennial academic problem of plagiarism. Data sources were searched for full text English language articles published from 2000 to 2015. Data selection was done using medical subject headline (MeSH) terms plagiarism, unethical writing, academic theft, retraction, medical field, and plagiarism detection software. Data extraction was undertaken by selecting titles from retrieved references and data synthesis identified key factors leading to plagiarism such as unawareness of research ethics, poor writing skills and pressure or publish mantra. Plagiarism can be managed by a balance among its prevention, detection by plagiarism detection software, and institutional sanctions against proven plagiarists. Educating researchers about ethical principles of academic writing and institutional support in training writers about academic integrity and ethical publications can curtail plagiarism.

Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

ERIC Educational Resources Information Center

Cole, Darnell; Espinoza, Araceli

2008-01-01

Using a longitudinal sample of 146 Latino students' in science, technology, engineering, and mathematics majors, the purpose of the study was to examine factors that affect their academic performance. The main premise supporting this study suggested that Latino students perform better academically when they have cultural congruity within their…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Factors Affecting Sign Retroreflectivity : final report.

DOT National Transportation Integrated Search

2001-01-01

This study was undertaken to better understand the factors that may affect road sign retroreflectivity, specifically age and physical orientation. A better understanding of these factors could provide guidance to ODOT in managing its inventory of roa...

A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

ERIC Educational Resources Information Center

Kirikkanat, Berke; Soyer, Makbule Kali

2018-01-01

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior…

Job satisfaction and its influential factors in dental academic members in tehran, iran.

PubMed

Seraj, B; Ghadimi, S; Mirzaee, M; Ahmadi, R; Bashizadeh, H; Ashofteh-Yazdi, K; Sahebjamee, M; Kharazi, Mj; Jahanmehr, M

2014-03-01

Assessment of job satisfaction of the faculty members and its underlying factors may increase career fulfillment and raise the educational and research productivity, leading to higher quality of dental services at the community level, ultimately improving public oral health status. This study assessed job satisfaction and its influential factors in dental academic members in Tehran. The job satisfaction level of 203 faculty members was assessed using a Likert scale questionnaire from 0 to 4, with 4 representing very satisfied and 0 not at all satisfied. The analysis of variance was used to compare the responses among dental faculty members of three different universities. The impact of age, gender, academic rank, employment status and the date of employment on the overall faculty job satisfaction was identified by multiple linear regression analysis. The mean professional satisfaction score among faculty members was 1.5 (0.5) out of four. Among the studied underlying factors, only the date of employment was seen to have a statistically significant impact on the faculties' overall job satisfaction (P= 0.05). There was no difference in job compensation observed between the three dental faculties. Dissatisfying aspects of the academic work included educational and research policies, monetary strategies, quality of leadership and administration, promotion and tenure policies, job security, educational environment, equipments, and facilities. The only satisfying factor was the interaction between faculty colleagues and students. Faculty members of Tehran Dental Schools are dissatisfied with their work environments in Tehran Dental Schools. Issues such as salary and remuneration, facilities, equipments, promotion and tenure policies are strongly believed to account for the dissatisfaction.

[Academic burnout and selection-optimization-compensation strategy in medical students].

PubMed

Chun, Kyung Hee; Park, Young Soon; Lee, Young Hwan; Kim, Seong Yong

2014-12-01

This study was conducted to examine the relationship between academic demand, academic burnout, and the selection-optimization-compensation (SOC) strategy in medical students. A total of 317 students at Yeungnam University, comprising 90 premedical course students, 114 medical course students, and 113 graduate course students, completed a survey that addressed the factors of academic burnout and the selection-optimization-compensation strategy. We analyzed variances of burnout and SOC strategy use by group, and stepwise multiple regression analysis was conducted. There were significant differences in emotional exhaustion and cynicism between groups and year in school. In the SOC strategy, there were no significant differences between groups except for elective selection. The second-year medical and graduate students experienced significantly greater exhaustion (p<0.001), and first-year premedical students experienced significantly higher cynicism (p<0.001). By multiple regression analysis, subfactors of academic burnout and emotional exhaustion were significantly affected by academic demand (p<0.001), and 46% of the variance was explained. Cynicism was significantly affected by elective selection (p<0.05), and inefficacy was significantly influenced by optimization (p<0.001). To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.

Promoting Multilingual Communicative Competence through Multimodal Academic Learning Situations

ERIC Educational Resources Information Center

Kyppö, Anna; Natri, Teija

2016-01-01

This paper presents information on the factors affecting the development of multilingual and multicultural communicative competence in interactive multimodal learning environments in an academic context. The interdisciplinary course in multilingual interaction offered at the University of Jyväskylä aims to enhance students' competence in…

Institutional Factors as Predictors of Students' Academic Achievement in Colleges of Education in South Western Nigeria

ERIC Educational Resources Information Center

Adeyemi, Abisola Moradeyo; Adeyemi, Seminu Babatunde

2014-01-01

The enhancement of the academic achievement of the Nigerian students has continued to engage the attention of educational practitioners and policy makers. This paper investigated institutional factors as predictors of students' academic performance in Colleges of Education in South-Western Nigeria. The study employed the ex post facto design using…

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students’ Views on Factors Influencing Their Learning

PubMed Central

Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic Procrastination: Students' Views on Factors Influencing Their Learning.

PubMed

Visser, Lennart; Korthagen, Fred A J; Schoonenboom, Judith

2018-01-01

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students' learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students ( N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students' levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students' learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic

Factor Structure of the Restricted Academic Situation Scale: Implications for ADHD

ERIC Educational Resources Information Center

Karama, Sherif; Amor, Leila Ben; Grizenko, Natalie; Ciampi, Antonio; Mbekou, Valentin; Ter-Stepanian, Marina; Lageix, Philippe; Baron, Chantal; Schwartz, George; Joober, Ridha

2009-01-01

Background: To study the factor structure of the Restricted Academic Situation Scale (RASS), a psychometric tool used to assess behavior in children with ADHD, 117 boys and 21 girls meeting "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.; "DSM-IV") criteria for ADHD and aged between 6 and 12 years were recruited. Assessments were…

Academic trajectories of newcomer immigrant youth.

PubMed

Suárez-Orozco, Carola; Gaytán, Francisco X; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean

2010-05-01

Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some newcomer students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. In keeping with ecological-developmental and stage-environment fit theories, School Characteristics (school segregation rate, school poverty rate, and student perceptions of school violence), Family Characteristics (maternal education, parental employment, and household structure), and Individual Characteristics (academic English proficiency, academic engagement, psychological symptoms, gender, and 2 age-related risk factors, number of school transitions and being overaged for grade placement) were associated with different trajectories of academic performance. A series of case studies triangulate many of the quantitative findings as well as illuminate patterns that were not detected in the quantitative data. Thus, the mixed-methods approach sheds light on the cumulative developmental challenges that immigrant students face as they adjust to their new educational settings. 2010 APA, all rights reserved

Parental Characteristics, Ecological Factors, and the Academic Achievement of African American Males

ERIC Educational Resources Information Center

Hines, Erik M.; Holcomb-McCoy, Cheryl

2013-01-01

Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results…

Teacher Turnover Impact on 1st-8th Grade Student Academic Achievement: A Correlational Study

ERIC Educational Resources Information Center

Reid, Johnnie M.

2010-01-01

The impact of schools and students not meeting academic achievement standards affects the community and the nation's future workforce. This paper examines many of the factors influencing achievement with special attention given to the facts of teacher turnover in the schools. Teacher turnover and the sad state of the academic achievement of…

Factors Impacting Job Performance and Role Attractiveness in Academic Directors and Their Implications for Policy and Practice in Higher Education

ERIC Educational Resources Information Center

Vilkinas, Tricia; Ladyshewsky, Richard K.

2014-01-01

The purpose of this study was to identify factors that impacted on the performance and attractiveness of the Academic Director's role. Academic Directors are responsible for leading and managing an academic qualification. Academic Directors (n = 101) participating in a leadership development programme were invited to respond to an online 360…

Selected Legal Aspects of Academic Administrative Leadership: An Orientation for New Academic Administrators

ERIC Educational Resources Information Center

Jenkins, Charles R.

2003-01-01

An academic leader needs to have a basic understanding of the relevant constitutional and statutory provisions, evolving laws, and legal issues affecting higher education and the relationship between legal considerations and academic administration. At the same time, an academic leader must focus on accomplishing the goals, objectives, and…

Relationship between Classroom Absenteeism and Stress Risk/Buffer Factors, Depressogenic Attributional Style, Depression and Classroom Academic Performance.

ERIC Educational Resources Information Center

Slem, Charles M.

The relationship between classroom absenteeism and academic performance has been well documented. To assess the relationship between absenteeism and traditional stress risk/buffer factors, depressogenic attributional style, depression and academic performance, 68 students completed the Internal-External Control Scale, two versions of life event…

Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex; Dogbey, James; Yuan, Guangji

2018-01-01

The rapid growth of online education at the K-12 level in recent years presents the need to explore issues that influence the academic experiences of students choosing this method of learning. In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority students attending an online high…

Student Academic Optimism: A Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.

2013-01-01

Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…

Computer Science Majors: Sex Role Orientation, Academic Achievement, and Social Cognitive Factors

ERIC Educational Resources Information Center

Brown, Chris; Garavalia, Linda S.; Fritts, Mary Lou Hines; Olson, Elizabeth A.

2006-01-01

This study examined the sex role orientations endorsed by 188 male and female students majoring in computer science, a male-dominated college degree program. The relations among sex role orientation and academic achievement and social cognitive factors influential in career decision-making self-efficacy were explored. Findings revealed that…

Variables affecting the academic and social integration of nursing students.

PubMed

Zeitlin-Ophir, Iris; Melitz, Osnat; Miller, Rina; Podoshin, Pia; Mesh, Gustavo

2004-07-01

This study attempted to analyze the variables that influence the academic integration of nursing students. The theoretical model presented by Leigler was adapted to the existing conditions in a school of nursing in northern Israel. The independent variables included the student's background; amount of support received in the course of studies; extent of outside family and social commitments; satisfaction with the school's facilities and services; and level of social integration. The dependent variable was the student's level of academic integration. The findings substantiated four central hypotheses, with the study model explaining approximately 45% of the variance in the dependent variable. Academic integration is influenced by a number of variables, the most prominent of which is the social integration of the student with colleagues and educational staff. Among the background variables, country of origin was found to be significant to both social and academic integration for two main groups in the sample: Israeli-born students (both Jewish and Arab) and immigrant students.

Gender Disparity Analysis in Academic Achievement at Higher Education Preparatory Schools: Case of South Wollo, Ethiopia

ERIC Educational Resources Information Center

Eshetu, Amogne Asfaw

2015-01-01

Gender is among the determinant factors affecting students' academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively…

Age Learning Factors Affecting Pilot Education.

ERIC Educational Resources Information Center

Torbert, Brison

This document, intended for pilot education and flight safety specialists, consists chiefly of a review of the literature on physiological factors that affect pilot education and an examination of environmental factors that should be scrutinized in order to improve the effectiveness of aviation learning facilities. The physiological factors…

Institutional Factors Women Academics Perceive To Be Associated with Their Publishing Productivity.

ERIC Educational Resources Information Center

Creamer, Elizabeth G.; Engstrom, Catherine McHugh

This study examined the attitudes of women academics in the field of education regarding institutional factors that they associate with their publishing productivity. Twenty-three senior-level faculty women in education participated in semi-structured interviews and supplied copies of their curriculum vitae. Of these, 18 qualified as being highly…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

[Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations].

PubMed

López-Bárcena, Joaquin; González-de Cossío Ortiz, Marcela; Avila-Martínez, Isidro; Teos-Aguilar, Oswaldo

2009-01-01

Academic drop outs at the university level is a serious problem. At the School of Medicine of the UNAM, over 50% of students enrolled in their first year do not graduate. In order to solve this problem, the UNAM has tutoring and financial aids to help students. One area of enquiry is to analyze factors such as health status (physical and mental), lifestyle and environmental factors that may influence student's performance. The objective in the present study was to identify risk factors for overall health and establish a scholastic performance forecasting profile. Health variables included in the Examen Médico Automatizado (EMA) were correlated with the academic performance in a sample of students from two generations. Four groups were conformed and the variables that were analyzed included traditional academic program (TRAD), high academic demand and having a status as regular or irregular student. 1,848 students were included in the study. The risk factors that characterized students in the TRAD program and had an irregular status were: signs of depression, anxiety, suicidal ideation and suicidal intent, prior pregnancy, poor interpersonal relationships, public school education, low income, parents with less than college education and long commutes from home to school. Students with an irregular status belonging to the high academic demand, reported the strongest protective factors against school failure. The EMA test identifies risk and protective factors that have an influence on student's academic performance. A forecasting failure profile was established among first year of students enrolled in the TRAD program. We suggest strategies that should be implemented and to continue studying cohorts of graduating students.

Motivation Factors as Indicators of Academic Achievement: A Comparative Study of Student-Athletes and Non-Athletes Academic and Social Motivation

ERIC Educational Resources Information Center

Pedescleaux, Jonell

2010-01-01

The purpose of this study was to investigate non-cognitive motivational factors as indicators of academic achievement of male athletes and male non-athletes as measured by a secondary data analysis of the College Student Inventory (CSI) from Fall 2003 to Fall 2005. Deci and Ryan's (2000) self-determination theory provided the conceptual framework…

Factors affecting parental satisfaction following pediatric procedural sedation.

PubMed

Lew, Vincent K; Lalwani, Kirk; Palermo, Tonya M

2010-02-01

To investigate factors affecting parental satisfaction with a pediatric sedation service in a university hospital setting. Prospective, observational study with interviews using a survey instrument. Academic university hospital. Parents (or legal guardians; hereafter "parents") of 220 children scheduled for sedation with the hospital's pediatric sedation service. Caregivers of children scheduled for sedation were interviewed using a validated survey instrument. The instrument was designed to investigate the quality of communication, environment, care provided, and the overall experience. We followed patients by telephone the day after discharge. Chi-square or linear-by-linear association tests were used to evaluate associations between satisfaction scores and demographic variables; the Mann-Whitney test was used for mean levels of satisfaction in anxious versus non-anxious children. Of 222 parents approached, 220 agreed to participate (response rate = 99.1%). Significant associations between each area of satisfaction and parents' overall satisfaction existed (P < 0.001). Previous sedations, types of sedation, age of child, or any individual provider were not significantly associated with overall satisfaction. Caregivers of anxious children reported less satisfaction than caregivers of non-anxious children. Parents of children who underwent magnetic resonance imaging reported the lowest mean satisfaction scores. Overall satisfaction was high, and care provided by anesthesiologists was significantly associated with overall satisfaction. A site in our institution was associated with significantly lower satisfaction as a result of inadequate space and privacy.

Teacher-student interpersonal relationships do change and affect academic motivation: a multilevel growth curve modelling.

PubMed

Maulana, Ridwan; Opdenakker, Marie-Christine; Bosker, Roel

2014-09-01

Research has shown that the teacher-student interpersonal relationship (TSIR) is important for student motivation. Although TSIR has received a growing interest, there are only few studies that focus on changes and links between TSIR and student academic motivation in a longitudinal fashion in non-Western contexts. This study investigated changes in TSIR and links with academic motivation as perceived by first-grade secondary school students in Indonesia. TSIR was studied from the perspective of interpersonal behaviour in terms of Influence and Proximity. Students' academic motivation was studied from the perspective of self-determination theory. A total of 504 first-grade secondary school students of 16 mathematics and English classes participated in the study. Surveys were administered in five waves throughout the school year. Multilevel growth curve modelling was applied. Contrary to the (limited) general research findings from Western contexts, we found that the quality of TSIR (student perceptions) increased over time. The increase was slightly more pronounced for Proximity than for Influence. In accordance with the findings for the Western countries, the level of students' controlled motivation increased, while that of autonomous motivation decreased over time. However, the negative change in autonomous motivation was less pronounced. As in Western countries, TSIR was longitudinally linked with academic motivation, in particular, with autonomous motivation. Evidence is found that TSIR can change in a favourable way, and this positively affects student motivation. Future research could benefit from unravelling the influences of cultures on changes in TSIR in broader contexts. © 2013 The British Psychological Society.

Environmental Factors Affecting Preschoolers' Motor Development

ERIC Educational Resources Information Center

Venetsanou, Fotini; Kambas, Antonis

2010-01-01

The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status,…

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.…

Co-occurrences Between Adolescent Substance Use and Academic Performance: School Context Inuences a Multilevel-Longitudinal Perspective

PubMed Central

Andrade, Fernando H.

2014-01-01

A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. PMID:25057764

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

ERIC Educational Resources Information Center

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

2014-01-01

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

[Factors associated with academic success of medical students at Buenos Aires University].

PubMed

Borracci, Raúl A; Pittaluga, Roberto D; Álvarez Rodríguez, Juan E; Arribalzaga, Eduardo B; Poveda Camargo, Ricardo L; Couto, Juan L; Provenzano, Sergio L

2014-01-01

The aim of this study was to identify common factors relating to the academic success of medical students who were distinguished with honors at the Buenos Aires University. In 2011, 142 graduates were surveyed; the questionnaire included 59 questions on their sociodemographic environment, living conditions and social integration, motivation to study, learning capacity and health quality during their career. Compared to other students, these distinguished students more often lived in the city, far from their families; had been educated at private or universitary high schools, their economic needs were financed by their parents, who were on the whole professionals. Most of them were single and childless. The possibility of future employment oportunities (work) did not influence their choice of a medical career, academic success was important to them and they believed that success depended largely on personal effort; they knew how to handle anxiety, were sociable but independent and preferred solid experience to abstract conceptuality in order to obtain information. Our conclusion, within the current system of candidate selection, these results serve to calculate the covert self-selection mechanisms during the career, or in a more restrictive regime, to select those likely to reach academic success due to their privileged ambience. The analysis of demographic factors indicates some degree of inequality for socially disadvantaged students. Perhaps, a selection system based only on intellectual abilities would help identify and support the best candidates regardless of their social context.

Psychopathological factors that can influence academic achievement in early adolescence: a three-year prospective study.

PubMed

Voltas, Núria; Hernández-Martínez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

2014-12-30

This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children's Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = -.130, p = .001; phase 1 + phase 2 B = -.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = -1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

Factors affecting the appreciation generated through applying human factors/ergonomics (HFE) principles to systems of work.

PubMed

So, R H Y; Lam, S T

2014-01-01

This retrospective study examined the levels of appreciation (applause) given by clients to Human Factors/Ergonomic (HFE) specialists after they have modified the systems of work. Thirteen non-academic projects were chosen because the HFE interventions involved changed the way workers work at their workplaces. Companies involved range from multi-national corporations and military organizations with thousands of employees to small trading companies with less than 10 employees. In 5 cases the HFE recommendations were fully adopted and well appreciated. In 4 they were largely ignored and not appreciated, with partial adoption and some appreciation in the other 4 cases. Three factors that predict appreciation were identified: (i) alignment between the benefits HFE can provide and the project's key performance indices; (ii) awareness of HFE among the client's senior management; and (iii) a team organization appropriate for applying HFE recommendations. Having an HFE specialist on the client's side can greatly increase levels of appreciation, but lack of such a specialist will not affect levels of appreciation. A clear contractual requirement for HFE intervention does not promote appreciation significantly, but its absence can greatly reduce levels of appreciation. These relationships are discussed using the Kano's model of quality. Means to generate greater appreciation of the benefits of HFE are discussed. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Factors Associated with Absenteeism in High Schools

ERIC Educational Resources Information Center

Demir, Kamile; Akman Karabeyoglu, Yasemin

2016-01-01

Problem Statement: There are many factors that affect student achievement directly and indirectly at the secondary educational level. Lower attendance rates have been cited as detrimental to academic achievement; therefore, it is suggested that improved attendance is a direct indicator, rather than determinant of students' academic achievement.…

Nutritional Factors Affecting Adult Neurogenesis and Cognitive Function.

PubMed

Poulose, Shibu M; Miller, Marshall G; Scott, Tammy; Shukitt-Hale, Barbara

2017-11-01

Adult neurogenesis, a complex process by which stem cells in the hippocampal brain region differentiate and proliferate into new neurons and other resident brain cells, is known to be affected by many intrinsic and extrinsic factors, including diet. Neurogenesis plays a critical role in neural plasticity, brain homeostasis, and maintenance in the central nervous system and is a crucial factor in preserving the cognitive function and repair of damaged brain cells affected by aging and brain disorders. Intrinsic factors such as aging, neuroinflammation, oxidative stress, and brain injury, as well as lifestyle factors such as high-fat and high-sugar diets and alcohol and opioid addiction, negatively affect adult neurogenesis. Conversely, many dietary components such as curcumin, resveratrol, blueberry polyphenols, sulforaphane, salvionic acid, polyunsaturated fatty acids (PUFAs), and diets enriched with polyphenols and PUFAs, as well as caloric restriction, physical exercise, and learning, have been shown to induce neurogenesis in adult brains. Although many of the underlying mechanisms by which nutrients and dietary factors affect adult neurogenesis have yet to be determined, nutritional approaches provide promising prospects to stimulate adult neurogenesis and combat neurodegenerative diseases and cognitive decline. In this review, we summarize the evidence supporting the role of nutritional factors in modifying adult neurogenesis and their potential to preserve cognitive function during aging. © 2017 American Society for Nutrition.

Factors Affecting University Teaching Team Effectiveness in Detached Working Environments

ERIC Educational Resources Information Center

Bennett, Roger; Kane, Suzanne

2014-01-01

This paper presents the outcomes of a study of the factors that contribute to teaching team effectiveness in situations where team members rarely meet face to face. Academic faculty within a university Business School were asked to report the degrees to which they believed that the module teaching teams to which they belonged contained members who…

Life Stress and Academic Burnout

ERIC Educational Resources Information Center

Lin, Shu-Hui; Huang, Yun-Chen

2014-01-01

Stress has been shown to negatively affect learning. Academic burnout is a significant problem associated with poor academic performance. Although there has been increased attention on these two issues, literature on the relationship between students' life stress and burnout is relatively limited. This study surveys academic burnout and life…

Contributing Factors to Older Teen Mothers' Academic Success as Very Young Mothers

ERIC Educational Resources Information Center

Hernandez, Jennifer; Abu Rabia, Hazza M.

2017-01-01

This qualitative study explores the factors contributed to 13 older teen mothers' academic success as very young mothers. The participants were older teen mothers who were pregnant and gave birth at the age of 16 years old or younger, and who have achieved a college degree from an accredited college or university while they raised their…

An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University

ERIC Educational Resources Information Center

Stewart, Sheilynda F.

2010-01-01

The purpose of this study was to examine student demographic, family characteristics, pre-college, and college academic factors that predict persistence between freshmen students who were placed or not placed in remediation courses. The participants for this study were comprised of 3,213 first-time, full-time and part-time, degree-seeking freshmen…

Developing a tool for systematic inclusion of non-academic factors in dental school admissions: towards building diversity in the dental workforce.

PubMed

Lopez, Naty; Self, Karl; Karnitz, Jeff

2009-12-01

This retrospective study aimed to determine the ability of a self-designed evaluation instrument to identify applicants who should be invited for an interview and to assess applications including non-academic factors in a consistent and systematic manner. The instrument was constructed using information culled from the American Dental Education Association Associated American Dental Schools Application Service (ADEA AADSAS) applications including academic (DAT, GPA) and non-academic qualifications (work experience, volunteer and extracurricular activities, rural and ethnic background, essays). Weights were assigned to each item assessed. Using applications received during the 2006 and 2007 admissions cycles, the instrument identified who should have been invited for interview. Descriptive statistics and specificity and sensitivity tests were conducted. The instrument allowed for a systematic quantitative assessment of non-academic factors that was part of the overall evaluation of applicants. Results show differences in non-academic scores of minority compared to non-minority applicants, males compared to females, and those who were offered interviews compared to those not interviewed. It is possible that some applicants who were not offered interviews could have gained a chance to be looked at more closely on a second round of review if non-academic factors were considered.

An Analysis of Factors Influencing Students' Academic Performance in Public and Private Secondary Schools in Rivers State-Nigeria

ERIC Educational Resources Information Center

Kalagbor, Levi Doe

2016-01-01

The study examined factors that positively influence students' academic performance in public and private secondary schools in Rivers State-Nigeria. One research question addressed the objectives and problem of the study. The instrument used for the collection of data was the "Students' Academic Performance Questionnaire" (SAPQ),…

Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students.

PubMed

Datu, Jesus Alfonso D

2017-04-09

Recent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = -.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

Relationship between Academic Performance with Physical, Psychosocial, Lifestyle, and Sociodemographic Factors in Female Undergraduate Students

PubMed Central

Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D.

2017-01-01

Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2 max (r = 0.32), intrinsic motivation toward knowledge (r = 0.23), intrinsic motivation toward accomplishment (r = 0.27) and external regulation (r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P < 0.05). Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2 max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students. PMID:28479964

Factors affecting dignity of patients with multiple sclerosis.

PubMed

Sharifi, Simin; Borhani, Fariba; Abbaszadeh, Abbas

2016-12-01

MS is one of the most common chronic diseases of the nervous system. Apart from disease progression, other complications such as unemployment, separation and divorce could potentially threat patients' dignity. Most of the previous studies have been done of maintaining patients' dignity in interaction with healthcare team, but studies on affecting factors of dignity in chronic patients in the society and in interaction with usual people are scarce. We aimed to investigate factors affecting dignity of Iranian patients with MS in daily living and in interaction of them with the society. In this qualitative study, 13 patients with multiple sclerosis were chosen by purposive sampling and semi-structured interviews were conducted until data saturation. The study was done in Tehran, the capital city of Iran. Factors affecting dignity were classified as 'personal factors' and 'social factors'. Personal factors consist of the following subcategories: patients' communication with self, patients' knowledge, patients' values and beliefs and patients' resources. Social factors include others' communication with patients, social knowledge, social values and beliefs and social resources. Multiple personal and social factors interfere in perceived patient dignity. In fact, interaction between personal and social factors can be influential in final perceived dignity. By focusing on whole aspects of the patients' lives, we can identify dignity-promoting or dignity-threatening factors and help patients maintain their dignity by taking appropriate measures for moderating threatening factors and improving dignity enhancing ones. © 2016 Nordic College of Caring Science.

An Assessment of Factors That Influence the Academic Achievement of Black Male Physicians

ERIC Educational Resources Information Center

Richardson, Erika D. S.

2017-01-01

This study sought to understand Black male physicians' perceptions of factors that contributed to their academic success while in medical school and residency. The researcher gathered information by interviewing six Black doctors and collecting their demographic profile data. The study used a qualitative, narrative inquiry design. This research…

Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

ERIC Educational Resources Information Center

Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

2014-01-01

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

Efficacy and Academic Emphasis: A Leadership Factor in Elementary School Principals, and Its Relationship to Hope, Resilience, Optimism, and View of Intelligence

ERIC Educational Resources Information Center

Riegel, Lisa A.

2012-01-01

The goal of this research was to explore the construct of academic optimism at the principal level and examine possible explanatory variables for the factors that emerged from the principal academic optimism scale. Academic optimism contains efficacy, trust and academic emphasis (Hoy, Tarter & Woolfolk Hoy, 2006). It has been studied at the…

Are we allowing impact factor to have too much impact: The need to reassess the process of academic advancement in pediatric cardiology?

PubMed

Loomba, Rohit S; Anderson, Robert H

2018-03-01

Impact factor has been used as a metric by which to gauge scientific journals for several years. A metric meant to describe the performance of a journal overall, impact factor has also become a metric used to gauge individual performance as well. This has held true in the field of pediatric cardiology where many divisions utilize impact factor of journals that an individual has published in to help determine the individual's academic achievement. This subsequently can impact the individual's promotion through the academic ranks. We review the purpose of impact factor, its strengths and weaknesses, discuss why impact factor is not a fair metric to apply to individuals, and offer alternative means by which to gauge individual performance for academic promotion. © 2018 Wiley Periodicals, Inc.

Factors That Promote Motivation and Academic Engagement in a Career Technical Education Context

ERIC Educational Resources Information Center

Loera, Gustavo; Nakamoto, Jonathan; Oh, Youn Joo; Rueda, Robert

2013-01-01

Drawing on social cognitive theory, this study examined the relationship between student and school-based factors (e.g., educational aspirations, quality of the program of study, and adults' impact on college enrollment) and students' academic engagement and satisfaction with student life in a career technical education (CTE) setting. This study…

Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

ERIC Educational Resources Information Center

Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

2018-01-01

The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

Factors That Influence Faculty Actions: A Study on Faculty Responses to Academic Dishonesty

ERIC Educational Resources Information Center

Coalter, Terry; Lim, Chi Lo; Wanorie, Tekle

2007-01-01

Persistent academic dishonesty has perplexed researchers who focus their studies on why students cheat. There are limited studies regarding the faculty perspective of this issue. This study explores factors that influence faculty action when faced with dishonesty or evidence of dishonesty. A questionnaire consisting of thirty-five items was sent…

Incidence and risk factors of injuries and their impact on academic success: A prospective study in PETE students.

PubMed

Bliekendaal, S; Goossens, L; Stubbe, J H

2017-12-01

Injuries can have a major impact on the physical performance and academic career of physical education teacher education (PETE) students. To investigate the injury problem, risk factors, and the impact of injuries on academic success, 252 PETE students were followed during their first semester. Risk factor analysis was conducted by means of logistic regression analysis with a differentiation for upper body, lower body, acute, overuse, and severe injuries. An incidence of 1.26 injuries/student/semester was found. Most injuries involved the lower body (61%), were new injuries (76%), occurred acutely (66%), and were sustained during curricular gymnastics (25%) or extracurricular soccer (28%). Significant risk factors for lower body acute injuries were age (OR=2.14; P=.01), previous injury (OR=2.23; P=.01), and an injury at the start of the year (OR=2.56; P=.02). For lower body overuse injuries, gender (OR=2.85; P=.02) and the interval shuttle run test score (OR=2.44; P=.04) were significant risk factors. Previous injury (OR=2.59; P=.04) and injury at the start of the year (upper body: OR=4.57; P=.02; lower body: OR=3.75; P<.01) were risk factors for severe injuries. Injury-related time loss was positively related to total academic success (r=.20; P=.02) and success in theoretical courses (r=.24; P=<.01). No association was found between time loss and academic success for sport courses. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Integrated Library System (ILS) Challenges and Opportunities: A Survey of U.S. Academic Libraries with Migration Projects

ERIC Educational Resources Information Center

Wang, Zhonghong

2009-01-01

An online survey was sent to academic libraries and consortia with an integrated library system (ILS) migration project, based on review of press releases from major U.S. ILS vendors. This study takes a systematic approach to provide a snapshot of the academic ILS market and key factors affecting the outcome of an ILS migration project. It reveals…

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

PubMed

Andrade, Fernando H

2014-08-01

A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Factors influencing the academic motivation of individual college students.

PubMed

Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

2008-10-01

Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

The conceptualization of terms: 'Mood' and 'affect' in academic trainees of mental health.

PubMed

Manjunatha, Narayana; Khess, Christoday Raja Jayant; Ram, Dushad

2009-01-01

The management of psychiatric disorders should ideally be carried out by a multidisciplinary team that consists of mental health professionals from different disciplines. All mental health professionals are expected to learn similar basic clinical skills during their training, despite the difference in their graduation. To compare the conceptualization of the terms 'mood' and 'affect' in all academic trainees of mental health in the Central Institute of Psychiatry (CIP), Ranchi, India. The 'modified mood and affect questionnaire' administered to all mental health trainees of CIP, Ranchi, India, in this study. The participants were requested to mark one response (either 'true', 'false' or 'not sure') for each item. The completed questionnaire was collected on the spot. The statistical analysis was done for the data from psychiatric residents and trainees of clinical psychology. The statistical differences were observed between these two groups in response to the items-'Mood is the moment to moment emotional tone' and items of 'sign/symptom dimension'. The observed statistical difference in items could be the reflection of the differences in the description of 'mood' and 'affect' in textbooks of psychopathology, as well as, the difference in their graduation. The trainees of clinical psychology may be benefitted with more exposure in medical knowledge during their training.

Factors Predicting Academic Success in Second and Third Language among Russian-Speaking Immigrant Students Studying in Israeli Schools

ERIC Educational Resources Information Center

Haim, Orly

2014-01-01

The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…

Investigating Academic Success Factors for Undergraduate Business Students

ERIC Educational Resources Information Center

Kaighobadi, Mehdi; Allen, Marcus T.

2008-01-01

Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to…

Resourcefulness: A Protective Factor Buffer against the Academic Stress of School-Aged Children

ERIC Educational Resources Information Center

Leung, Grace Suk Man; He, Xuesong

2010-01-01

The objectives of this study were twofold: to examine the interaction of academic stress and student resourcefulness on subject grades and to identify the factors of parental support that contribute to student resourcefulness. The participants of this cross-sectional study were 695 fifth and sixth graders from four major districts in Shanghai.…

Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

PubMed

Forst, Kimberly A

Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

Factors that determine academic versus private practice career interest in radiation oncology residents in the United States: results of a nationwide survey.

PubMed

Chang, Daniel T; Shaffer, Jenny L; Haffty, Bruce G; Wilson, Lynn D

2013-11-01

To determine what factors US radiation oncology residents consider when choosing academic or nonacademic careers. A 20-question online survey was developed and sent to all US radiation oncology residents to assess factors that influence their career interest. Residents were asked to rate their interest in academics (A) versus private practice (PP) on a 0 (strong interest in A) to 100 (strong interest in PP) scale. Responses were classified as A (0-30), undecided (40-60), and PP (70-100). Residents were also asked to rank 10 factors that most strongly influenced their career interest. Three hundred thirty-one responses were collected, of which 264 were complete and form the basis for this analysis. Factors that correlated with interest in A included having a PhD (P=.018), postgraduate year level (P=.0006), research elective time (P=.0003), obtaining grant funding during residency (P=.012), and number of publications before residency (P=.0001), but not number of abstracts accepted in the past year (P=.65) or publications during residency (P=.67). The 3 most influential factors for residents interested in A were: (1) baseline interest before residency; (2) academic role models; and (3) research opportunities during residency. The 3 most influential factors for residents interested in PP were: (1) baseline interest before residency; (2) academic role models; and (3) academic pressure and obligations. Interest in A correlated with postgraduate year level, degree, and research time during residency. Publications before but not during residency correlated with academic interest, and baseline interest was the most influential factor. These data can be used by residency program directors to better understand what influences residents' career interest. Copyright © 2013 Elsevier Inc. All rights reserved.

Factors that Determine Academic Versus Private Practice Career Interest in Radiation Oncology Residents in the United States: Results of a Nationwide Survey

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chang, Daniel T., E-mail: dtchang@stanford.edu; Shaffer, Jenny L.; Haffty, Bruce G.

Purpose: To determine what factors US radiation oncology residents consider when choosing academic or nonacademic careers. Methods and Materials: A 20-question online survey was developed and sent to all US radiation oncology residents to assess factors that influence their career interest. Residents were asked to rate their interest in academics (A) versus private practice (PP) on a 0 (strong interest in A) to 100 (strong interest in PP) scale. Responses were classified as A (0-30), undecided (40-60), and PP (70-100). Residents were also asked to rank 10 factors that most strongly influenced their career interest. Results: Three hundred thirty-one responsesmore » were collected, of which 264 were complete and form the basis for this analysis. Factors that correlated with interest in A included having a PhD (P=.018), postgraduate year level (P=.0006), research elective time (P=.0003), obtaining grant funding during residency (P=.012), and number of publications before residency (P=.0001), but not number of abstracts accepted in the past year (P=.65) or publications during residency (P=.67). The 3 most influential factors for residents interested in A were: (1) baseline interest before residency; (2) academic role models; and (3) research opportunities during residency. The 3 most influential factors for residents interested in PP were: (1) baseline interest before residency; (2) academic role models; and (3) academic pressure and obligations. Conclusions: Interest in A correlated with postgraduate year level, degree, and research time during residency. Publications before but not during residency correlated with academic interest, and baseline interest was the most influential factor. These data can be used by residency program directors to better understand what influences residents' career interest.« less

Barriers and enablers to academic health leadership.

PubMed

Bharwani, Aleem; Kline, Theresa; Patterson, Margaret; Craighead, Peter

2017-02-06

Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews ( n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation's culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.

Gender-related academic and occupational interests and goals.

PubMed

Petersen, Jennifer; Hyde, Janet Shibley

2014-01-01

This chapter reviews the theories and empirical evidence concerning whether gender differences in academic and occupational goals and interests exist, and if so, why those differences may be present. Expectancy-value theory, stereotype threat, sociocultural theory, and the gender similarities hypothesis lay the theoretical framework for this chapter. Following a brief review of these theories, we describe the evidence for gender differences in academic ability and occupational interests and goals, using meta-analytic reviews wherever possible. Although there are few gender differences in academic ability, some gender differences in occupational goals and interests persist, particularly in science and mathematics. These gender differences may be due to parental or cultural expectations, changes in developmental trends, stereotypes and discrimination, or gendered-expectations to achieve work-family balance. Overall, the pathways to adult occupations are complex, involving many factors that affect occupational goals, interests, and self-concept.

Determinants of academic performance in children with sickle cell anaemia

PubMed Central

2013-01-01

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

Determinants of academic performance in children with sickle cell anaemia.

PubMed

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

2013-11-19

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Are Physicians Likely to Adopt Emerging Mobile Technologies? Attitudes and Innovation Factors Affecting Smartphone Use in the Southeastern United States

PubMed Central

Putzer, Gavin J; Park, Yangil

2012-01-01

The smartphone has emerged as an important technological device to assist physicians with medical decision making, clinical tasks, and other computing functions. A smartphone is a device that combines mobile telecommunication with Internet accessibility as well as word processing. Moreover, smartphones have additional features such as applications pertinent to clinical medicine and practice management. The purpose of this study was to investigate the innovation factors that affect a physician's decision to adopt an emerging mobile technological device such as a smartphone. The study sample consisted of 103 physicians from community hospitals and academic medical centers in the southeastern United States. Innovation factors are elements that affect an individual's attitude toward using and adopting an emerging technology. In our model, the innovation characteristics of compatibility, job relevance, the internal environment, observability, personal experience, and the external environment were all significant predictors of attitude toward using a smartphone. These influential innovation factors presumably are salient predictors of a physician's attitude toward using a smartphone to assist with clinical tasks. Health information technology devices such as smartphones offer promise as a means to improve clinical efficiency, medical quality, and care coordination and possibly reduce healthcare costs. PMID:22737094

Connections, Productivity and Funding: An Examination of Factors Influencing Scientists' Perspectives on the Market Orientation of Academic Research

ERIC Educational Resources Information Center

Ronning, Emily Anne

2012-01-01

This study examines scientists' perceptions of the environment in which they do their work. Specifically, this study examines how academic and professional factors such as research productivity, funding levels for science, connections to industry, type of academic appointment, and funding sources influence scientists' perceptions of the…

Economic and Cultural Factors Affecting University Excellence

ERIC Educational Resources Information Center

Jabnoun, Naceur

2009-01-01

Purpose: The ranking of top universities in the world has generated increased interest in the factors that enhance university performance. The purpose of this paper is to identify economic and cultural factors that affect the number of top ranking universities in each country. Design/methodology/approach: This paper first identifies the number of…

Family, school, and community factors and relationships to racial-ethnic attitudes and academic achievement.

PubMed

Smith, Emilie Phillips; Atkins, Jacqueline; Connell, Christian M

2003-09-01

This study examined family, school, and community factors and the relationships to racial-ethnic attitudes and academic achievement among 98 African American fourth-grade children. It has been posited that young people who feel better about their racial-ethnic background have better behavioral and academic outcomes, yet there is a need for more empirical tests of this premise. Psychometric information is reported on measures of parent, teacher, and child racial-ethnic attitudes. Path analysis was used to investigate ecological variables potentially related to children's racial-ethnic attitudes and achievement. Parental education and level of racial-ethnic pride were correlated and both were related to children's achievement though in the final path model, only the path from parental education level was statistically significant. Children whose teachers exhibited higher levels of racial-ethnic trust and perceived fewer barriers due to race and ethnicity evidenced more trust and optimism as well. Children living in communities with higher proportions of college-educated residents also exhibited more positive racial-ethnic attitudes. For children, higher racial-ethnic pride was related to higher achievement measured by grades and standardized test scores, while racial distrust and perception of barriers due to race were related to reduced performance. This study suggests that family, school, and community are all important factors related to children's racial-ethnic attitudes and also to their academic achievement.

Bibliometric approach of factors affecting scientific productivity in environmental sciences and ecology.

PubMed

Dragos, Cristian Mihai; Dragos, Simona Laura

2013-04-01

Different academic bibliometric studies have measured the influence of economic, political and linguistic factors in the academic output of countries. Separate analysis in different fields can reveal specific incentive factors. Our study proves that the Environmental Performance Index, computed by Yale University, is highly significant (p<0.01) for the productivity of research and development activities in environmental sciences and ecology. The control variables like education financing, publishing of ISI Thomson domestic journals and the English language are also significant. The methodology uses Ordinary Least Squares multiple regressions with convincing results (R(2)=0.752). The relative positions of the 92 countries in the sample are also discussed. We draw up a ranking of the countries' concern for the environment, considering evenly the scientific productivity and the environment quality. We notice huge differences concerning the number of inhabitants and population income between the countries that dominate the classification and those occupying the last positions. Copyright © 2013 Elsevier B.V. All rights reserved.

ENVIRONMENTAL FACTORS AFFECTING BREAST CANCER SUSCEPTIBILITY

EPA Science Inventory

Environmental Factors Affecting Breast Cancer Susceptibility
Suzanne. E. Fenton
US EPA, ORD, MD-67 NHEERL, Reproductive Toxicology Division, Research Triangle Park, NC 27711.

Breast cancer is still the most common malignancy afflicting women in the Western world. Alt...

Factors Affecting Radon Concentration in Houses

NASA Astrophysics Data System (ADS)

Al-Sharif, Abdel-Latif; Abdelrahman, Y. S.

2001-03-01

The dangers to the human health upon exposure to radon and its daughter products is the main motivation behind the vast number of studies performed to find the concentration of radon in our living environment, including our houses. The presence of radon and its daughter products in houses are due to various sources including building materials and the soil under the houses. Many factors affect radon concentration in our houses, the elevation above ground level,ventilation, building materials and room usage being among these factors. In our paper, we discuss the effect of elevation above ground level, room usage and ventilation on the Radon concentration in houses. The faculty residences of the Mu'tah University (Jordan) were chosen in our study. Our results showed that the concentration of radon decreases with elevation. Ventilation rate was also found to affect radon concentration, where low concentrations observed for areas with good ventilation.

Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators

ERIC Educational Resources Information Center

Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

2014-01-01

This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional…

Students' Attitudes towards Information Technology and the Relationship with Their Academic Achievement

ERIC Educational Resources Information Center

Abdullah, Zhwan Dalshad; Bit Abu Ziden, Azidah; Binti Chi Aman, Rahimi; Mustafa, Khalid Ismail

2015-01-01

The present quantitative study aims to find out the underlying factors of attitudes towards information technology and the relationship with academic achievement among students, through a self-developed questionnaire. The attitudes of the respondents were assessed in terms of three dimensions; namely affection, behavior, and belief. The results…

Coping Power Dissemination Study: Intervention and Special Education Effects on Academic Outcomes

ERIC Educational Resources Information Center

Lochman, John E.; Boxmeyer, Caroline L.; Powell, Nicole P.; Qu, Lixin; Wells, Karen; Windle, Michael

2012-01-01

This study examines whether a school-based preventive intervention for children with aggressive behavior affects children's academic outcomes when it is implemented by school counselors in a dissemination field trial. The Coping Power program targets empirical risk factors for aggressive behavior and focuses primarily on teaching social and…

An Examination of the Roles of Rationalization and Narcissism in Facilitating Academic Dishonesty

ERIC Educational Resources Information Center

Faulkner, Karen

2012-01-01

Academic dishonesty is a significant problem among college students. Numerous factors affect levels of cheating. This study utilized an original survey on cheating and rationalization along with the Narcissistic Personality Inventory and multiple regression analysis to examine the relationships between rationalization, narcissism, and academic…

Factors affecting caregivers' ability to make environmental modifications.

PubMed

Messecar, D C

2000-12-01

This study explored factors that family caregivers described as affecting their ability to use environmental modifications. Intensive interviews and participant observation were used to collect detailed data from 24 primary family caregivers. Several factors that affect the caregivers' ability to implement modification strategies were identified in the analysis. These factors included attributes of the elderly individual, attributes of the modification, quality of the caregiver-elderly relationship, caregivers' skills, personal resources of the caregiver, and the informal and formal supports available. Of these factors, the most important were the salient skills that caregivers need to implement environmental modifications. These findings point to the importance of caregivers receiving skills training in this important dimension of caregiving. Intervention should be based on a collaborative approach that ensures the caregiver and care receiver's needs and preferences are respected.

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

ERIC Educational Resources Information Center

Wylie, D'Errico M.

2012-01-01

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

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

PubMed

Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

Which factors affect software projects maintenance cost more?

PubMed

Dehaghani, Sayed Mehdi Hejazi; Hajrahimi, Nafiseh

2013-03-01

The software industry has had significant progress in recent years. The entire life of software includes two phases: production and maintenance. Software maintenance cost is increasingly growing and estimates showed that about 90% of software life cost is related to its maintenance phase. Extraction and considering the factors affecting the software maintenance cost help to estimate the cost and reduce it by controlling the factors. In this study, the factors affecting software maintenance cost were determined then were ranked based on their priority and after that effective ways to reduce the maintenance costs were presented. This paper is a research study. 15 software related to health care centers information systems in Isfahan University of Medical Sciences and hospitals function were studied in the years 2010 to 2011. Among Medical software maintenance team members, 40 were selected as sample. After interviews with experts in this field, factors affecting maintenance cost were determined. In order to prioritize the factors derived by AHP, at first, measurement criteria (factors found) were appointed by members of the maintenance team and eventually were prioritized with the help of EC software. Based on the results of this study, 32 factors were obtained which were classified in six groups. "Project" was ranked the most effective feature in maintenance cost with the highest priority. By taking into account some major elements like careful feasibility of IT projects, full documentation and accompany the designers in the maintenance phase good results can be achieved to reduce maintenance costs and increase longevity of the software.

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

PubMed

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

2015-04-01

There is limited research examining psychological correlates of a uniquely racialized experience of the model minority stereotype faced by Asian Americans. The present study examined the factor structure and fit of the only published measure of the internalization of the model minority myth, the Internalization of the Model Minority Myth Measure (IM-4; Yoo et al., 2010), with a sample of 155 Asian American high school adolescents. We also examined the link between internalization of the model minority myth types (i.e., myth associated with achievement and myth associated with unrestricted mobility) and psychological adjustment (i.e., affective distress, somatic distress, performance difficulty, academic expectations stress), and the potential moderating effect of academic performance (cumulative grade point average). Results suggested the 2-factor model of the IM-4 had an acceptable fit to the data and supported the factor structure using confirmatory factor analyses. Internalizing the model minority myth of achievement related positively to academic expectations stress; however, internalizing the model minority myth of unrestricted mobility related negatively to academic expectations stress, both controlling for gender and academic performance. Finally, academic performance moderated the model minority myth associated with unrestricted mobility and affective distress link and the model minority myth associated with achievement and performance difficulty link. These findings highlight the complex ways in which the model minority myth relates to psychological outcomes. (c) 2015 APA, all rights reserved).

Creating environments that foster academic integrity.

PubMed

Tippitt, Michelle Pixley; Ard, Nell; Kline, Juanita Reese; Tilghman, Joan; Chamberlain, Barbara; Meagher, P Gail

2009-01-01

A number of studies related to academic dishonesty within the nursing student population have been published; however, little has been written in the nursing literature regarding academic integrity and means of promoting this value. In addition to the many short-term solutions to prevent cheating and dissuade academic misconduct that are offered, solutions that promote long-term affective changes underlying the acquisition of academic integrity are needed. This article provides a context for discussions related to academic integrity, explores issues facing faculty when dealing with this challenge, and offers short-term and long-term strategies for creating environments that foster academic integrity.

Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review.

PubMed

Lewinski, Peter

2015-01-01

This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms' architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students' academic performance in classrooms. Apter's (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations.

Factors that affect general practice as a choice of medical speciality: implications for policy development.

PubMed

Vohra, Amit; Ladyshewsky, Richard; Trumble, Stephen

2017-11-28

Objective This article critically appraises the range of personal, professional and social factors that affect the choice of speciality across medical students, prevocational doctors, general practice registrars and general practitioners. Methods This qualitative study applied constructs from the fields of decision theory and career theory to better understand the complex nature of choosing a speciality. In all, 47 in-depth interviews were conducted with participants at different stages of their career cycle. The data was codified and analysed using NVivo to identify key factors that influenced speciality choice. Results The research identified 77 individual findings influencing general practice as a choice of medical speciality. These were distilled into a matrix to show that factors such as money, prestige and peer interaction did not have a compelling effect, whereas clinical and academic role models, flexibility, work-life balance, scope of practice, connection with patients, training environment and practical opportunities did. Conclusion The findings indicate that the decision in relation to the choice of medical speciality is a complex cognitive process that is undertaken within a personal, social and professional context particular to each individual. What is known about the topic? Current literature aims to quantify changes in attitudes towards choice of speciality or the effect of particular variables in isolation while ignoring the complexity of this decision process and how the numerous variables compare with each other. What does this paper add? The present study is the first intergenerational research on this topic in the Australian context and the paper dismisses the role of prestige and remuneration as key drivers of choice in picking general practice as a speciality, noting that money is merely a 'hygiene factor'. What are the implications for policy makers? A policy framework outlining 10 key principles is presented to assist policy makers seeking

Reliability and validity of the student stress inventory-stress manifestations questionnaire and its association with personal and academic factors in university students.

PubMed

Simonelli-Muñoz, Agustín J; Balanza, Serafín; Rivera-Caravaca, José Miguel; Vera-Catalán, Tomás; Lorente, Ana María; Gallego-Gómez, Juana I

2018-05-01

Stress affects us in every environment and it is also present in the educational sphere. Previous studies have reported a high prevalence of stress in university students. The Student Stress Inventory-Stress Manifestations (SSI-SM), identify stressors and evaluate stress manifestations in adolescents but its validity in university students remains uncertain. We aimed to determine the internal consistency and validity of an adapted version of the Student Stress Inventory-Stress Manifestations (SSI-SM) for university students and to investigate if high stress levels are associated with personal and academic factors. In this quantitative, descriptive, cross-sectional study, we included 115 university students of the Nursing Degree during the second semester of the 2014/2015 academic year. Information about personal issues, lifestyle and academic performance was recorded and the stress was evaluated with the SSI-SM questionnaire. The internal consistency and homogeneity of the SSI-SM questionnaire was tested and a factorial analysis was performed. After the homogeneity analysis, the final version of the SSI-SM questionnaire included 19 items, with a Cronbach's alpha of 0.924. In the factorial analysis, 4 factors were found ('Self-concept', 'Sociability', 'Uncertainty' and 'Somatization'; all Cronbach's alpha >0.700). Students with higher values on the SSI-SM were, in overall, women (41.0 ± 12.7 vs. 33.2 ± 9.5; p = 0.001) and had significantly more family conflicts (47.6 ± 13.8 vs. 35.2 ± 9.6; p < 0.001), consumed less alcohol (R = -0.184, p = 0.048), slept less hours (R = -0.193, p = 0.038) and had worse academic performance in Clinical Nursing (36.3 ± 10.4 vs. 41.2 ± 13.3, p = 0.039). After exclude three items of the original SSI-SM, higher scores in the SSI-SM are correlated with stress level in a cohort of university students of the Nursing Degree. Family conflicts, female gender, absence of alcohol

Neighborhood Influences on the Academic Achievement of Extremely Low Birth Weight Children

PubMed Central

Borawski, Elaine; Schluchter, Mark; Taylor, H.Gerry; Klein, Nancy; Hack, Maureen

2010-01-01

Objective To examine neighborhood effects on academic achievement of children with extremely low birth weight (ELBW <1000 g) and normal birth weight (NBW) controls. Methods The study included 183 8-year-old children with ELBW born during 1992–1995 and 176 sociodemographically similar NBW controls. Academic achievement was measured via The Woodcock–Johnson III Academic Skills Cluster. Results Children with ELBW had significantly lower achievement scores (89 ± 16 vs. 97 ± 13). A multilevel estimation of predictors of academic achievement revealed that neighborhood poverty was significantly associated with lower achievement (β = −.17; 95% CI −.3, −.05; p < .01). Additional correlates included birth weight status, male sex, and parent ratings of attention deficit hyperactivity disorder symptoms. Family characteristics included maternal education and parent protection. Conclusions Neighborhood characteristics affect academic achievement of both children with ELBW and NBW controls, over and above individual and family influences. Interventions designed to address family and neighborhood factors may potentially improve these outcomes. PMID:19584171

The Impact of Teacher Related Factors on the Academic Achievement of 8th Grade Special Education Students

ERIC Educational Resources Information Center

Walker Lewis, Shanique

2017-01-01

The purpose of this study was to examine the influence of teacher-related factors on the academic achievement of 8th grade special education students. Specifically, this study examines effect of the teacher related factors of instructional technique, teacher specialization, teaching experience, teacher certification, and teacher attitudes toward…

Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

PubMed

Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

2018-03-01

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Preslaughter factors affecting poultry meat quality chapter 2.

USDA-ARS?s Scientific Manuscript database

Poultry meat quality is affected by numerous antemortem factors, in particular those occurring during the last 24 hours that the bird is alive. These short term factors influence carcass yield (live shrink), carcass defects (bruising, broken/dislocated bones), carcass microbiological contamination, ...

Challenges of using Hospital Information Systems by nurses: comparing academic and non-academic hospitals.

PubMed

Ahmadian, Leila; Dorosti, Nafise; Khajouei, Reza; Gohari, Sadrieh Hajesmaeel

2017-06-01

Hospital Information Systems (HIS) are used for easy access to information, improvement of documentation and reducing errors. Nonetheless, using these systems is faced with some barriers and obstacles. This study identifies the challenges and the obstacles of using these systems in the academic and non-academic hospitals in Kerman. This is a cross-sectional study which was carried out in 2015. The statistical population in this study consisted of the nurses who had been working in the academic and non-academic hospitals in Kerman. A questionnaire consisting of two sections was used. The first section consisted of the demographic information of the participants and the second section comprised 34 questions about the challenges of HIS use. Data were analyzed by the descriptive and statistical analysis (t-test, and ANOVA) using SPSS 19 software. The most common and important challenges in the academic hospitals were about human environment factors, particularly "negative attitude of society toward using HIS". In the non-academic hospitals, the most common and important challenges were related to human factors, and among them, "no incentive to use system" was the main factor. The results of the t-test method revealed that there was a significant relationship between gender and the mean score of challenges related to the organizational environment category in the academic hospitals and between familiarity with HIS and mean score of human environment factors (p<0.05). The results of the ANOVA test also revealed that the educational degree and work experience in the healthcare environment (years) in the academic hospitals have a significant relationship with the mean score related to the hardware challenges, as well, experience with HIS has a significant relationship, with the mean score related to the human challenges (p<0.05). The most important challenges in using the information systems are the factors related to the human environment and the human factors. The

Academic Entitlement in Pharmacy Education

PubMed Central

Romanelli, Frank; Smith, Kelly M.

2012-01-01

The constructs of academic entitlement and student consumerism refer to students’ attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students. PMID:23275654

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.

FACTORS ADVERSELY AFFECTING AMPHIBIAN POPULATIONS IN THE US

EPA Science Inventory

Factors known or suspected to be adversely affecting native amphibian populations in the US were identified using information from species accounts written in a standardized format by multiple authors in a forthcoming book. Specific adverse factors were identified for 53 (58%) of...

Academic Self-Concept, Gender and Single-Sex Schooling

ERIC Educational Resources Information Center

Sullivan, Alice

2009-01-01

This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

Introducing the Twitter Impact Factor: An Objective Measure of Urology's Academic Impact on Twitter.

PubMed

Cardona-Grau, Diana; Sorokin, Igor; Leinwand, Gabriel; Welliver, Charles

2016-10-01

Social media use in academia and urology is rising. Specifically, individual journals now have Twitter accounts (Twitter Inc, San Francisco, CA, USA) and regularly tweet academic content. To present and evaluate the Twitter impact factor (TIF), a novel means of measuring a journal's academic influence in the realm of social media. Journal Citation Reports (JCR; Thomson Reuters, New York, NY, USA) for 2014 was queried for urologic academic journals. English-language journals with active Twitter accounts since 2013 were included. The total number of followers, tweets, and retweets over a 2-yr period were collected. Each journal's TIF was calculated based on the number of retweets per original relevant tweet. Comparisons between the TIF and the journal impact factor (JIF) as well as the Klout score were made using the Pearson correlation. Of 33 journals listed in the JCR for 2014, 7 (21%) had a Twitter presence as of 2013. The number of JCR-listed journals with a Twitter handle increased by 29% in 2014. There was an increase in the mean number of relevant tweets per journal during the study period and a 130% increase in the number of retweets over 1 yr. European Urology (1.80) and BJU International (1.46) had the highest TIFs. The journals with the highest number of Twitter followers were European Urology (5807) and the Journal of Urology (4402). The journals with the highest numbers of relevant tweets were European Urology (1159) and BJU International (1090). There was a positive but statistically insignificant association between the TIF and the JIF (r=0.64, p=0.12). There was a strongly positive linear correlation between the TIF and the Klout score (r=0.84, p=0.0086). With the increasing use of social media by individuals and academic journals, the TIF can be a useful tool to measure the academic reach and impact of a journal on Twitter. Social media is an increasing part of the way in which practitioners and academicians communicate. The TIF can be used to

Academic skills in children with early-onset type 1 diabetes: the effects of diabetes-related risk factors.

PubMed

Hannonen, Riitta; Komulainen, Jorma; Riikonen, Raili; Ahonen, Timo; Eklund, Kenneth; Tolvanen, Asko; Keskinen, Päivi; Nuuja, Anja

2012-05-01

The study aimed to assess the effects of diabetes-related risk factors, especially severe hypoglycaemia,on the academic skills of children with early-onset type 1 diabetes mellitus (T1DM). The study comprised 63 children with T1DM (31 females, 32 males; mean age 9 y 11 mo,SD 4 mo) and 92 comparison children without diabetes (40 females, 52 males;mean age 9 y 9 mo,SD 3 mo). Children were included if T1DM had been diagnosed before the age of 5 years and if they were aged between 9 and 10 years at the time of study. Children were not included if their native language was not Finnish and if they had a diagnosed neurological disorder that affected their cognitive development. Among the T1DM group, 37 had and 26 had not experienced severe hypoglycaemia and 26 had avoided severe hypoglycaemia. Severe hypoglycaemia, diabetic ketoacidosis(DKA), and glycaemic control were used as T1DM-related factors. Task performance in reading, spelling, and mathematics was compared among the three groups, and the effects of the T1DM-related factors were analysed with general linear models. The groups with (p<0.001) and without (p=0.001) severe hypoglycaemia demonstrated a poorer performance than the comparison group in spelling, and the group without severe hypoglycaemia showed a poorer performance than the comparison group in mathematics (p=0.003).Severe hypoglycaemia, DKA, and recent glycaemic control were not associated with poorer skills,but poorer first-year glycaemic control was associated with poorer spelling (p=0.013). An early onset of T1DM can increase the risk of learning problems, independently of the history of severe hypoglycaemia or DKA. Poorer glycaemic control after the first year of T1DM is associated with a poorer acquisition of academic skills indicating the effect of the timing of metabolic aberrations on cognitive development.

Factors affecting radiographers' organizational commitment.

PubMed

Akroyd, Duane; Jackowski, Melissa B; Legg, Jeffrey S

2007-01-01

A variety of factors influence employees' attitudes toward their workplace and commitment to the organization that employs them. However, these factors have not been well documented among radiologic technologists. To determine the predictive ability of selected organizational, leadership, work-role and demographic variables on organizational commitment for a national sample of radiographers. Three thousand radiographers registered by the American Registry of Radiologic Technologists working full time in clinical settings were surveyed by mail regarding their commitment to their employers, leadership within the organization that employs them, employer support and demographic information. Overall, radiographers were found to have only a moderate level of commitment to their employers. Among the factors that significantly affected commitment were the radiographer's educational level, perceived level of organizational support, role clarity and organizational leadership. The results of this study could provide managers and supervisors with insights on how to empower and challenge radiographers and offer opportunities that will enhance radiographers' commitment to the organization, thus reducing costly turnover and improving employee performance.

Hierarchy as a barrier to advancement for women in academic medicine.

PubMed

Conrad, Peter; Carr, Phyllis; Knight, Sharon; Renfrew, Megan R; Dunn, Mary B; Pololi, Linda

2010-04-01

Research on barriers to professional advancement for women in academic medicine has not adequately considered the role of environmental factors and how the structure of organizations affects professional advancement and work experiences. This article examines the impact of the hierarchy, including both the organization's hierarchical structure and professionals' perceptions of this structure, in medical school organization on faculty members' experience and advancement in academic medicine. As part of an inductive qualitative study of faculty in five disparate U.S. medical schools, we interviewed 96 medical faculty at different career stages and in diverse specialties, using in-depth semistructured interviews, about their perceptions about and experiences in academic medicine. Data were coded and analysis was conducted in the grounded theory tradition. Our respondents saw the hierarchy of chairs, based on the indeterminate tenure of department chairs, as a central characteristic of the structure of academic medicine. Many faculty saw this hierarchy as affecting inclusion, reducing transparency in decision making, and impeding advancement. Indeterminate chair terms lessen turnover and may create a bottleneck for advancement. Both men and women faculty perceived this hierarchy, but women saw it as more consequential. The hierarchical structure of academic medicine has a significant impact on faculty work experiences, including advancement, especially for women. We suggest that medical schools consider alternative models of leadership and managerial styles, including fixed terms for chairs with a greater emphasis on inclusion. This is a structural reform that could increase opportunities for advancement especially for women in academic medicine.

Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners

ERIC Educational Resources Information Center

Garza, Anthony

2012-01-01

The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic Readiness…

How Do Interaction Experiences Influence Doctoral Students’ Academic Pursuits in Biomedical Research?

PubMed Central

Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D.; Tai, Robert H.

2014-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students’ persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit. PMID:26166928

How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

PubMed

Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D; Tai, Robert H

2013-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students' persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit.

Factors Affecting Faculty Web Portal Usability

ERIC Educational Resources Information Center

Bringula, Rex P.; Basa, Roselle S.

2011-01-01

The study investigated the factors that might significantly affect web portal usability. Results of the study were intended to serve as inputs for faculty web portal development of the University of the East-Manila. Descriptive statistics utilized questionnaire data from 82 faculty members. The data showed that most of the respondents were…

Low Calorie Diet Affects Aging-Related Factors

MedlinePlus

... Research News From NIH Low Calorie Diet Affects Aging-Related Factors Past Issues / Summer 2006 Table of ... project sponsored by the NIH's National Institute on Aging (NIA) to learn more about the effects of ...

Minority faculty members' resilience and academic productivity: are they related?

PubMed

Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

2010-09-01

To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.

How Does Exposure to Violence Affect School Delay and Academic Motivation for Adolescents Living in Socioeconomically Disadvantaged Communities in South Africa?

PubMed

Herrero Romero, Rocio; Hall, James; Cluver, Lucie; Meinck, Franziska; Hinde, Eleanor

2018-06-01

To date, little is known about the effects of violence on the educational outcomes of adolescents in disadvantaged communities in South Africa. In response, self-report data were collected from a socioeconomically disadvantaged sample of 503 adolescents aged 10 to 18 participating in a child abuse prevention trial in the Eastern Cape. Adolescents were purposively selected in the trial. This study applies Latent Profile Analysis (LPA) to examine relationships between past-month exposure to violence, school delay, and academic motivation. About 93.8% of adolescents in the sample experienced poly-violence-exposure to at least two forms of violence in the past month. Results identified two distinct profiles in the socioeconomically disadvantaged sample: Profile 1, adolescents exposed to more frequent poly-violence, and Profile 2, adolescents exposed to less frequent poly-violence. Being exposed to more frequent poly-violence was associated with greater risk of school delay-based on age-appropriate grade in South Africa. However, being exposed to more frequent poly-violence was not associated with lower academic motivation-adolescents showed high rates of wanting to achieve. Our findings suggest that exposure to more frequent poly-violence increases risk of school delay among adolescents from disadvantaged communities, while not affecting their academic motivation. Thus, although adolescents maintained aspirations and goals to do well at school, exposure to high frequency of violence affected their capacity to fulfill these aims.

What Factors Affect Response to Ads? A Perspective.

ERIC Educational Resources Information Center

Rotzoll, Kim B.

The concept of "frame of reference" offers a perspective from which to examine the many factors which affect advertising response. The advertiser is interested in affecting two types of overt behavior. First, the individual is induced to select a particular stimulus (the advertisement) from competing stimuli (such as other people, noise,…

A Prospective Study of Mexican American Adolescents' Academic Success: Considering Family and Individual Factors

ERIC Educational Resources Information Center

Roosa, Mark W.; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umana-Taylor, Adriana

2012-01-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability,…

The Impact of Institutional Factors on Student Academic Results: Implications for "Quality" in Universities

ERIC Educational Resources Information Center

Wimshurst, Kerry; Wortley, Richard; Bates, Merrelyn; Allard, Troy

2006-01-01

This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The…

Gratitude is Associated with Greater Levels of Protective Factors and Lower Levels of Risks in African American Adolescents

PubMed Central

Ma, Mindy; Kibler, Jeffrey L.; Sly, Kaye

2013-01-01

The literature suggests gratitude is associated with positive youth development. The current study examined the relationship between gratitude and protective/risk factors among African American youth. Adolescents (N = 389; 50.4% males) ages 12 – 14 completed measures of gratitude (moral affect and life-orientation), protective factors (e.g., academic and activity engagement, family relationship), and high-risk behaviors (e.g., sexual attitudes and behaviors, drug/alcohol use). Results indicated greater moral affect gratitude was the only variable significantly associated with greater academic interest, better academic performance, and more extra-curricular activity engagement. Greater moral affect and life-orientation gratitude both significantly correlated with positive family relationship. Greater life-orientation gratitude was the only variable significantly associated with abstinence from sexual intimacy, sexual intercourse, likelihood of engaging in sex during primary school, and abstinence from drug/alcohol use. The findings suggest that moral affect gratitude may enhance protective factors while life-orientation gratitude may buffer against high-risk behaviors among African American youth. PMID:24011114

[Two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education].

PubMed

Lee, Soon Ok; Lee, Sang Yeoup; Baek, Sunyong; Woo, Jae Seok; Im, Sun Ju; Yune, So Jung; Lee, Sun Hee; Kam, Beesung

2015-06-01

We performed a two-and-a-half year follow-up study of strategy factors in successful learning to predict academic achievements in medical education. Strategy factors in successful learning were identified using a content analysis of open-ended responses from 30 medical students who were ranked in the top 10 of their class. Core words were selected among their responses in each category and the frequency of the words were counted. Then, a factors survey was conducted among year 2 students, before the second semester. Finally, we performed an analysis to assess the association between the factors score and academic achievement for the same students 2.5 years later. The core words were "planning and execution," "daily reviews" in the study schedule category; "focusing in class" and "taking notes" among class-related category; and "lecture notes," "previous exams or papers," and "textbooks" in the primary self-learning resources category. There were associations between the factors scores for study planning and execution, focusing in class, and taking notes and academic achievement, representing the second year second semester credit score, third year written exam scores and fourth year written and skill exam scores. Study planning was only one independent variable to predict fourth year summative written exam scores. In a two-and-a-half year follow-up study, associations were founded between academic achievement and the factors scores for study planning and execution, focusing in class, and taking notes. Study planning as only one independent variable is useful for predicting fourth year summative written exam score.

Trends in Determinants of Entry into the Academic Career: The Case of South Korea, 1980-2010

PubMed Central

Kim, Keuntae; Kim, Jong-Kil

2015-01-01

Substantial research documents the determinants of entry into the academic career, yet little is known about how these determinants have evolved over time. Using data from a large sample of Korean scholars who received their doctoral degrees between 1980 and 2010, we estimate discrete-time event history models of transitioning to an academic position in any academic field. Results indicate that universalistic characteristics, such as publication record, strongly affect subsequent career success, but so do particularistic factors, including doctoral institution prestige. Since the 1980s, the influence of doctoral degree prestige increased substantially more than the influence of one’s publication record on higher education employment, implying that the rising importance of particularistic factors has outpaced growing consideration of universalistic characteristics in Korean academia. However, the importance of gender on academic employment has declined since the early 2000s, suggesting that the implementation of employment quotas for female professors may have stymied gender discrimination. PMID:26509268

Trends in Determinants of Entry into the Academic Career: The Case of South Korea, 1980-2010.

PubMed

Kim, Keuntae; Kim, Jong-Kil

2015-01-01

Substantial research documents the determinants of entry into the academic career, yet little is known about how these determinants have evolved over time. Using data from a large sample of Korean scholars who received their doctoral degrees between 1980 and 2010, we estimate discrete-time event history models of transitioning to an academic position in any academic field. Results indicate that universalistic characteristics, such as publication record, strongly affect subsequent career success, but so do particularistic factors, including doctoral institution prestige. Since the 1980s, the influence of doctoral degree prestige increased substantially more than the influence of one's publication record on higher education employment, implying that the rising importance of particularistic factors has outpaced growing consideration of universalistic characteristics in Korean academia. However, the importance of gender on academic employment has declined since the early 2000s, suggesting that the implementation of employment quotas for female professors may have stymied gender discrimination.

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes during Adolescence

ERIC Educational Resources Information Center

Knifsend, Casey A.; Graham, Sandra

2012-01-01

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear…

Substrate-Related Factors Affecting Enzymatic Saccharification of Lignocelluloses: Our Recent Understanding

Treesearch

Shao-Yuan Leu; J.Y. Zhu

2013-01-01

Enzymatic saccharification of cellulose is a key step in conversion of plant biomass to advanced biofuel and chemicals. Many substrate-related factors affect saccharification. Rather than examining the role of each individual factor on overall saccharification efficiency, this study examined how each factor affects the three basic processes of a heterogeneous...

[Academic and psycho-socio-familiar factors associated to anxiety and depression in university students. Reliability and validity of a questionnaire].

PubMed

Balanza Galindo, Serafín; Morales Moreno, Isabel; Guerrero Muñoz, Joaquín; Conesa Conesa, Ana

2008-01-01

The high frequency of anxiety and depression in university students is related to social, family factors and academic stress. The aim of this research is to determine the internal consistency and validity of a questionnaire on socio-familiar and academic situations which may be related to psychopathological situations in university students. The research was carried out at the Universidad Católica San Antonio de Murcia with 700 students, to whom a questionnaire made by the researchers was given. This questionnaire included items which evaluated academic and socio-familiar aspects. Variables regarding various stressful situations amongst students, and the Goldbergs level of anxiety and depression scale were used as independent facts of research in order to measure the validity of the questionnaire. The reliability of the questionnaire was shown after obtaining an intraclass correlation coefficient of 0.819. The original questionnaire with 19 items was reduced to 15 items after the homogeneity analysis, obtaining a Cronbach alpha of 0.758. The validity of constructio was evaluated with the factor analysis of the questionnaire, with a result of two factors which represented academic aspects and socio-familiar aspects. Those students with a positive anxiety and depression test were the ones who obtained the higher score on the global questionnaire and in both factors, proving the validity of the criteria. The research questionnaire is an agile and easy to use tool for the assessment and early detection of anxiety and depression in university students.

An Examination of Factors and Attitudes that Influence Reporting Fraudulent Claims in an Academic Environment

ERIC Educational Resources Information Center

Carmichael, Anna M.; Krueger, Lacy E.

2014-01-01

The study examined potential factors and attitudes associated with providing fraudulent academic claims. A total of 319 students completed an online survey which involved reading a vignette about an incomplete assignment. Participants reported whether they would contact their instructor to gain an extension, expressed their confidence in the…

The Impact of Time Management on Students’ Academic Achievement

NASA Astrophysics Data System (ADS)

Razali, S. N. A. M.; Rusiman, M. S.; Gan, W. S.; Arbin, N.

2018-04-01

Time management is very important and it may actually affect individual’s overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment’s flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

Microbiologic factors affecting Clostridium difficile recurrence.

PubMed

Chilton, C H; Pickering, D S; Freeman, J

2018-05-01

Recurrent Clostridium difficile infection (rCDI) places a huge economic and practical burden on healthcare facilities. Furthermore, rCDI may affect quality of life, leaving patients in an rCDI cycle and dependant on antibiotic therapy. To discuss the importance of microbiologic factors in the development of rCDI. Literature was drawn from a search of PubMed from 2000 onwards with the search term 'recurrent Clostridium difficile infection' and further references cited within these articles. Meta-analyses and systematic reviews have shown that CDI and rCDI risk factors are similar. Development of rCDI is attendant on many factors, including immune status or function, comorbidities and concomitant treatments. Studies suggest that poor bacterial diversity is correlated with clinical rCDI. Narrow-spectrum gut microflora-sparing antimicrobials (e.g. surotomycin, cadazolid, ridinilazole) are in development for CDI treatment, while microbiota therapeutics (faecal microbiota transplantation, nontoxigenic C. difficile, stool substitutes) are increasingly being explored. rCDI can only occur when viable C. difficile spores are present, either within the gut lumen after infection or when reacquired from the environment. C. difficile spore germination can be influenced by gut environmental factors resulting from dysbiosis, and spore outgrowth may be affected stage by some antimicrobials (e.g. fidaxomicin, ramoplanin, oritavancin). rCDI is a significant challenge for healthcare professionals, requiring a multifaceted approach; optimized infection control to minimize reinfection; C. difficile-targeted antibiotics to minimize dysbiosis; and gut microflora restoration to promote colonization resistance. These elements should be informed by our understanding of the microbiologic factors involved in both C. difficile itself and the gut microbiome. Copyright © 2017 European Society of Clinical Microbiology and Infectious Diseases. Published by Elsevier Ltd. All rights reserved.

Factors preventing early case detection for women affected by leprosy: a review of the literature

PubMed Central

Price, Victoria Grace

2017-01-01

ABSTRACT Background: Although leprosy can affect both sexes equally, it is globally reported that men are affected, or simply report, more often than females at the average ratio of 2:1. If cases are simply not being reported, women may be suffering in silence more often than men, and, therefore, understanding the social reasons for this in a number of countries could support the prevention of long-term disabilities caused as a result of leprosy. Objectives: The objective of this review is to recognise the current academic literature surrounding the potential factors for late diagnosis of women affected by leprosy, giving possible explanations for the 2:1 gender disparity observed in case detection globally. It is hoped that health practitioners will become more equipped to recognise these barriers and ensure they are doing whatever possible to encourage women to report the early symptoms of leprosy. Methods: The review used a systematic search process in order to identify gender-related publications using robust research, useful for gleaning a cross-cultural perception of issues women may confront on the prospect of a diagnosis of leprosy. Results: Identifying 12 publications from just five countries, the review found there to be four overarching areas which may be considered barriers more often faced by women: societal stigma; women’s dependence and low status; self-stigmatising attitudes; and the gender insensitivity of leprosy services. Conclusion: Stigma surrounding leprosy experienced from these four overarching areas can all be attributed to the later diagnosis of women affected by leprosy, in relation to their male counterparts. The need for future research surrounding the specific experience of women affected by leprosy is pressing. PMID:28853325

Test Anxiety and Academic Achievement.

ERIC Educational Resources Information Center

Chang, Moon K.

Undoubtedly test anxiety is a troublesome condition found to be prevalent today among college students. Over the years various attempts have been made to explore how test anxiety influences academic achievement. This paper discusses the extent to which test anxiety affects academic achievement of college students, and the techniques found to be…

Predictive power of individual factors and clinical learning experience on academic success: findings from a longitudinal study.

PubMed

Dante, Angelo; Fabris, Stefano; Palese, Alvisa

2015-01-01

Academic failure is the inability of a nursing student to graduate or to complete the nursing degree on time. This longitudinal cohort study, involving 2 Italian universities, documents the effects of selected individual variables and the quality of the clinical learning experience as perceived by students on academic success. Factors related to the clinical learning experience were the quality of the supervisory relationship, pedagogical atmosphere, and commitment of the ward related to the level of personalized nursing care delivered and clarity of nursing documentation.

Using YouTube Videos as a Primer to Affect Academic Content Retention

ERIC Educational Resources Information Center

Duverger, Philippe; Steffes, Erin M.

2012-01-01

College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

NASA Astrophysics Data System (ADS)

Elizondo, Antonio

The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

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

PubMed

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

2014-09-01

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

Integrated Library Systems in Canadian Public, Academic and Special Libraries: Fourth Annual Survey.

ERIC Educational Resources Information Center

Merilees, Bobbie

1990-01-01

Reports the results of a survey of integrated library system vendors that examined installations in Canadian academic, public and special libraries during 1989. Findings discussed include large library system versus PC-based system market shares, an analysis of system selection by type of library, and other factors that affect system selection. A…

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

PubMed

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

2013-12-01

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

Evaluation of the Big Two-Factor Theory of Academic Motivation Orientations: An Evaluation of the Jingle-Jangle Fallacies.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Craven, Rhonda G.; Hinkley, John W.; Debus, Raymond L.

2003-01-01

Collected test-retest data from 606 students in grades 3 through 6 in Australia to evaluate a Big Two-Factor Theory of academic motivation orientation. Findings provide reasonable support for the Big Two-Factor theory but suggest it is still useful to collect data from different motivation scales. (SLD)

Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors

ERIC Educational Resources Information Center

Marschark, Marc; Shaver, Debra M.; Nagle, Katherine; Newman, Lynn A.

2015-01-01

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

Factors affecting strategic plan implementation using interpretive structural modeling (ISM).

PubMed

Bahadori, Mohammadkarim; Teymourzadeh, Ehsan; Tajik, Hamidreza; Ravangard, Ramin; Raadabadi, Mehdi; Hosseini, Seyed Mojtaba

2018-06-11

Purpose Strategic planning is the best tool for managers seeking an informed presence and participation in the market without surrendering to changes. Strategic planning enables managers to achieve their organizational goals and objectives. Hospital goals, such as improving service quality and increasing patient satisfaction cannot be achieved if agreed strategies are not implemented. The purpose of this paper is to investigate the factors affecting strategic plan implementation in one teaching hospital using interpretive structural modeling (ISM). Design/methodology/approach The authors used a descriptive study involving experts and senior managers; 16 were selected as the study sample using a purposive sampling method. Data were collected using a questionnaire designed and prepared based on previous studies. Data were analyzed using ISM. Findings Five main factors affected strategic plan implementation. Although all five variables and factors are top level, "senior manager awareness and participation in the strategic planning process" and "creating and maintaining team participation in the strategic planning process" had maximum drive power. "Organizational structure effects on the strategic planning process" and "Organizational culture effects on the strategic planning process" had maximum dependence power. Practical implications Identifying factors affecting strategic plan implementation is a basis for healthcare quality improvement by analyzing the relationship among factors and overcoming the barriers. Originality/value The authors used ISM to analyze the relationship between factors affecting strategic plan implementation.

Exploring paraprofessional and classroom factors affecting teacher supervision.

PubMed

Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

2018-02-01

Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

Ranking factors affecting emissions of GHG from incubated agricultural soils.

PubMed

García-Marco, S; Ravella, S R; Chadwick, D; Vallejo, A; Gregory, A S; Cárdenas, L M

2014-07-01

Agriculture significantly contributes to global greenhouse gas (GHG) emissions and there is a need to develop effective mitigation strategies. The efficacy of methods to reduce GHG fluxes from agricultural soils can be affected by a range of interacting management and environmental factors. Uniquely, we used the Taguchi experimental design methodology to rank the relative importance of six factors known to affect the emission of GHG from soil: nitrate (NO 3 - ) addition, carbon quality (labile and non-labile C), soil temperature, water-filled pore space (WFPS) and extent of soil compaction. Grassland soil was incubated in jars where selected factors, considered at two or three amounts within the experimental range, were combined in an orthogonal array to determine the importance and interactions between factors with a L 16 design, comprising 16 experimental units. Within this L 16 design, 216 combinations of the full factorial experimental design were represented. Headspace nitrous oxide (N 2 O), methane (CH 4 ) and carbon dioxide (CO 2 ) concentrations were measured and used to calculate fluxes. Results found for the relative influence of factors (WFPS and NO 3 - addition were the main factors affecting N 2 O fluxes, whilst glucose, NO 3 - and soil temperature were the main factors affecting CO 2 and CH 4 fluxes) were consistent with those already well documented. Interactions between factors were also studied and results showed that factors with little individual influence became more influential in combination. The proposed methodology offers new possibilities for GHG researchers to study interactions between influential factors and address the optimized sets of conditions to reduce GHG emissions in agro-ecosystems, while reducing the number of experimental units required compared with conventional experimental procedures that adjust one variable at a time.

Ranking factors affecting emissions of GHG from incubated agricultural soils

PubMed Central

García-Marco, S; Ravella, S R; Chadwick, D; Vallejo, A; Gregory, A S; Cárdenas, L M

2014-01-01

Agriculture significantly contributes to global greenhouse gas (GHG) emissions and there is a need to develop effective mitigation strategies. The efficacy of methods to reduce GHG fluxes from agricultural soils can be affected by a range of interacting management and environmental factors. Uniquely, we used the Taguchi experimental design methodology to rank the relative importance of six factors known to affect the emission of GHG from soil: nitrate (NO3−) addition, carbon quality (labile and non-labile C), soil temperature, water-filled pore space (WFPS) and extent of soil compaction. Grassland soil was incubated in jars where selected factors, considered at two or three amounts within the experimental range, were combined in an orthogonal array to determine the importance and interactions between factors with a L16 design, comprising 16 experimental units. Within this L16 design, 216 combinations of the full factorial experimental design were represented. Headspace nitrous oxide (N2O), methane (CH4) and carbon dioxide (CO2) concentrations were measured and used to calculate fluxes. Results found for the relative influence of factors (WFPS and NO3− addition were the main factors affecting N2O fluxes, whilst glucose, NO3− and soil temperature were the main factors affecting CO2 and CH4 fluxes) were consistent with those already well documented. Interactions between factors were also studied and results showed that factors with little individual influence became more influential in combination. The proposed methodology offers new possibilities for GHG researchers to study interactions between influential factors and address the optimized sets of conditions to reduce GHG emissions in agro-ecosystems, while reducing the number of experimental units required compared with conventional experimental procedures that adjust one variable at a time. PMID:25177207

Beyond Academic Reputation: Factors that Influence the College of First Choice for High Achieving Students

ERIC Educational Resources Information Center

Schoenherr, Holly J.

2009-01-01

Studies that have investigated college choice factors for high-achieving students repeatedly cite academic reputation as one of the top indicators of choice but have not indicated why some high-achieving students choose to attend universities with a less prestigious reputation than the more highly prestigious options available to them. The purpose…

Teaching during consultation: factors affecting the resident-fellow teaching interaction.

PubMed

Miloslavsky, Eli M; McSparron, Jakob I; Richards, Jeremy B; Puig, Alberto; Sullivan, Amy M

2015-07-01

The subspecialty consultation represents a potentially powerful opportunity for resident learning, but barriers may limit the educational exchanges between fellows (subspecialty registrars) and residents (house officers). We conducted a focus group study of internal medicine (IM) residents and subspecialty fellows to determine barriers against and factors facilitating resident-fellow teaching interactions on the wards, and to identify opportunities for maximising teaching and learning. We conducted four focus groups of IM residents (n = 18) and IM subspecialty fellows (n = 16) at two academic medical centres in the USA during February and March 2013. Participants represented trainees in all 3 years of residency training and seven IM subspecialties. Four investigators analysed the transcripts using a structured qualitative framework approach, which was informed by literature on consultation and the theoretical framework of activity theory. We identified two domains of barriers and facilitating factors: personal and systems-based. Sub-themes in the personal domain included fellows' perceived resistance to consultations, residents' willingness to engage in teaching interactions, and perceptions and expectations. Sub-themes in the systems-based domain included the process of requesting the consult, the quality of the consult request, primary team structure, familiarity between residents and fellows, workload, work experience, culture of subspecialty divisions, and fellows' teaching skills. These barriers differentially affected the two stages of the consult identified in the focus groups (initial interaction and follow-up interaction). Residents and fellows want to engage in positive teaching interactions in the context of the clinical consult; however, multiple barriers influence both parties in the hospital environment. Many of these barriers are amenable to change. Interventions aimed at reducing barriers to teaching in the setting of consultation hold promise

Factors affecting the diffusion of online end user literature searching.

PubMed

Ash, J S

1999-01-01

The aim of this study was to identify factors that affect diffusion of usage of online end user literature searching. Fifteen factors clustered into three attribute sets (innovation attributes, organizational attributes, and marketing attributes) were measured to study their effect on the diffusion of online searching within institutions. A random sample of sixty-seven academic health sciences centers was selected and then 1,335 library and informatics staff members at those institutions were surveyed by mail with electronic mail follow-up. Multiple regression analysis was performed. The survey yielded a 41% response rate with electronic mail follow-up being particularly effective. Two dependent variables, internal diffusion (spread of diffusion) and infusion (depth of diffusion), were measured. There was little correlation between them, indicating they measured different things. Fifteen independent variables clustered into three attribute sets were measured. The innovation attributes set was significant for both internal diffusion and infusion. Significant individual variables were visibility for internal diffusion and image enhancement effects (negative relation) as well as visibility for infusion (depth of diffusion). Organizational attributes were also significant predictors for both dependent variables. No individual variables were significant for internal diffusion. Communication, management support (negative relation), rewards, and existence of champions were significant for infusion. Marketing attributes were not significant predictors. Successful diffusion of online end user literature searching is dependent on the visibility of the systems, communication among, rewards to, and peers of possible users who promote use (champions). Personal image enhancement effects have a negative relation to infusion, possibly because the use of intermediaries is still seen as the more luxurious way to have searches done. Management support also has a negative relation to

Academic Trajectories of Newcomer Immigrant Youth

ERIC Educational Resources Information Center

Suarez-Orozco, Carola; Gaytan, Francisco X.; Bang, Hee Jin; Pakes, Juliana; O'Connor, Erin; Rhodes, Jean

2010-01-01

Immigration to the United States presents both challenges and opportunities that affect students' academic achievement. Using a 5-year longitudinal, mixed-methods approach, we identified varying academic trajectories of newcomer immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve…

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

PubMed

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

2012-04-01

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

Perception of molar-incisor hypomineralisation (MIH) by Iraqi dental academics.

PubMed

Ghanim, Aghareed; Morgan, Michael; Mariño, Rodrigo; Manton, David; Bailey, Denise

2011-07-01

The understanding and detection of molar-incisor hypomineralisation (MIH) is linked to its recognition by clinicians. No study has investigated dental clinicians' level of perception regarding MIH in the Middle East region including Iraq. To determine the perception of Iraqi academic clinicians about MIH prevalence, severity and aetiological factors. A questionnaire, based on previous European and Australian/New Zealand studies was administered to the academic dental staff of Mosul University. A response rate of 77.7% was reported. General dental practitioners represented 30.8% of the total respondents, whilst 65.1% were dentists with post-graduate qualification. The majority of the respondents (81.2%) encountered MIH in their clinical activities and 37.3% of them identified that the prevalence appeared to have increased in recent years. Fewer than half of the respondents observed MIH affected teeth on a monthly basis. The condition was less commonly seen in primary second molars than the first permanent molars. A variation in views was recorded about MIH specific aetiological factor/s. Respondents advocated the need for clinical training regarding MIH-aetiological and therapeutic fields. Molar-incisor hypomineralisation is a condition commonly diagnosed by Iraqi dental academics. No apparent consensus existed between the general and specialist dentists regarding the anticipated prevalence, severity and aetiology of this condition. © 2011 The Authors. International Journal of Paediatric Dentistry © 2011 BSPD, IAPD and Blackwell Publishing Ltd.

Community violence and youth: affect, behavior, substance use, and academics.

PubMed

Cooley-Strickland, Michele; Quille, Tanya J; Griffin, Robert S; Stuart, Elizabeth A; Bradshaw, Catherine P; Furr-Holden, Debra

2009-06-01

Community violence is recognized as a major public health problem (WHO, World Report on Violence and Health, 2002) that Americans increasingly understand has adverse implications beyond inner-cities. However, the majority of research on chronic community violence exposure focuses on ethnic minority, impoverished, and/or crime-ridden communities while treatment and prevention focuses on the perpetrators of the violence, not on the youth who are its direct or indirect victims. School-based treatment and preventive interventions are needed for children at elevated risk for exposure to community violence. In preparation, a longitudinal, community epidemiological study, The Multiple Opportunities to Reach Excellence (MORE) Project, is being fielded to address some of the methodological weaknesses presented in previous studies. This study was designed to better understand the impact of children's chronic exposure to community violence on their emotional, behavioral, substance use, and academic functioning with an overarching goal to identify malleable risk and protective factors which can be targeted in preventive and intervention programs. This paper describes the MORE Project, its conceptual underpinnings, goals, and methodology, as well as implications for treatment and preventive interventions and future research.

Reviews on factors affecting fatigue behavior of high-Mn steels

NASA Astrophysics Data System (ADS)

Kim, Sangshik; Jeong, Daeho; Sung, Hyokyung

2018-01-01

A variety of factors affect the fatigue behavior of high-Mn steels, which include both extrinsic (i.e., loading type, R ratio, specimen type, surface condition, temperature, and environment) and intrinsic (i.e., chemical composition, grain size, microstructure, stacking fault energy) factors. Very often, the influence of extrinsic factors on the fatigue behavior is even greater than that of intrinsic factors, misleading the interpretation of fatigue data. The metallurgical factors influence the initiation and propagation behaviors of fatigue by altering the characteristics of slip that is prerequisite for fatigue damage accumulation. It is however not easy to separate the effect of each factor since they affect the fatigue behavior of high-Mn steels in complex and synergistic way. In this review, the fatigue data of high-Mn steels are summarized and the factors complicating the interpretation are discussed.

Review: Factors affecting fouling in conventional pens for slaughter pigs.

PubMed

Larsen, M L V; Bertelsen, M; Pedersen, L J

2018-02-01

This review assesses factors affecting fouling in conventional pens for slaughter pigs. Fouling of the pen happens when pigs change their excretory behaviour from occurring in the designated dunging area to the lying area. This can result in a lower hygiene, bad air quality, extra work for the farmer, disturbance of the pigs' resting behaviour and an increase in agonistic interactions. A systematic search was conducted and results narrowed down to 21 articles. Four factors were found to affect fouling directly: insufficient space allowance, the flooring design of the pen, the thermal climate and pigs' earlier experience. Further, these primary factors are affected by secondary factors such as the shape of the pen, the weight of the pigs and especially the heat balance of the pigs, which is affected by several tertiary factors including, for example, temperature, humidity and draught. Results indicate that the most important factor to control when trying to prevent fouling of a pen is the pen climate. An appropriate climate may be accomplished through floor cooling in the designated lying area, sprinklers above the designated dunging area and by ensuring a more optimal ambient temperature curve that also fits the weight of the pigs in different stages of the production. All in all, fouling of the pen in conventional slaughter pigs is a multifactorial problem, but it is important to focus on increasing the comfortability, and especially the climate, of the designated lying area.

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature

PubMed Central

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-01-01

Background The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. Objectives To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. Design This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. Data sources PubMed, Scopus, Web of Science and Google Scholar (1991–2015). Article selection The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extraction Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Results Our review identified 6 key influences: intrinsic motivation, work–life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Conclusions Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. PMID:27798036

Does intentional support of degree programs in general surgery residency affect research productivity or pursuit of academic surgery?

PubMed

Joshua Smith, Jesse; Patel, Ravi K; Chen, Xi; Tarpley, Margaret J; Terhune, Kyla P

2014-01-01

Many residents supplement general surgery training with years of dedicated research, and an increasing number at our institution pursue additional degrees. We sought to determine whether it was worth the financial cost for residency programs to support degrees. We reviewed graduating chief residents (n = 69) in general surgery at Vanderbilt University from 2001 to 2010 and collected the data including research time and additional degrees obtained. We then compared this information with the following parameters: (1) total papers, (2) first-author papers, (3) Journal Citation Reports impact factors of journals in which papers were published, and (4) first job after residency or fellowship training. The general surgery resident training program at Vanderbilt University is an academic program, approved to finish training 7 chief residents yearly during the time period studied. Chief residents in general surgery at Vanderbilt who finished their training 2001 through 2010. We found that completion of a degree during residency was significantly associated with more total and first-author publications as compared with those by residents with only dedicated research time (p = 0.001 and p = 0.017). Residents completing a degree also produced publications of a higher caliber and level of authorship as determined by an adjusted resident impact factor score as compared with those by residents with laboratory research time only (p = 0.005). Degree completion also was significantly correlated with a first job in academia if compared to those with dedicated research time only (p = 0.046). Our data support the utility of degree completion when economically feasible and use of dedicated research time as an effective way to significantly increase research productivity and retain graduates in academic surgery. Aggregating data from other academic surgery programs would allow us to further determine association of funding of additional degrees as a means to encourage academic

Identifying Gaps in Academic Writing of ESL Students

ERIC Educational Resources Information Center

Giridharan, Beena

2012-01-01

There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

Job satisfaction and motivation among physicians in academic medical centers: insights from a cross-national study.

PubMed

Janus, Katharina; Amelung, Volker E; Baker, Laurence C; Gaitanides, Michael; Schwartz, Friedrich W; Rundall, Thomas G

2008-12-01

Our study assesses how work-related monetary and nonmonetary factors affect physicians' job satisfaction at three academic medical centers in Germany and the United States, two countries whose differing health care systems experience similar problems in maintaining their physician workforce. We used descriptive statistics and factor and correlation analyses to evaluate physicians' responses to a self-administered questionnaire. Our study revealed that German physician respondents were less satisfied overall than their U.S. counterparts. In both countries, participation in decision making that may affect physicians' work was an important correlate of satisfaction. In Germany other important factors were opportunities for continuing education, job security, extent of administrative work, collegial relationships, and access to specialized technology. In the U.S. sample, job security, financial incentives, interaction with colleagues, and cooperative working relationships with colleagues and management were important predictors of overall job satisfaction. The implications of these findings for the development of policies and management tactics to increase physician job satisfaction in German and U.S. academic medical centers are discussed.

Pacific students undertaking the first year of health sciences at the University of Otago, and factors associated with academic performance.

PubMed

Sopoaga, Faafetai; Zaharic, Tony; Kokaua, Jesse; Ekeroma, Alec J; Murray, Greg; van der Meer, Jacques

2013-10-18

To describe Pacific students in the first year of health sciences at tertiary level, their academic performance, and factors associated with academic outcomes. Routinely collected data for students who enrolled in the Health Sciences First Year (HSFY) programme at the University of Otago between 2007 and 2011, including their school National Certificate in Educational Achievement (NCEA) results were obtained in anonymous form. Descriptive statistics were calculated and regression analyses were undertaken using SAS v9.2 software. A small but increasing number of Pacific students are enrolling in health sciences at tertiary level. Pacific students had poorer performance compared to non-Pacific students in both NCEA and the HSFY programme. Factors associated with academic performance were gender, NCEA results, school decile, accommodation type, ethnicity, international status and disability. Pacific students are under-represented in health sciences and would benefit from better preparation from school. Pacific solutions are required to improve academic outcomes over and above mainstream policy solutions. Tertiary institutions need to engage prospective students earlier to ensure they are well informed of requirements, and are appropriately prepared for study at the tertiary level.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Higher Education Marketing Strategies Based on Factors Impacting the Enrollees' Choice of a University and an Academic Program

ERIC Educational Resources Information Center

Kalimullin, Aydar M.; Dobrotvorskaya, Svetlana G.

2016-01-01

The relevance of studying the stated problem is due to the fact that for increasing the efficiency of higher education marketing it is necessary to take into account several factors, namely, factors that impact the choice of a university and an academic program by enrollees, as well as socio-psychological characteristics of the latter, while…

Factors affecting the quality of life in childhood epilepsy in China.

PubMed

Yong, L; Chengye, J; Jiong, Q

2006-03-01

To explore the level of, and factors affecting the quality of life (QOL) in childhood epilepsy in China. At the Peking University First Hospital, we consecutively identified 418 parents whose children were with known epilepsy to complete a questionnaire, which included children's demographic characteristics, clinical message of epilepsy, QOL, familial message, parental symptoms of anxiety/depression. Significant (p<0.05) affecting factors of children's quality of life included current educational degree, mental development, age at diagnosis, age at onset, seizure frequency, duration, AED number; parental significant (p<0.05) affecting factors included anxiety, depression and health. On regression analysis, parental anxiety was the most important factor in explaining lower QOL in childhood epilepsy. AEDs, familial economic state, paternal career, seizure frequency were also significant factors. Parental anxiety outweighed the physical factors in determining QOL in childhood epilepsy. Recognition of this will be helpful for professionals to treat disease and improve the QOL of childhood epilepsy.

Gratitude is associated with greater levels of protective factors and lower levels of risks in African American adolescents.

PubMed

Ma, Mindy; Kibler, Jeffrey L; Sly, Kaye

2013-10-01

The literature suggests gratitude is associated with positive youth development. The current study examined the relationship between gratitude and protective/risk factors among African American youth. Adolescents (N = 389; 50.4% males) ages 12-14 completed measures of gratitude (moral affect and life-orientation), protective factors (e.g., academic and activity engagement, family relationship), and high-risk behaviors (e.g., sexual attitudes and behaviors, drug/alcohol use). Results indicated greater moral affect gratitude was the only variable significantly associated with greater academic interest, better academic performance, and more extra-curricular activity engagement. Greater moral affect and life-orientation gratitude both significantly correlated with positive family relationship. Greater life-orientation gratitude was the only variable significantly associated with abstinence from sexual intimacy, sexual intercourse, likelihood of engaging in sex during primary school, and abstinence from drug/alcohol use. The findings suggest that moral affect gratitude may enhance protective factors while life-orientation gratitude may buffer against high-risk behaviors among African American youth. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Academic Performance as a Function of Achievement Motivation, Achievement Beliefs, and Affect States.

ERIC Educational Resources Information Center

Berry, James J.; Plecha, Michelle D.

Three pilot studies are used to examine the relationships between academic performance, student ability, and motivation among community college students. The first study analyzed the association between motivation and academic performance in order to test the hypothesis that students who are highly motivated will earn higher grades. Results…

78 FR 46418 - Proposed Information Collection (Obligation To Report Factors Affecting Entitlement) Activity...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-31

... (Obligation To Report Factors Affecting Entitlement) Activity; Comment Request AGENCY: Veterans Benefits... use of other forms of information technology. Title: Obligation to Report Factors Affecting... entitlement factors. Individual factors such as income, marital status, and the beneficiary's number of...

75 FR 62634 - Proposed Information Collection (Obligation to Report Factors Affecting Entitlement) Activity...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-12

... (Obligation to Report Factors Affecting Entitlement) Activity: Comment Request AGENCY: Veterans Benefits... use of other forms of information technology. Title: Obligation to Report Factors Affecting... entitlement factors. Individual factors such as income, marital status, and the beneficiary's number of...

Analysis of factors affecting employee satisfaction: A case study from Pakistan.

PubMed

Rukh, Lala; Choudhary, Muhammad Abbas; Abbasi, Saddam Akber

2015-01-01

Employee job satisfaction has been a research focal point throughout the world. It is a key factor when measuring the performance of an organization and individuals. A leading engineering goods manufacturing enterprise in Pakistan, has been used in this case study. In Pakistan, very limited research has been done with respect to factors affecting job satisfaction. Some research has been done in medical institutions, banks, universities and the information technology sector but large public sector organizations in Pakistan have not been studied. A theoretical foundation for researching factors affecting job satisfaction in large organizations is outlined. The objective of this research is to analyze various demographic, financial and non-financial factors affecting the satisfaction level of employees and to study the effects across different employee groups. This study is based on quantitative data analysis. The employees of the organization under study have been divided into 10 homogeneous groups based on their departments. Information on job related factors (affecting the satisfaction level) have been collected from subsamples of each group using a self-administered questionnaire. An overall sample of 250 (out of total 1100) employees has been selected. Before conducting the survey, reliability of the questionnaire was measured using Cronbach's alpha. The normality of data was also examined using the Kolmogorov Smirnov test. Hypotheses devised to address the research questions were tested by using non-parametric Spearman correlation and Kruskal-Wallis tests. The response rate was 73.2%. Research findings indicated the significant factors that affect the satisfaction level of employees. Median group differences existed between responses based on age, work experience, salary and designation (i.e. job position/rank) of employees. Job satisfaction was also positively and significantly associated with job related factors such as pay, promotion, relation with employees

Factors Affecting Successful Implementation of Hospital Information Systems.

PubMed

Farzandipur, Mehrdad; Jeddi, Fatemeh Rangraz; Azimi, Esmaeil

2016-02-01

Today, the use of information systems in health environments, like any other fields, is necessary and organizational managers are convinced to use these systems. However, managers' satisfaction is not the only factor in successfully implementing these systems and failed information technology projects (IT) are reported despite the consent of the directors. Therefore, this study aims to determine the factors affecting the successful implementation of a hospital information system. The study was carried out as a descriptive method in 20 clinical hospitals that the hospital information system (HIS) was conducted in them. The clinical and paraclinical users of mentioned hospitals are the study group. 400 people were chosen as samples in scientific method and the data was collected using a questionnaire consisted of three main human, managerial and organizational, and technological factors, by questionnaire and interview. Then the data was scored in Likert scale (score of 1 to 5) and were analyzed using the SPSS software. About 75 percent of the population were female, with average work experience of 10 years and the mean age was 30 years. The human factors affecting the success of hospital information system implementation achieved the mean score of 3.5, both organizational and managerial factors 2.9 and technological factors the mean of 3. Human factors including computer skills, perceiving usefulness and perceiving the ease of a hospital information system use are more effective on the acceptance and successful implementation of hospital information systems; then the technological factors play a greater role. It is recommended that for the successful implementation of hospital information systems, most of these factors to be considered.

Factors Affecting Open-Set Word Recognition in Adults with Cochlear Implants

PubMed Central

Holden, Laura K.; Finley, Charles C.; Firszt, Jill B.; Holden, Timothy A.; Brenner, Christine; Potts, Lisa G.; Gotter, Brenda D.; Vanderhoof, Sallie S.; Mispagel, Karen; Heydebrand, Gitry; Skinner, Margaret W.

2012-01-01

A monosyllabic word test was administered to 114 postlingually-deaf adult cochlear implant (CI) recipients at numerous intervals from two weeks to two years post-initial CI activation. Biographic/audiologic information, electrode position, and cognitive ability were examined to determine factors affecting CI outcomes. Results revealed that Duration of Severe-to-Profound Hearing Loss, Age at Implantation, CI Sound-field Threshold Levels, Percentage of Electrodes in Scala Vestibuli, Medio-lateral Electrode Position, Insertion Depth, and Cognition were among the factors that affected performance. Knowledge of how factors affect performance can influence counseling, device fitting, and rehabilitation for patients and may contribute to improved device design. PMID:23348845

Factors affecting self-regulated learning in medical students: a qualitative study

PubMed Central

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Investigating the Effect of Academic Procrastination on the Frequency and Variety of Academic Misconduct: A Panel Study

ERIC Educational Resources Information Center

Patrzek, Justine; Sattler, Sebastian; van Veen, Floris; Grunschel, Carola; Fries, Stefan

2015-01-01

In prior studies, academic procrastination has been discussed as an influencing factor of academic misconduct. However, empirical studies were conducted solely cross-sectionally and investigated only a few forms of academic misconduct. This large scale web-based study examined the responses of between 1359 and 2207 participants from different…

14 CFR Appendix B to Part 1215 - Factors Affecting Standard Charges

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 5 2011-01-01 2010-01-01 true Factors Affecting Standard Charges B Appendix B to Part 1215 Aeronautics and Space NATIONAL AERONAUTICS AND SPACE ADMINISTRATION TRACKING AND DATA RELAY SATELLITE SYSTEM (TDRSS) Pt. 1215, App. B Appendix B to Part 1215—Factors Affecting Standard...

Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

PubMed

Hen, Meirav; Goroshit, Marina

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Academic Penalties for Misconduct and Nonattendance.

ERIC Educational Resources Information Center

Bernheim, Emily

1985-01-01

A review of court decisions indicates that schools may consider absence from class as a factor in overall academic evaluation and may impose academic penalties for absences due to truancy, suspension, or expulsion. However, academic penalties may not be imposed for misconduct that does not result in absence from class. (MLF)

Methods of Combinatorial Optimization to Reveal Factors Affecting Gene Length

PubMed Central

Bolshoy, Alexander; Tatarinova, Tatiana

2012-01-01

In this paper we present a novel method for genome ranking according to gene lengths. The main outcomes described in this paper are the following: the formulation of the genome ranking problem, presentation of relevant approaches to solve it, and the demonstration of preliminary results from prokaryotic genomes ordering. Using a subset of prokaryotic genomes, we attempted to uncover factors affecting gene length. We have demonstrated that hyperthermophilic species have shorter genes as compared with mesophilic organisms, which probably means that environmental factors affect gene length. Moreover, these preliminary results show that environmental factors group together in ranking evolutionary distant species. PMID:23300345

Parental Beliefs Concerning Development and Education, Family Educational Practices and Children's Intellectual and Academic Performances

ERIC Educational Resources Information Center

Tazouti, Youssef; Malarde, Amelie; Michea, Aurelie

2010-01-01

The present study examines the relationships between parental beliefs relating to development and education, parenting practices, and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second or third year of primary school. Investigations of the factors affecting the children's…

Career Aspirations of Graduate and Postbaccalaureate PharmD Students as Factors Affecting the Supply of Pharmacy Faculty--A National Study.

ERIC Educational Resources Information Center

Shepherd, Marvin D.; And Others

1983-01-01

A survey of students in 57 schools of pharmacy investigated career aspirations, reasons for or against choosing an academic career, and the extent to which PharmD enrollments have affected other pharmacy graduate program enrollments. Results suggest pharmacology and pharmacy administration were most likely affected by the advent of PharmD…

Factors that influence career progression among postdoctoral clinical academics: a scoping review of the literature.

PubMed

Ranieri, Veronica; Barratt, Helen; Fulop, Naomi; Rees, Geraint

2016-10-21

The future of academic medicine is uncertain. Concerns regarding the future availability of qualified and willing trainee clinical academics have been raised worldwide. Of significant concern is our failure to retain postdoctoral trainee clinical academics, who are likely to be our next generation of leaders in scientific discovery. To review the literature about factors that may influence postdoctoral career progression in early career clinical academics. This study employed a scoping review method. Three reviewers separately assessed whether the articles found fit the inclusion criteria. PubMed, Scopus, Web of Science and Google Scholar (1991-2015). The review encompassed a broad search of English language studies published anytime up to November 2015. All articles were eligible for inclusion, including research papers employing either quantitative or qualitative methods, as well as editorials and other summary articles. Data extracted from included publications were charted according to author(s), sample population, study design, key findings, country of origin and year of publication. Our review identified 6 key influences: intrinsic motivation, work-life balance, inclusiveness, work environment, mentorship and availability of funding. It also detected significant gaps within the literature about these influences. Three key steps are proposed to help support postdoctoral trainee clinical academics. These focus on ensuring that researchers feel encouraged in their workplace, involved in collaborative dialogue with key stakeholders and able to access reliable information regarding their chosen career pathway. Finally, we highlight recommendations for future research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Factors Affecting Teenager Cyber Delinquency

ERIC Educational Resources Information Center

Joo, Young Ju; Lim, Kyu Yon; Cho, Sun Yoo; Jung, Bo Kyung; Choi, Se Bin

2013-01-01

The study aims to investigate structural relationships among teenagers' peer attachment, self-control, academic stress, internet usage time, and cyber delinquency. The data source was the Korea Youth Panel Survey, and the responses from 920 teenagers in the 12th grade provided the study data. Structural equation modeling was used for the analysis.…

[Study of the dietary preferences and the social-psychological factors that affect the dietary behaviors of high school and university students].

PubMed

Kasamaki, Junichi

2013-01-01

This study was conducted to elucidate the correlation among dietary intake, dietary preferences, and social-psychological factors in the youth and to examine the factors that affect such dietary behaviors as snacking, skipping breakfast, and taking a biased nutrition. A survey was carried out using a questionnaire with closed questions on multiple items such as dietary behaviors, psychosocial stress, dietary externalization, information and consciousness about health. The survey was conducted on 1,056 high school students and 1,323 university students in Japan. As a result of the factor analysis among the groups of male/female and high school/university students, relationships were found between the items of "preferences for snacking" and "snack food intakes" among all these groups. Those who like sweets and snacks tended to snack between lunch and dinner or after dinner by themselves more often than those who do not. In contrast to men, intermediate correlations were found between the item of "a meal as a diversion" and each of the items of "snack food intake," "preferences for fried foods/sautéed foods/meat dishes," and "preferences for snacking," among women who do not live alone, regardless of their being high school or university students. The item of "stress over human relationships/academic performance" was shown to have similarly weak correlations with the items of "reasons for skipping breakfast" and "nutrition intake" in the groups of male and female high school students. The less they value nutrition intake, the more they tend to be conscious of stress over human relationships/academic performance.

Multifaceted Impact of Self-Efficacy Beliefs on Academic Functioning.

ERIC Educational Resources Information Center

Bandura, Albert; And Others

1996-01-01

Analyzed the psychosocial influences through which efficacy beliefs affect academic achievement. Found that parents' sense of academic efficacy and aspirations for their children, children's beliefs in their efficacy to regulate their own learning and academic attainments, children's perceived social efficacy and ability to manage peer pressure,…

Social Integration as a Factor in Academic Achievements of Children: A Case Study of African Immigrants in Louisville, Kentucky

ERIC Educational Resources Information Center

Odetunde, Florence Olayinka

2013-01-01

This study explored how social integration of African immigrants in the Louisville metropolitan area of Kentucky could be a factor in the academic achievements of their children. It involved critically investigating how the process of their adjustments as immigrants might have been shaped by various personal and environmental factors such as…

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

ERIC Educational Resources Information Center

Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

2015-01-01

Background: School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus,…

Are Physical Activity and Academic Performance Compatible? Academic Achievement, Conduct, Physical Activity and Self-Esteem of Hong Kong Chinese Primary School Children

ERIC Educational Resources Information Center

Yu, C. C. W.; Chan, Scarlet; Cheng, Frances; Sung, R. Y. T.; Hau, Kit-Tai

2006-01-01

Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self-esteem, school conduct and…

Factors Affecting Smoking Tendency and Smoking Intensity

ERIC Educational Resources Information Center

David, Nissim Ben; Zion, Uri Ben

2009-01-01

Purpose: The purpose of this paper is to measure the relative effect of relevant explanatory variable on smoking tendency and smoking intensity. Design/methodology/approach: Using survey data collected by the Israeli Bureau of Statistics in 2003-2004, a probit procedure is estimated for analyzing factors that affect the probability of being a…

Latino Immigrant Parents' Financial Stress, Depression, and Academic Involvement Predicting Child Academic Success

ERIC Educational Resources Information Center

Gilbert, Lauren R.; Spears Brown, Christia; Mistry, Rashmita S.

2017-01-01

The current study examines Mexican-heritage immigrant parents' financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model…

Delaying Academic Tasks? Predictors of Academic Procrastination among Asian International Students in American Universities

ERIC Educational Resources Information Center

Kim, Eunyoung; Alhaddab, Taghreed A.; Aquino, Katherine C.; Negi, Reema

2016-01-01

Existing body of research indicates that both cognitive and non-cognitive factors contribute to college students' tendency of academic procrastination. However, little attention has been paid to the likelihood of academic procrastination among Asian international college students. Given the need for empirical research on why Asian international…

The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students

ERIC Educational Resources Information Center

Reynolds, Amy L.; Sneva, Jacob N.; Beehler, Gregory P.

2010-01-01

This study examined the effects of racism-related stress on the academic and psychological factors affecting the success of 151 Black and Latino/a college students enrolled at several predominantly White universities in the northeastern United States. Institutional racism-related stress was negatively correlated with extrinsic motivation but…

Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course

ERIC Educational Resources Information Center

Breckler, Jennifer; Teoh, Chia Shan; Role, Kemi

2011-01-01

Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning…

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake.

PubMed

Zhou, Xiao; Zhen, Rui; Wu, Xinchun

2017-01-01

Background : Previous studies indicate that posttraumatic stress disorder (PTSD) and control beliefs can affect burnout and their unique role in this situation has been examined, but fewer studies have examined their combined role in adolescent's academic burnout following traumatic events. Objective : This study examined the combined effect of PTSD symptom severity and control beliefs on academic burnout among adolescents, and assessed the moderating role of primary and secondary control beliefs in the relation between PTSD symptom severity and academic burnout. Methods : Seven hundred and forty-five adolescents were investigated using self-report questionnaires, and a series of regression equations examined the impact of PTSD severity and control beliefs on academic burnout. Results : PTSD symptom severity is associated positively with academic burnout, while primary and secondary control beliefs have a negative relation with academic burnout. In addition, primary control beliefs buffer the positive effects of PTSD symptom severity on academic burnout. We found that the positive relation between PTSD symptom severity and academic burnout in the low primary control beliefs group is more intense than that found in the high primary control beliefs group. Conclusions : PTSD symptom severity is a risk factor, whereas primary and secondary control beliefs are protective factors in academic burnout. In addition, PTSD symptom severity and primary control beliefs have a combined effect on academic burnout in adolescents following natural disasters.

Posttraumatic stress disorder symptom severity and control beliefs as the predictors of academic burnout amongst adolescents following the Wenchuan Earthquake

PubMed Central

Zhou, Xiao; Zhen, Rui; Wu, Xinchun

2017-01-01

ABSTRACT Background: Previous studies indicate that posttraumatic stress disorder (PTSD) and control beliefs can affect burnout and their unique role in this situation has been examined, but fewer studies have examined their combined role in adolescent’s academic burnout following traumatic events. Objective: This study examined the combined effect of PTSD symptom severity and control beliefs on academic burnout among adolescents, and assessed the moderating role of primary and secondary control beliefs in the relation between PTSD symptom severity and academic burnout. Methods: Seven hundred and forty-five adolescents were investigated using self-report questionnaires, and a series of regression equations examined the impact of PTSD severity and control beliefs on academic burnout. Results: PTSD symptom severity is associated positively with academic burnout, while primary and secondary control beliefs have a negative relation with academic burnout. In addition, primary control beliefs buffer the positive effects of PTSD symptom severity on academic burnout. We found that the positive relation between PTSD symptom severity and academic burnout in the low primary control beliefs group is more intense than that found in the high primary control beliefs group. Conclusions: PTSD symptom severity is a risk factor, whereas primary and secondary control beliefs are protective factors in academic burnout. In addition, PTSD symptom severity and primary control beliefs have a combined effect on academic burnout in adolescents following natural disasters. PMID:29296242

Validity and Reliability Studies on the Scale of the Reasons for Academic Procrastination

ERIC Educational Resources Information Center

Yesil, Rustu

2012-01-01

The objective of this study is to develop a scale in order to determine the reasons why students delay academic tasks and the levels that they are affected from these reasons. The study group was composed of a total of 447 students from the faculty of education. The KMO value of this scale composed of 43 items collected under six factors was…

"Does the Organization of Plastic Surgery Units into Independent Departments Affect Academic Productivity?"

PubMed

Loewenstein, Scott N; Duquette, Stephen; Valsangkar, Nakul; Avula, Umakanth; Lad, Neha; Socas, Juan; Flores, Roberto L; Sood, Rajiv; Koniaris, Leonidas G

2017-07-12

There is an increased push for plastic surgery units in the United States to become independent departments administered autonomously rather than as divisions of a multispecialty surgery department. The purpose of this research was to determine if there are any quantifiable differences in the academic performance of departments versus divisions. Using a list of the plastic surgery units affiliated with The American Council of Academic Plastic Surgeons (ACAPS), unit websites were queried for departmental status and to obtain a list of affiliated faculty. Academic productivity was then quantified using the SCOPUS database. National Institute of Health (NIH) funding was determined through the Research Portfolio Online Reporting Tools database. Plastic surgery departments were comparable to divisions in academic productivity, evidenced by a similar number of publications per faculty (38.9 versus 38.7; p=0.94), number of citations per faculty (692 versus 761; p=0.64), H-indices (9.9 versus 9.9; p=0.99), and NIH grants (3.25 versus 2.84; p=0.80), including RO1 grants (1.33 versus 0.84; p=0.53). There was a trend for departments to have a more equitable male to female ratio (2.8 versus 4.1; p=0.06), and departments trained a greater number of integrated plastic surgery residents (9.0 versus 5.28; p=0.03). This study demonstrates that the academic performance of independent plastic surgery departments is generally similar to divisions, but with nuanced distinctions.

Factors affecting choice between ureterostomy, ileal conduit and continent reservoir after radical cystectomy: Japanese series.

PubMed

Sugihara, Toru; Yasunaga, Hideo; Horiguchi, Hiromasa; Fujimura, Tetsuya; Fushimi, Kiyohide; Yu, Changhong; Kattan, Michael W; Homma, Yukio

2014-12-01

Little is known about the disparity of choices between three urinary diversions after radical cystectomy, focusing on patient and institutional factors. We identified urothelial carcinoma patients who received radical cystectomy with cutaneous ureterostomy, ileal conduit or continent reservoir using the Japanese Diagnosis Procedure Combination database from 2007 to 2012. Data comprised age, sex, comorbidities (converted into the Charlson index), TNM classification (converted into oncological stage), hospitals' academic status, hospital volume, bed volume and geographical region. Multivariate ordinal logistic regression analyses fitted with the proportional odds model were performed to analyze factors affecting urinary diversion choices. For dependent variables, the three diversions were converted into an ordinal variable in order of complexity: cutaneous ureterostomy (reference), ileal conduit and continent reservoir. Geographical variations were also examined by multivariate logistic regression models. A total of 4790 patients (1131 cutaneous ureterostomies [23.6 %], 2970 ileal conduits [62.0 %] and 689 continent reservoirs [14.4 %]) were included. Ordinal logistic regression analyses showed that male sex, lower age, lower Charlson index, early tumor stage, higher hospital volume (≥3.4 cases/year) and larger bed volume (≥450 beds) were significantly associated with the preference of more complex urinary diversion. Significant geographical disparity was also found. Good patient condition and early oncological status, as well as institutional factors, including high hospital volume, large bed volume and specific geographical regions, are independently related to the likelihood of choosing complex diversions. Recognizing this disparity would help reinforce the need for clinical practice uniformity.

Identification of Factors That Affect Software Complexity.

ERIC Educational Resources Information Center

Kaiser, Javaid

A survey of computer scientists was conducted to identify factors that affect software complexity. A total of 160 items were selected from the literature to include in a questionnaire sent to 425 individuals who were employees of computer-related businesses in Lawrence and Kansas City. The items were grouped into nine categories called system…

INTERNATIONAL DIFFERENCES IN FACTORS AFFECTING LABOUR MOBILITY.

ERIC Educational Resources Information Center

SELLIER, F.; ZARKA, C.

THE GEOGRAPHICAL, OCCUPATIONAL, AND INTERFIRM MOBILITY, AND THE FACTORS AFFECTING THESE MOVEMENTS FOR WORKERS IN FRANCE, ITALY, GERMANY, AND SWEDEN IN THE PERIOD SINCE THE SECOND WORLD WAR ARE STUDIED. DATA OBTAINED FROM INDUSTRIAL SURVEYS AND GENERAL CENSUSES WERE USED TO COMPARE THE FOUR COUNTRIES WITH EACH OTHER AND WITH THE UNITED STATES.…

On the Development of Perfectionism: The Longitudinal Role of Academic Achievement and Academic Efficacy.

PubMed

Damian, Lavinia E; Stoeber, Joachim; Negru-Subtirica, Oana; Băban, Adriana

2017-08-01

Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy by examining academic success as an antecedent of perfectionism. The study examined 487 adolescents (aged 12-19 years, 54% female) using a cross-lagged longitudinal design with three time points spaced 4-5 months apart. Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Implications of the findings for the development of perfectionism are discussed. © 2016 Wiley Periodicals, Inc.

Impact factor of medical education journals and recently developed indices: Can any of them support academic promotion criteria?

PubMed

Azer, S A; Holen, A; Wilson, I; Skokauskas, N

2016-01-01

Journal Impact Factor (JIF) has been used in assessing scientific journals. Other indices, h- and g-indices and Article Influence Score (AIS), have been developed to overcome some limitations of JIF. The aims of this study were, first, to critically assess the use of JIF and other parameters related to medical education research, and second, to discuss the capacity of these indices in assessing research productivity as well as their utility in academic promotion. The JIF of 16 medical education journals from 2000 to 2011 was examined together with the research evidence about JIF in assessing research outcomes of medical educators. The findings were discussed in light of the nonnumerical criteria often used in academic promotion. In conclusion, JIF was not designed for assessing individual or group research performance, and it seems unsuitable for such purposes. Although the g- and h-indices have demonstrated promising outcomes, further developments are needed for their use as academic promotion criteria. For top academic positions, additional criteria could include leadership, evidence of international impact, and contributions to the advancement of knowledge with regard to medical education.

Academic Sensemaking and Behavioural Responses--Exploring How Academics Perceive and Respond to Identity Threats in Times of Turmoil

ERIC Educational Resources Information Center

Degn, Lise

2018-01-01

Reforms and changing ideas about what higher education institutions are and should be have put pressure on academic identity. The present paper explores the way academics in Danish universities make sense of their changing circumstances, and how this affects their perceptions of their organization, their leaders and of themselves. The study…

A Metasynthesis of Factors Affecting Self-Management of Chronic Illness

PubMed Central

SCHULMAN-GREEN, Dena; JASER, Sarah S.; PARK, Chorong; WHITTEMORE, Robin

2015-01-01

Aim To identify factors that may serve as facilitators and barriers to self-management described by adults living with chronic illness by conducting a qualitative metasynthesis. Background Self-management is an individuals’ active management of a chronic illness in collaboration with their family members and clinicians. Design Qualitative metasynthesis. Data Sources We analyzed studies (N=53) published between January 2000–May 2013 that described factors affecting self-management in chronic illness as reported by adults aged over 18 years with chronic illness. Review Methods Sandelowsi and Barroso approach to qualitative metasynthesis: literature search; quality appraisal; analysis; and synthesis of findings. Results Collectively, article authors reported on sixteen chronic illnesses, most commonly diabetes (N=28) and cardiovascular disease (N=20). Participants included men and women (mean age=57, range 18–94) from twenty countries representing diverse races and ethnicities. We identified five categories of factors affecting self-management: Personal/Lifestyle Characteristics; Health Status; Resources; Environmental Characteristics; and Health Care System. Factors may interact to affect self-management and may exist on a continuum of positive (facilitator) to negative (barrier). Conclusion Understanding factors that influence self-management may improve assessment of self-management among adults with chronic illness and may inform interventions tailored to meet individuals’ needs and improve health outcomes. PMID:26781649

Factors affecting post-pubertal penile size in patients with hypospadias.

PubMed

Moriya, Kimihiko; Nakamura, Michiko; Nishimura, Yoko; Kitta, Takeya; Kanno, Yukiko; Chiba, Hiroki; Kon, Masafumi; Shinohara, Nobuo

2016-09-01

To evaluate actual post-pubertal penile size and factors affecting it in hypospadias patients, we retrospectively reviewed medical charts. Hypospadias patients whose external genitalia were categorized into Tanner stage 5, and whose stretched penile length was evaluated at 15 years old or older from April 2008 to April 2015, were enrolled in the present study. Stretched penile length was measured by a single examiner. Actual post-pubertal stretched penile length and factors affecting the post-pubertal stretched penile length were estimated. Statistical analysis was performed using Mann-Whitney U test and univariate and multivariate linear regression models for the determination of independent factors. Thirty patients met the inclusion criteria. Median age at evaluation was 17.2 years. Thirteen and 17 had mild and severe hypospadias, respectively. Endocrinological abnormality was identified in 5. Multivariate analysis showed that the severity of hypospadias and endocrinological abnormality were significant factors affecting stretched penile length. Stretched penile length in 25 patients without endocrinological abnormality was significantly longer than that in those with endocrinological abnormality (p = 0.036). Among patients without endocrinological abnormality, stretched penile length in 13 with severe hypospadias was significantly shorter than that in 12 with mild hypospadias (p = 0.004). While the severity of hypospadias and endocrinological abnormality at post-pubertal evaluation were factors affecting post-pubertal penile size, stretched penile length in patients with severe hypospadias was shorter even in cases without endocrinological abnormality. These results suggest that severe hypospadias is not only a disorder of urethral development, but also a disorder of penile development.

Assessment of the psychometric properties of the Revised Academic Hardiness Scale in college student samples.

PubMed

Weigold, Ingrid K; Weigold, Arne; Kim, Soyeong; Drakeford, Naomi M; Dykema, Stephanie A

2016-10-01

Academic hardiness, a construct representing how students tend to respond to academic stressors, has seen increased attention in the recent literature. However, as yet, no measure exists that has been validated for use with college students. The current study addresses this gap in the literature by examining the psychometric properties of the Revised Academic Hardiness Scale (RAHS; Benishek, Feldman, Shipon, Mecham, & Lopez, 2005) in several samples of college students from 2 institutions of higher education. Study 1 showed a 4-factor model (Commitment, Control of Affect, Challenge, and Control of Effort) to be the best-fitting solution. Studies 2 and 3 found support for the test-retest reliability, convergent validity, and discriminant validity of the 4 factors' scores. Finally, Study 4 showed evidence of the predictive validity of the RAHS scores, which accounted for significant variance in first- and second-semester college grade point average and persistence to a 2nd year at the university beyond the variance accounted for by high school academic variables. Overall, the RAHS appears to be a psychometrically sound measure for use with college students. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

Does Entry Route Really Affect Academic Outcome? Academic Achievement of Traditional versus Non Traditional Entrants to BN(Hons) Pre-Registration Nursing Programmes

ERIC Educational Resources Information Center

Brimble, Mandy J.

2015-01-01

International trends for pre-registration nurse education at degree level alongside "widening access" initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a…

Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes

ERIC Educational Resources Information Center

Crisp, Gloria; Taggart, Amanda; Nora, Amaury

2015-01-01

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The purpose of the study was to make sense of and provide critique to this rapidly growing body of research, as…

Factors affecting rotator cuff healing.

PubMed

Mall, Nathan A; Tanaka, Miho J; Choi, Luke S; Paletta, George A

2014-05-07

Several studies have noted that increasing age is a significant factor for diminished rotator cuff healing, while biomechanical studies have suggested the reason for this may be an inferior healing environment in older patients. Larger tears and fatty infiltration or atrophy negatively affect rotator cuff healing. Arthroscopic rotator cuff repair, double-row repairs, performing a concomitant acromioplasty, and the use of platelet-rich plasma (PRP) do not demonstrate an improvement in structural healing over mini-open rotator cuff repairs, single-row repairs, not performing an acromioplasty, or not using PRP. There is conflicting evidence to support postoperative rehabilitation protocols using early motion over immobilization following rotator cuff repair.

Motivation of Academics: An Empirical Assessment of Herzberg's Theory

ERIC Educational Resources Information Center

Saglam, Aycan Cicek

2007-01-01

This study examined academics' viewpoints according to sex, academic title, and professional seniority to establish how much the university presented to its staff hygiene and motivation factors and to find out the effect of these factors in motivating the staff. The findings show that there is not a statistical difference among the academics'…

Academic Underachievement among Children with Epilepsy: Proportion Exceeding Psychometric Criteria for Learning Disability and Associated Risk Factors

ERIC Educational Resources Information Center

Fastenau, Philip S.; Shen, Jianzhao; Dunn, David W.; Austin, Joan K.

2008-01-01

This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental…

Factors affecting corticosteroid concentrations in yellow-bellied marmots.

PubMed

Armitage, K B

1991-01-01

1. Bound and total corticosteroid concentrations of yellow-bellied marmots (Marmota flaviventris) were lowest in May after emergence from hibernation and peaked in August prior to immergence. 2. Total corticosteroids were affected by age but not by sex or reproductive status. 3. There was no consistent relationship between measures of population density and concentrations of corticosteroids; when a significant relationship occurred, only 22-34% of the variation was explained. 4. Social status and social behavior were the major factors affecting corticosteroid concentrations.

Academic achievement of children and adolescents with oral clefts.

PubMed

Wehby, George L; Collet, Brent; Barron, Sheila; Romitti, Paul A; Ansley, Timothy N; Speltz, Matthew

2014-05-01

Previous studies of academic achievement of children with oral clefts have mostly relied on small, clinic-based samples prone to ascertainment bias. In the first study in the United States to use a population-based sample with direct assessment, we evaluated the academic achievement of children with oral clefts relative to their classmates. Children born with isolated oral clefts in Iowa from 1983 to 2003 were identified from the Iowa Registry for Congenital and Inherited Disorders and matched to unaffected classmates by gender, school/school district, and month and year of birth. Academic achievement was assessed by using standardized tests of academic progress developed by the Iowa Testing Programs. Iowa Testing Programs data were linked to birth certificates for all children. Regression models controlled for household demographic and socioeconomic factors. The analytical sample included 588 children with clefts contributing 3735 child-grade observations and 1874 classmates contributing 13 159 child-grade observations. Children with oral clefts had lower scores than their classmates across all domains and school levels, with a 5-percentile difference in the overall composite score. Children with clefts were approximately one-half grade level behind their classmates and had higher rates of academic underachievement and use of special education services by 8 percentage points. Group differences were slightly lower but remained large and significant after adjusting for many background characteristics. Children with oral clefts underperformed across all academic areas and grade levels compared with their classmates. The results support a model of early testing and intervention among affected children to identify and reduce academic deficits. Copyright © 2014 by the American Academy of Pediatrics.

Effect of academic status on outcomes of surgery for rectal cancer.

PubMed

Cagino, Kristen; Altieri, Maria S; Yang, Jie; Nie, Lizhou; Talamini, Mark; Spaniolas, Konstantinos; Denoya, Paula; Pryor, Aurora

2018-06-01

The purpose of our study was to investigate surgical outcomes following advanced colorectal procedures at academic versus community institutions. The SPARCS database was used to identify patients undergoing Abdominoperineal resection (APR) and Low Anterior Resection between 2009 and 2014. Linear mixed models and generalized linear mixed models were used to compare outcomes. Laparoscopic versus open procedures, surgery type, volume status, and stoma formation between academic and community facilities were compared. Higher percentages of laparoscopic surgeries (58.68 vs. 41.32%, p value < 0.0001), more APR surgeries (64.60 vs. 35.40%, p value < 0.0001), more high volume hospitals (69.46 vs. 30.54%, p value < 0.0001), and less stoma formation (48.00 vs. 52.00%, p value < 0.0001) were associated with academic centers. After adjusting for confounding factors, academic facilities were more likely to perform APR surgeries (OR 1.35, 95% CI 1.04-1.74, p value = 0.0235). Minorities and Medicaid patients were more likely to receive care at an academic facility. Stoma formation, open surgery, and APR were associated with longer LOS and higher rate of ED visit and 30-day readmission. Laparoscopy and APR are more commonly performed at academic than community facilities. Age, sex, race, and socioeconomic status affect the facility at which and the type of surgery patients receive, thereby influencing surgical outcomes.

Factors affecting Iran`s future. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sinai, J.

1993-05-28

This study examines the factors affecting Iran`s future by focusing on the demographic, economic, and military trends in Iran and their impact on the country`s national security objectives in the next decade. The paper also assesses the implications of an economic embargo on Iran and potential Iranian threats to regional and United States national interests.

Are Affective Factors a Good Predictor of Science Achievement? Examining the Role of Affective Factors Based on PISA 2006

ERIC Educational Resources Information Center

Ozel, Murat; Caglak, Serdar; Erdogan, Mehmet

2013-01-01

This study investigated how affective factors like attitude and motivation contribute to science achievement in PISA 2006 using linear structural modeling. The data set of PISA 2006 collected from 4942 fifteen-year-old Turkish students (2290 females, 2652 males) was used for the statistical analyses. A total of 42 selected items on a four point…

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project.

PubMed

Watson, Charles S; Kidd, Gary R; Homer, Douglas G; Connell, Phil J; Lowther, Andrya; Eddins, David A; Krueger, Glenn; Goss, David A; Rainey, Bill B; Gospel, Mary D; Watson, Betty U

2003-01-01

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.

Academic and emotional functioning in middle school: the role of implicit theories.

PubMed

Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

2014-04-01

Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.

Restoring Faculty Vitality in Academic Medicine When Burnout Threatens.

PubMed

Shah, Darshana T; Williams, Valerie N; Thorndyke, Luanne E; Marsh, E Eugene; Sonnino, Roberta E; Block, Steven M; Viggiano, Thomas R

2017-11-21

Increasing rates of burnout-with accompanying stress and lack of engagement-among faculty, residents, students, and practicing physicians have caused alarm in academic medicine. Central to the debate among academic medicine's stakeholders are oft-competing issues of social accountability; cost containment; effectiveness of academic medicine's institutions; faculty recruitment, retention, and satisfaction; increasing expectations for faculty; and mission-based productivity.The authors propose that understanding and fostering what contributes to faculty and institutional vitality is central to preventing burnout during times of change. They first look at faculty vitality and how it is threatened by burnout, to provide a framework for a greater understanding of faculty well-being. Then they draw on higher education literature to determine how vitality is defined in academic settings and what factors affect faculty vitality within the context of academic medicine. Next, they propose a model to explain and examine faculty vitality in academic medicine, followed by a discussion of the need for a greater understanding of faculty vitality. Finally, the authors offer conclusions and propose future directions to promote faculty vitality.The authors encourage institutional decision makers and other stakeholders to focus particular attention on the evolving expectations for faculty, the risk of extensive faculty burnout, and the opportunity to reduce burnout by improving the vitality and resilience of these talented and crucial contributors. Faculty vitality, as defined by the institution, has a critical role in ensuring future institutional successes and the capacity for faculty to thrive in a complex health care economy.

Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

ERIC Educational Resources Information Center

Martin, Andrew J.

2014-01-01

Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

Modeling the interplay of multilevel risk factors for future academic and behavior problems: a person-centered approach.

PubMed

Lanza, Stephanie T; Rhoades, Brittany L; Nix, Robert L; Greenberg, Mark T

2010-05-01

This study identified profiles of 13 risk factors across child, family, school, and neighborhood domains in a diverse sample of children in kindergarten from four US locations (n = 750; 45% minority). It then examined the relation of those early risk profiles to externalizing problems, school failure, and low academic achievement in Grade 5. A person-centered approach, latent class analysis, revealed four unique risk profiles, which varied considerably across urban African American, urban White, and rural White children. Profiles characterized by several risks that cut across multiple domains conferred the highest risk for negative outcomes. Compared to a variable-centered approach, such as a cumulative risk index, these findings provide a more nuanced understanding of the early precursors to negative outcomes. For example, results suggested that urban children in single-parent homes that have few other risk factors (i.e., show at least average parenting warmth and consistency and report relatively low stress and high social support) are at quite low risk for externalizing problems, but at relatively high risk for poor grades and low academic achievement. These findings provide important information for refining and targeting preventive interventions to groups of children who share particular constellations of risk factors.

Changing Adolescent Sleep Patterns: Factors Affecting them and the Related Problems.

PubMed

Kaur, Harpreet; Bhoday, Harpreet Singh

2017-03-01

Sleep affects physical growth, behavior and emotional development besides determining cognitive functioning, learning and attention especially of a growing child. Adolescence represents one of the critical transitions in the life span and is characterized by a tremendous pace in growth and change that is second only to that of infancy. Adolescent sleep patterns deserve particular attention because of the potential impact on school performance. Average sleep period in adolescents is reduced during school days to around seven hours. The reasons may be biological mainly the sleep phase delay or psychosocial and environmental. These include academic demands, social activities, sports, internet, television viewing, part-time employment, and use of mobile phone at night, peer and parental influence and socioeconomic status. These changing patterns of sleep in adolescents lead to many behavioral sleep problems like Delayed Sleep-phase Syndrome; Difficulties in falling asleep (insomnia); excessive daytime sleepiness, poor academic performance. Decreased sleep in adolescents also causes obesity and other cardio-metabolic abnormalities. This needs an integrated approach involving adolescents themselves, their parents, teachers and specialized physicians to help improve the sleep quantity and quality and lead to a better quality of life and daytime functioning in adolescents. © Journal of the Association of Physicians of India 2011.

Factors affecting cardiac rehabilitation referral by physician specialty.

PubMed

Grace, Sherry L; Grewal, Keerat; Stewart, Donna E

2008-01-01

Cardiac rehabilitation (CR) is widely underutilized because of multiple factors including physician referral practices. Previous research has shown CR referral varies by type of provider, with cardiologists more likely to refer than primary care physicians. The objective of this study was to compare factors affecting CR referral in primary care physicians versus cardiac specialists. A cross-sectional survey of a stratified random sample of 510 primary care physicians and cardiac specialists (cardiologists or cardiovascular surgeons) in Ontario identified through the Canadian Medical Directory Online was administered. One hundred four primary care physicians and 81 cardiac specialists responded to the 26-item investigator-generated survey examining medical, demographic, attitudinal, and health system factors affecting CR referral. Primary care physicians were more likely to endorse lack of familiarity with CR site locations (P < .001), lack of standardized referral forms (P < .001), inconvenience (P = .04), program quality (P = .004), and lack of discharge communication from CR (P = .001) as factors negatively impacting CR referral practices than cardiac specialists. Cardiac specialists were significantly more likely to perceive that their colleagues and department would regularly refer patients to CR than primary care physicians (P < .001). Where differences emerged, primary care physicians were more likely to perceive factors that would impede CR referral, some of which are modifiable. Marketing CR site locations, provision of standardized referral forms, and ensuring discharge summaries are communicated to primary care physicians may improve their willingness to refer to CR.

The Mechanics of Social Capital and Academic Performance in an Indian College

ERIC Educational Resources Information Center

Hasan, Sharique; Bagde, Surendrakumar

2013-01-01

In this article we examine how social capital affects the creation of human capital. Specifically, we study how college students' peers affect academic performance. Building on existing research, we consider the different types of peers in the academic context and the various mechanisms through which peers affect performance. We test our model…

Academic plastic surgery: a study of current issues and future challenges.

PubMed

Zetrenne, Eleonore; Kosins, Aaron M; Wirth, Garrett A; Bui, Albert; Evans, Gregory R D; Wells, James H

2008-06-01

The objectives of this study were (1) to evaluate the role of a full-time academic plastic surgeon, (2) to define the indicators predictive of a successful career in academic plastic surgery, and (3) to understand the current issues that will affect future trends in the practice of academic plastic surgery. A questionnaire was developed to evaluate the role of current full-time academic plastic surgeons and to understand the current issues and future challenges facing academic plastic surgery. Each plastic surgery program director in the United States was sent the survey for distribution among all full-time academic plastic surgeons. Over a 6-week period, responses from 143 full-time academic plastic surgeons (approximately 31%) were returned. Fifty-three percent of respondents had been academic plastic surgeons for longer than 10 years. Seventy-three percent of respondents defined academic plastic surgeons as clinicians who are teachers and researchers. However, 53% of respondents believed that academic plastic surgeons were not required to teach or practice within university hospitals/academic centers. The 3 factors reported most frequently as indicative of a successful career in academic plastic surgery were peer recognition, personal satisfaction, and program reputation. Dedication and motivation were the personal characteristics rated most likely to contribute to academic success. Forty-four percent of respondents were unable to identify future academic plastic surgeons from plastic surgery residency applicants, and 27% were not sure. Most (93%) of the respondents believed that academic surgery as practiced today will change. The overall job description of a full-time academic plastic surgeon remains unchanged (teacher and researcher). Whereas peer recognition, personal satisfaction, and program reputation were most frequently cited as indicative of a successful plastic surgery career, financial success was rated the least indicative. Similarly, whereas the

Factors Influencing Academic Failure of University Students

ERIC Educational Resources Information Center

Khan, Yousaf Ali; Ahamad, Zahoor; Kousar, Sadia

2013-01-01

There was a close link between education and development. Education played a vital role in human capital formation. Academic failure from university was a problem that had became a serious concern for higher education institutions. This study presented the result of a recent investigation at the University of Gujrat that attempted to identify the…

Job Satisfaction of Academics: Reflections about Turkey

ERIC Educational Resources Information Center

Bilge, Filiz; Akman, Yasemin; Kelecioglu, Hulya

2007-01-01

The purpose of this study was to investigate the relationship of academics' job satisfaction to intrinsic and extrinsic factors such as gender, age, marital status, seniority, academic status, position, area of work (science and engineering, social science), and presence or absence of academic experience abroad. Participants included 203 academics…

RELATIONSHIPS BETWEEN IDENTITY AND ACADEMIC MOTIVATION.

PubMed

Matsushima, Rumi; Ozaki, Hitomi

2015-08-01

This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.

Factors Affecting Radiologist's PACS Usage.

PubMed

Forsberg, Daniel; Rosipko, Beverly; Sunshine, Jeffrey L

2016-12-01

The purpose of this study was to determine if any of the factors radiologist, examination category, time of week, and week effect PACS usage, with PACS usage defined as the sequential order of computer commands issued by a radiologist in a PACS during interpretation and dictation. We initially hypothesized that only radiologist and examination category would have significant effects on PACS usage. Command logs covering 8 weeks of PACS usage were analyzed. For each command trace (describing performed activities of an attending radiologist interpreting a single examination), the PACS usage variables number of commands, number of command classes, bigram repetitiveness, and time to read were extracted. Generalized linear models were used to determine the significance of the factors on the PACS usage variables. The statistical results confirmed the initial hypothesis that radiologist and examination category affect PACS usage and that the factors week and time of week to a large extent have no significant effect. As such, this work provides direction for continued efforts to analyze system data to better understand PACS utilization, which in turn can provide input to enable optimal utilization and configuration of corresponding systems. These continued efforts were, in this work, exemplified by a more detailed analysis using PACS usage profiles, which revealed insights directly applicable to improve PACS utilization through modified system configuration.

Cognitive Factors Affecting Freeze-like Behavior in Humans.

PubMed

Alban, Michael W; Pocknell, Victoria

2017-01-01

Contemporary research on survival-related defensive behaviors has identified physiological markers of freeze/flight/fight. Our research focused on cognitive factors associated with freeze-like behavior in humans. Study 1 tested if an explicit decision to freeze is associated with the psychophysiological state of freezing. Heart rate deceleration occurred when participants chose to freeze. Study 2 varied the efficacy of freezing relative to other defense options and found "freeze" was responsive to variations in the perceived effectiveness of alternative actions. Study 3 tested if individual differences in motivational orientation affect preference for a "freeze" option when the efficacy of options is held constant. A trend in the predicted direction suggested that naturally occurring cognitions led loss-avoiders to select "freeze" more often than reward-seekers. In combination, our attention to the cognitive factors affecting freeze-like behavior in humans represents a preliminary step in addressing an important but neglected research area.

Factors affecting the use of hardwood flooring in urban rehabilitation

Treesearch

Robert L. Jr. Nevel; Robert L. Jr. Nevel

1973-01-01

The continued use of hardwood flooring in urban rehabilitation is being threatened. A study of the influences that determine the choice of flooring indicates that economic, physical, or technological factors dominate. Most factors affecting the use of hardwood flooring are related to cost, availability, and compatibility. Of these factors, time and cost of installation...

Protective Factors and Processes Contributing to the Academic Success of Students Living in Poverty: Implications for Counselors

ERIC Educational Resources Information Center

Williams, Joseph M.; Bryan, Julia; Morrison, Stephaney; Scott, Tracey R.

2017-01-01

This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students' (N = 24) perspectives of protective factors and processes that contribute to their academic success in school. Four main themes and 12 subthemes were identified. The main themes are peer social capital, teachers who care, family…

Factors Affecting Sleep Quality of Patients in Intensive Care Unit

PubMed Central

Bihari, Shailesh; Doug McEvoy, R.; Matheson, Elisha; Kim, Susan; Woodman, Richard J.; Bersten, Andrew D.

2012-01-01

Introduction: Sleep disturbance is a frequently overlooked complication of intensive care unit (ICU) stay. Aim: To evaluate sleep quality among patients admitted to ICU and investigate environmental and non-environmental factors that affect sleep quality in ICU. Methods: Over a 22-month period, we consecutively recruited patients who spent ≥ 2 nights post-endotracheal extubation in ICU and who were orientated to time, place, and person on the day of discharge. Self-reported sleep quality, according to a modified Freedman questionnaire, which provided data on self-reported ICU sleep quality in ICU and environmental factors affecting sleep quality in the ICU, were collected. We also investigated non-environmental factors, such as severity of illness, ICU interventions, and medications that can affect sleep quality. Results: Fifty males and 50 females were recruited with a mean (± SD) age of 65.1 ± 15.2 years. APACHE II score at admission to ICU was 18.1 ± 7.5 with duration of stay 6.7 ± 6.5days. Self-reported sleep quality score at home (1 = worst; 10 = best) was 7.0 ± 2.2; this decreased to 4.0 ± 1.7 during their stay in ICU (p < 0.001). In multivariate analysis with APACHE III as severity of illness (R2 = 0.25), factors [exp(b)(95% CI), p value] which significantly affected sleep in ICU were sex [0.37(0.19-0.72), p < 0.01], age and sex interaction [1.02(1.01-1.03), p < 0.01], bedside phone [0.92(0.87-0.97), p < 0.01], prior quality of sleep at home [1.30(1.05-1.62), p = 0.02], and use of steroids [0.82(0.69-0.98), p = 0.03] during the stay in ICU. Conclusion: Reduced sleep quality is a common problem in ICU with a multifactorial etiology. Citation: Bihari S; McEvoy RD; Kim S; Woodman RJ; Bersten AD. Factors affecting sleep quality of patients in intensive care unit. J Clin Sleep Med 2012;8(3):301-307. PMID:22701388

A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement among African American Adolescents

ERIC Educational Resources Information Center

Cokley, Kevin; McClain, Shannon; Jones, Martinique; Johnson, Samoan

2012-01-01

The purpose of this study was to examine academic disidentification along with demographic and psychological factors related to the academic achievement of African American adolescents. Participants included 96 African American students (41 males, 55 females) in an urban high school setting located in the Southwest. Consistent with previous…

An Analysis of Factors That Affect the Educational Performance of Agricultural Students

ERIC Educational Resources Information Center

Greenway, Gina

2012-01-01

Many factors contribute to student achievement. This study focuses on three areas: how students learn, how student personality type affects performance, and how course format affects performance outcomes. The analysis sought to improve understanding of the direction and magnitude with which each of these factors impacts student success. Improved…

Assessment of Factor Affecting Institutional Performance: The Case of Wolaita Sodo University

ERIC Educational Resources Information Center

Shibru, Sintayehu; Bibiso, Mesfin; Ousman, Kedir

2017-01-01

The purpose of this study is to explore factors that affect institutional performance of Wolaita Sodo University. The study has identified middle level manager's perceptions toward institutional performance to indicate the key factors that seem to affect the performance of the university. Data were collected using structured questionnaires and…

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

PubMed

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Stress Correlates and Academic Achievement.

ERIC Educational Resources Information Center

Bentley, Donna Anderson; And Others

An ongoing concern for educators is the identification of factors that contribute to or are associated with academic achievement; one such group of variables that has received little attention are those involving stress. The relationship between perceived sources of stress and academic achievement was examined to determine if reactions to stress…

Academic Freedom: Problems in Conceptualization and Research

ERIC Educational Resources Information Center

Abdel Latif, Muhammad M. M.

2014-01-01

Academic freedom is of central importance to higher education and it affects all aspects of work at universities. It symbolizes academics' acceptance of the need for openness and flexibility (Balyer, 2011) and it protects the conditions leading to the creation of good teaching and learning, sound research, and scholarship (Atkinson, 2004).…