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Sample records for academic performance improved

  1. Performance samples on academic tasks : improving prediction of academic performance

    NARCIS (Netherlands)

    Tanilon, Jenny

    2011-01-01

    This thesis is about the development and validation of a performance-based test, labeled as Performance Samples on academic tasks in Education and Child Studies (PSEd). PSEd is designed to identify students who are most able to perform the academic tasks involved in an Education and Child Studies

  2. Performance samples on academic tasks: improving prediction of academic performance

    OpenAIRE

    Tanilon, Jenny

    2011-01-01

    This thesis is about the development and validation of a performance-based test, labeled as Performance Samples on academic tasks in Education and Child Studies (PSEd). PSEd is designed to identify students who are most able to perform the academic tasks involved in an Education and Child Studies bridging program. Many Dutch universities set up bridging programs that aim to prepare students with non-university degrees in the Netherlands for Master’s programs at the university level. Some univ...

  3. Undergraduate Medical Academic Performance is Improved by Scientific Training

    Science.gov (United States)

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

    2017-01-01

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

  4. Improving the academic performance of university biology students

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    Reese, Latasha Shireen

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

  5. Feedback and feedforward: Focal points for improving academic performance

    Directory of Open Access Journals (Sweden)

    María José García San Pedro

    2012-09-01

    Full Text Available The effective integration of competencies in university programmes follows a holistic and diversified assessment model and the educational potential development of students’ assessment results. This work questions: how are students informed about the results of their learning? Specifically, it aims to understand students’ and professors’ perspectives about the use of learning results and the strategies that are promoted in the practice of improved use of their educational potential. The results described are derived from a case study on 12 degree graduates adapted to the EEES. Although feedback and the feedfoward are strategies for informing students about their learning results, the results of the study show that their use is not entirely generalised and frequently only inform the grades obtained. Students identify the difference between knowing the grade and obtaining feedback. The relational dimension is also valued positively when students are informed about the results of their assessment. However, it seems that use of the educational potential is pending. The students say that the tutorials and the follow up through continual assessment helps to reduce failure. Also, the faculty identifies that reflection about the results obtained is very much linked to metacognitive reflection, although it is not generalised in practice. The students recognise the limitations and the work load involved for the professor to individually monitor them. The study is concluded with the need for systematically incorporating feedback and feedforward in teaching practices and offers guidelines for orienting these strategies towards improving academic performance.

  6. A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance.

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    McDermott, Ashley F; Rose, Maya; Norris, Troy; Gordon, Eric

    2016-01-28

    This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance. This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training. Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later. The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance. © The Author(s) 2016.

  7. The Management of Change and Improvement in Academic Library Performance.

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    Webster, Duane

    As academic libraries increase in size and become more complex, their organization tends to become more bureaucratic in nature and resistant to change. This paper describes a range of both internal and external strategies which have been used to introduce constructive change into the management of academic libraries in North America and the major…

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

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    Kyvik, Svein

    2013-01-01

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

  9. Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students

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    Yildiz, Osman; Bal, Abdullah; Gulsecen, Sevinc

    2013-01-01

    It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the…

  10. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

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    Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

    2017-01-01

    In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

  11. 5 strategies for improving performance of academic medical centers.

    Science.gov (United States)

    Valletta, Robert M; Harkness, Alicia

    2013-06-01

    Academic medical centers should consider five strategies for becoming more cost-efficient and profitable as reforms are implemented: Make faculty responsible for cost and quality. Explore opportunities to collaborate with community hospitals. Extend care and education beyond the walls of the organization, employing technology and innovative teaching practices. Maximize healthcare IT investment by sharing data-rich patient records with other medical centers and research institutes. Align research with business strategy.

  12. What You Can Do to Improve Academic Performance

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    Studies that measure school conditions using an index of several variables consistently show improved scores on standardized tests as school conditions improve. On the other hand, schools with major unmet repair needs and fewer custodial workers per square

  13. Evidence from Scientific Literature about Improved Academic Performance

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    Studies that measure school conditions using an index of several variables consistently show improved scores on standardized tests as school conditions improve. On the other hand, schools with major unmet repair needs and fewer custodial workers per square

  14. Evaluating School Improvement Plans and Their Affect on Academic Performance

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    Fernandez, Kenneth E.

    2011-01-01

    The development of a school improvement plan (SIP) has become an integral part of many school reform efforts. However, there are almost no studies that empirically examine the effectiveness of SIPs. The few studies examining the planning activities of organizations have generally focused on the private sector and have not provided clear or…

  15. Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

    Directory of Open Access Journals (Sweden)

    María Dolores Guerra-Martín

    2017-07-01

    Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academic performance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

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

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    Ballard, Paul J.

    2013-01-01

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

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

    Science.gov (United States)

    Bellei, Cristian

    2013-01-01

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

  18. School-based sleep education program improves sleep and academic performance of school-age children.

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    Gruber, Reut; Somerville, Gail; Bergmame, Lana; Fontil, Laura; Paquin, Soukaina

    2016-05-01

    The objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. Using a community-based participatory research approach, we created a school-based sleep education program, "Sleep for Success"™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. In the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. Copyright © 2016 Elsevier B.V. All rights reserved.

  19. Reducing Anxiety and Improving Academic Performance Through a Biofeedback Relaxation Training Program.

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    Aritzeta, Aitor; Soroa, Goretti; Balluerka, Nekane; Muela, Alexander; Gorostiaga, Arantxa; Aliri, Jone

    2017-09-01

    The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M age  = 19.6, SD = 0.74; 74% women) and the control group 81 students (M age   = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

  20. Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students

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    Osman Yildiz

    2013-12-01

    Full Text Available It is essential to predict distance education students’ year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the development of a mathematical model intended to predict distance education students’ year-end academic performance using the first eight-week data on the learning management system. First, two fuzzy models were constructed, namely the classical fuzzy model and the expert fuzzy model, the latter being based on expert opinion. Afterwards, a gene-fuzzy model was developed optimizing membership functions through genetic algorithm. The data on distance education were collected through Moodle, an open source learning management system. The data were on a total of 218 students who enrolled in Basic Computer Sciences in 2012. The input data consisted of the following variables: When a student logged on to the system for the last time after the content of a lesson was uploaded, how often he/she logged on to the system, how long he/she stayed online in the last login, what score he/she got in the quiz taken in Week 4, and what score he/she got in the midterm exam taken in Week 8. A comparison was made among the predictions of the three models concerning the students’ year-end academic performance.

  1. Use of amphetamines to improve the academic performance in students of the University of Manizales, 2008

    OpenAIRE

    Acevedo Urrego, Marcela; Arango Orozco, Lisa; Blandón Montoya, Liliana; Buelvas Soto, Liz; Carmona Velasquez, Daybeth Vanesa; Castaño Castrillón, Jose Jaime; Castro Rocha, Betsy Carolina; Serna, Juan Camilo; Trujillo Sandoval, Karol Susana; Arango, César

    2009-01-01

    Objective: Identify the frequency of use of non-medicated amphetamines and othersubstances to improve academic performance in students of the University of Manizales(Manizales, Colombia).Materials and methods: A cross sectional study was realized. The population was of3616 students of all the faculties of the University of Manizales, with a representativesample of 309 students. An anonymous sur5vey was made in order to collect informationwhich allowed to identify the consumption of amphetamin...

  2. From Fantasy to Action: Mental Contrasting with Implementation Intentions (MCII) Improves Academic Performance in Children.

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    Duckworth, Angela Lee; Kirby, Teri; Gollwitzer, Anton; Oettingen, Gabriele

    2013-11-01

    The current intervention tested whether a metacognitive self-regulatory strategy of goal pursuit can help economically disadvantaged children convert positive thoughts and images about their future into effective action. Mental contrasting with implementation intentions (MCII) entails mental contrasting a desired future with relevant obstacles of reality and forming implementation intentions (if-then plans) specifying when and where to overcome those obstacles. Seventy-seven fifth graders from an urban middle school were randomly assigned to learn either MCII or a Positive Thinking control strategy. Compared to children in the control condition, children taught how to apply MCII to their academic wishes and concerns significantly improved their report card grades (η 2 = .07), attendance (η 2 = .05), and conduct (η 2 = .07). These findings suggest that MCII holds considerable promise for helping disadvantaged middle school children improve their academic performance.

  3. Modifying the Toyota Production System for continuous performance improvement in an academic children's hospital.

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    Stapleton, F Bruder; Hendricks, James; Hagan, Patrick; DelBeccaro, Mark

    2009-08-01

    The Toyota Production System (TPS) has become a successful model for improving efficiency and eliminating errors in manufacturing processes. In an effort to provide patients and families with the highest quality clinical care, our academic children's hospital has modified the techniques of the TPS for a program in continuous performance improvement (CPI) and has expanded its application to educational and research programs. Over a period of years, physicians, nurses, residents, administrators, and hospital staff have become actively engaged in a culture of continuous performance improvement. This article provides background into the methods of CPI and describes examples of how we have applied these methods for improvement in clinical care, resident teaching, and research administration.

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

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    Lia Lopes Gonçalves

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  6. Does Methylphenidate Improve Academic Performance? A Systematic Review and Meta‑analysis

    NARCIS (Netherlands)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Oosterlaan, J.

    2018-01-01

    Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD.Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recentliterature suggests outcome-domain-specific medication effects that are

  7. Improving academic performance and mental health through a stress management intervention: outcomes and mediators of change.

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    Keogh, Edmund; Bond, Frank W; Flaxman, Paul E

    2006-03-01

    Two hundred and nine pupils were randomly allocated to either a cognitive behaviourally based stress management intervention (SMI) group, or a non-intervention control group. Mood and motivation measures were administered pre and post intervention. Standardized examinations were taken 8-10 weeks later. As hypothesized, results indicated that an increase in the functionality of pupils' cognitions served as the mechanism by which mental health improved in the SMI group. In contrast, the control group demonstrated no such improvements. Also, as predicted, an increase in motivation accounted for the SMI group's significantly better performance on the standardized, academic assessments that comprise the United Kingdom's General Certificate of Secondary Education. Indeed, the magnitude of this enhanced performance was, on average, one-letter grade. Discussion focuses on the theoretical and practical implications of these findings.

  8. Focused process improvement events: sustainability of impact on process and performance in an academic radiology department.

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    Rosenkrantz, Andrew B; Lawson, Kirk; Ally, Rosina; Chen, David; Donno, Frank; Rittberg, Steven; Rodriguez, Joan; Recht, Michael P

    2015-01-01

    To evaluate sustainability of impact of rapid, focused process improvement (PI) events on process and performance within an academic radiology department. Our department conducted PI during 2011 and 2012 in CT, MRI, ultrasound, breast imaging, and research billing. PI entailed participation by all stakeholders, facilitation by the department chair, collection of baseline data, meetings during several weeks, definition of performance metrics, creation of an improvement plan, and prompt implementation. We explore common themes among PI events regarding initial impact and durability of changes. We also assess performance in each area pre-PI, immediately post-PI, and at the time of the current study. All PI events achieved an immediate improvement in performance metrics, often entailing both examination volumes and on-time performance. IT-based solutions, process standardization, and redefinition of staff responsibilities were often central in these changes, and participants consistently expressed improved internal leadership and problem-solving ability. Major environmental changes commonly occurred after PI, including a natural disaster with equipment loss, a change in location or services offered, and new enterprise-wide electronic medical record system incorporating new billing and radiology informatics systems, requiring flexibility in the PI implementation plan. Only one PI team conducted regular post-PI follow-up meetings. Sustained improvement was frequently, but not universally, observed: in the long-term following initial PI, measures of examination volume showed continued progressive improvements, whereas measures of operational efficiency remained stable or occasionally declined. Focused PI is generally effective in achieving performance improvement, although a changing environment influences the sustainability of impact. Thus, continued process evaluation and ongoing workflow modifications are warranted. Copyright © 2015 American College of Radiology

  9. Use of social media platforms for improving academic performance at Further Education and Training colleges

    Directory of Open Access Journals (Sweden)

    Godwin P. Dzvapatsva

    2014-11-01

    Objectives: The aim of the project was to investigate the use of: (1 a knowledge portal for verifying the quality of assessments by lecturers and (2 social media to increase contact time with FET college students in an attempt to improve their academic performance. Method: The NC(V level 3 student test scores for 2011 were compared to those of 2012. In addition to the test scores, students also received a questionnaire so as to determine their perceptions on social media usage. Lecturers also received a questionnaire on their perception of the knowledge portal. Results: The data collected from seven lecturers and 38 students indicated a 35% (from 30% – 65% improvement in academic performance after the introduction of the interventions, that is social media and a knowledge portal; an indication of the importance of electronic media in enhancing learning. Conclusion: The research offered FET lecturers an additional method for learning and teaching in that they could use the knowledge portal to set up quality assessments for the students and social media to increase contact learning time.

  10. Stress Management through Written Emotional Disclosure Improves Academic Performance among College Students with Physical Symptoms.

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    Lumley, Mark A.; Provenzano, Kimberly M.

    2003-01-01

    Tests whether writing about stressful events improves grade point averages (GPAs) and whether decreases in writing-induced negative mood from the first to last day of writing predicts GPA improvements. Results reveal that writing about general life stress leads to improved academic functioning, particularly among those who become less distressed…

  11. Entrepreneurship Education and Academic Performance

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    Johansen, Vegard

    2014-01-01

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

  12. Does methylphenidate improve academic performance? A systematic review and meta-analysis.

    Science.gov (United States)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Oosterlaan, Jaap

    2018-01-20

    Academic improvement is amongst the most common treatment targets when prescribing stimulants to children with ADHD. Previous reviews on stimulant-related academic improvements are inconclusive and focus on task engagement. Recent literature suggests outcome-domain-specific medication effects that are larger for productivity than for accuracy. The aims of this study are quantifying methylphenidate effects on academic productivity and accuracy for math, reading, spelling; exploring the mediating or moderating effects of symptom improvements, demographic-, design- and disorder-related variables. PubMed, EMBASE, ERIC and PsycINFO were searched for articles reporting methylphenidate effects on academic productivity and accuracy. Thirty-four studies met entry criteria. Methylphenidate improved math productivity (7.8% increase, p < .001); math accuracy (3.0% increase, p = .001); increased reading speed (SMD .47, p < .001) but not reading accuracy. None of the mediators or moderators tested affected methylphenidate efficacy. Academic improvements were small compared to symptom improvements; qualitative changes limited to math. Clinicians should take this discrepancy into account when prescribing medication for ADHD.

  13. Impacting key performance indicators in an academic MR imaging department through process improvement.

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    Recht, Michael; Macari, Michael; Lawson, Kirk; Mulholland, Tom; Chen, David; Kim, Danny; Babb, James

    2013-03-01

    The aim of this study was to evaluate all aspects of workflow in a large academic MRI department to determine whether process improvement (PI) efforts could improve key performance indicators (KPIs). KPI metrics in the investigators' MR imaging department include daily inpatient backlogs, on-time performance for outpatient examinations, examination volumes, appointment backlogs for pediatric anesthesia cases, and scan duration relative to time allotted for an examination. Over a 3-week period in April 2011, key members of the MR imaging department (including technologists, nurses, schedulers, physicians, and administrators) tracked all aspects of patient flow through the department, from scheduling to examination interpretation. Data were analyzed by the group to determine where PI could improve KPIs. Changes to MRI workflow were subsequently implemented, and KPIs were compared before (January 1, 2011, to April 30, 2011) and after (August 1, 2011, to December 31, 2011) using Mann-Whitney and Fisher's exact tests. The data analysis done during this PI led to multiple changes in the daily workflow of the MR department. In addition, a new sense of teamwork and empowerment was established within the MR staff. All of the measured KPIs showed statistically significant changes after the reengineering project. Intradepartmental PI efforts can significantly affect KPI metrics within an MR imaging department, making the process more patient centered. In addition, the process allowed significant growth without the need for additional equipment or personnel. Copyright © 2013 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  14. Modelling and Motivating Academic Performance.

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    Brennan, Geoffrey; Pettit, Philip

    1991-01-01

    Three possible motivators for college teachers (individual economic interest, academic virtue, and academic honor) suggest mechanisms that can be used to improve performance. Policies need to address all three motivators; economic levers alone may undermine alternative ways of supporting good work. (MSE)

  15. Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

    Directory of Open Access Journals (Sweden)

    Mark Wheaton

    2016-12-01

    Full Text Available The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses.

  16. 21st century community learning centers--improving the academic performance of at-risk students: a Bronx tale.

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    Dodd, Arleen T; Bowen, Lizette M

    2011-01-01

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

  17. Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates

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    Tymon, Alex; Batistic, Sasa

    2016-01-01

    This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized…

  18. Academic Work and Performativity

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    Kenny, John

    2017-01-01

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

  19. Diligence and Academic Performance

    OpenAIRE

    Novarese, Marco; Di Giovinazzo, Viviana

    2013-01-01

    This article uses university administration data to investigate the relation between student behavior (rapid response in finalizing enrolment procedures) and academic performance. It shows how student solicitude in enrolment, or a lack of it, can be a useful forecast of academic success. Several explanations can be given, including the greater or lesser tendency to procrastinate.

  20. A physical education trial improves adolescents' cognitive performance and academic achievement: the EDUFIT study.

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    Ardoy, D N; Fernández-Rodríguez, J M; Jiménez-Pavón, D; Castillo, R; Ruiz, J R; Ortega, F B

    2014-02-01

    To analyze the effects of an intervention focused on increasing the time and intensity of Physical Education (PE), on adolescents' cognitive performance and academic achievement. A 4-month group-randomized controlled trial was conducted in 67 adolescents from South-East Spain, 2007. Three classes were randomly allocated into control group (CG), experimental group 1 (EG1) and experimental group 2 (EG2). CG received usual PE (two sessions/week), EG1 received four PE sessions/week and EG2 received four PE sessions/week of high intensity. Cognitive performance (non-verbal and verbal ability, abstract reasoning, spatial ability, verbal reasoning and numerical ability) was assessed by the Spanish Overall and Factorial Intelligence Test, and academic achievement by school grades. All the cognitive performance variables, except verbal reasoning, increased more in EG2 than in CG (all P academic achievement. This study contributes to the current knowledge by suggesting that the intensity of PE sessions might play a role in the positive effect of physical activity on cognition and academic success. Future studies involving larger sample sizes should confirm or contrast these preliminary findings. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Relationship of Using the Basic Skills of Teaching and Improvment of the Students’ Academic Performance Lamerd Nursing Faculty

    OpenAIRE

    Hashemi SA

    2015-01-01

    Aims: Development of professional skills of teachers is a key factor in improving the professional performance of teachers and students educational turnover. The aim of this study was to investigate the relationship between the use of basic skills of teaching and improving students' academic performance in Lamerd School of Nursing. Instrument & Methods: In this descriptive correlational research, All 95 students who were studying at the School of Nursing, Lamerd State University, Iran, du...

  2. The efficacy of cognitive interventions for improving cognitive performance and academic achievement in children after cancer treatment: A systematic review.

    Science.gov (United States)

    Pfeiffer, Susan M; Hutchinson, Amanda D

    2018-01-01

    Academic decline has been reported in children after cancer treatment, believed to be as a result of cognitive impairment. Cognitive interventions may improve both the present and future outcomes for children after cancer treatment by improving cognitive and/or academic performance. This review aimed to examine the efficacy of cognitive interventions in children who had received cancer treatment. A systematic search of the PsycInfo and PubMed databases was conducted in May 2015 to identify studies in which cognitive interventions were conducted with children who had undergone cancer treatment and were under the age of 21. Cognitive or academic outcomes needed to be reported pre- and post-intervention to meet the inclusion criteria. Eleven studies were included in this review. Computerized and home-based cognitive interventions were found to be most successful at improving cognitive skills. However, few cognitive interventions assessed academic achievement specifically. Future cognitive intervention research studies should include measures of academic achievement outcomes, because academic achievement and cognitive outcomes may differ. Future research regarding the effectiveness of early, home-based and computerized intervention is warranted.

  3. Improving Academic Performance and Working Memory in Health Science Graduate Students Using Progressive Muscle Relaxation Training.

    Science.gov (United States)

    Hubbard, Kurt K; Blyler, Diane

    Research involving working memory has indicated that stress and anxiety compete for attentional resources when a person engages in attention-dependent cognitive processing. The purpose of this study was to investigate the impact of perceived stress and state anxiety on working memory and academic performance among health science students and to explore whether the reduction of stress and anxiety was achieved through progressive muscle relaxation (PMR) training. A convenience sample of 128 graduate students participated in this study. Using an experimental pretest-posttest design, we randomly assigned participants to a PMR group or a control group. Results indicated that PMR reduced state anxiety, F(1, 126) = 15.58, p academic performance in the treatment group. The results of this study contribute to the literature on Attentional Control Theory by clarifying the process through which working memory and anxiety affect cognitive performance. Copyright © 2016 by the American Occupational Therapy Association, Inc.

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

    Science.gov (United States)

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

    2018-01-01

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

  5. Does Written Emotional Disclosure about Stress Improve College Students' Academic Performance? Results from Three Randomized, Controlled Studies

    Science.gov (United States)

    Radcliffe, Alison M.; Stevenson, Jennifer K.; Lumley, Mark A.; D'Souza, Pamela J.; Kraft, Christina A.

    2011-01-01

    Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academic performance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of…

  6. Use of social media platforms for improving academic performance at Further Education and Training colleges

    OpenAIRE

    Godwin P. Dzvapatsva; Zoran Mitrovic; Anthony D. Dietrich

    2014-01-01

    Background: The National Certificate Vocational (NC[V]) curriculum offered by Further Education and Training (FET) colleges was introduced in 2007 to address the skills shortage in South Africa. Information Technology (IT) lecturers encountered a number of challenges in delivering lessons throughout the course, which affected the academic performance of learners. The biggest challenges identified were the lack of adequate contact hours for the course and inconsistency in the way in which fina...

  7. Exposure to Metacognitive Skills Improves Academic Performance: An Experimental Study of College Students' Academic Performance and Self-Efficacy

    Science.gov (United States)

    Thomas, Pamela

    2016-01-01

    This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading…

  8. Improved Learning and Study Strategies Inventory (LASSI) and Academic Performance: The Impact of Feedback on Freshmen.

    Science.gov (United States)

    Haught, Patricia A.; Hill, Lee Ann; Walls, Richard T.; Nardi, Anne H.

    1998-01-01

    In a study strategies course, 69 college freshmen were given individual profiles from the Learning and Study Strategies Inventory (LASSI) and general feedback in a group setting; half also received individualized feedback, including specific suggestions for improving LASSI performance. Students receiving the individualized feedback had higher…

  9. Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

    Science.gov (United States)

    Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

    2017-12-04

    Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

  10. Music and academic performance.

    Science.gov (United States)

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

    2013-11-01

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

  11. Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation : Evidence From a Randomized Controlled Trial

    NARCIS (Netherlands)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Bet, Pierre; Oosterlaan, Jaap

    2017-01-01

    OBJECTIVE: This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. METHOD: Sixty-three children (ADHD diagnosis; methylphenidate

  12. Exploring the Value of Emotional Intelligence: A Means to Improve Academic Performance

    Science.gov (United States)

    Jaeger, Audrey J.; Eagan, M. Kevin

    2007-01-01

    The academic model of success in higher education often neglects the role of noncognitive variables, including Emotional Intelligence (EI). As higher education educators turn their attention to learning, scholars are focusing on the role of EI and other noncognitive variables in enhancing learning. Although learning takes place both inside and…

  13. A Randomized Trial of Motivational Interviewing to Improve Middle School Students' Academic Performance

    Science.gov (United States)

    Strait, Gerald Gill; Smith, Bradley H.; McQuillin, Sam; Terry, John; Swan, Suzanne; Malone, Patrick S.

    2012-01-01

    Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control…

  14. Academic Entitlement and Academic Performance in Graduating Pharmacy Students

    OpenAIRE

    Jeffres, Meghan N.; Barclay, Sean M.; Stolte, Scott K.

    2014-01-01

    Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academic performance between students identified as more or less academically entitled.

  15. Peer effects in academic performance

    OpenAIRE

    Hayashi, Ryohei

    2016-01-01

    This paper deals with the data of dormitory students in National Institute of Technology, Kagoshima College to demonstrate the existence of peer effects in academic performance. The data have unique advantages to avoid the difficulties of the self-selection problem and reflection problem. The data shows freshmen's academic performance and previous year's junior high school records, and roommate's previous year's academic performance for using an instrumental variable method. The results of my...

  16. Diet Quality and Academic Performance

    Science.gov (United States)

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

    2008-01-01

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

  17. Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy.

    Science.gov (United States)

    Shiozawa, Thomas; Butz, Benjamin; Herlan, Stephan; Kramer, Andreas; Hirt, Bernhard

    2017-01-01

    Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application-oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple-choice (S-MC) and 20 clinically-applied multiple-choice (CA-MC) items. The CA-MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA-MC questions significantly better than the control group (75% and 65%, respectively; P  0.05). The CA-MC questions had a slightly higher level of difficulty than the S-MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S-MC median Pearson correlations: 0.321; CA-MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA-MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46-52. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  18. Playing the game: sports as a force for promoting improved academic performance for urban youth.

    Science.gov (United States)

    DeMeulenaere, Eric

    2010-01-01

    Using qualitative research methods involving observations and interviews with four students, their families and friends, this paper examines six ways that student involvement in sports promoted student success: structuring schedules, creating incentives, building confidence, developing positive adult and peer role models, and its role in getting students to develop future aspirations. It then turns to consider how students use their involvement with sports to negotiate the challenges they faced in adopting a successful student identity. Participation in school sports became a powerful justification for successful school performance for the participating students in this study. Finally, this paper ends with several policy implications for considering sports programming in urban schools.

  19. Instructional Methods Within the Elementary-School Science Classroom Related to Improved Academic Performance

    Science.gov (United States)

    Baum, Lisa

    There is gap in passing rates on the standardized science assessment between European American and Hispanic American students. The purpose of this study was to examine student performance in science and the closing of the achievement gap between European American and Hispanic American students based upon receipt of an inquiry or noninquiry instruction method. Guided by the theoretical framework of constructive learning, this quantitative ex post facto research design gathered data from 8 teachers who had already implemented 1 of the 2 methods of instruction. The teachers were chosen through purposive sampling based on previous observations of instructional method and were placed into 2 groups depending upon the type of instruction: inquiry or noninquiry. Descriptive statistics were used to determine mean differences and a 2-way analysis of variance was used to determine mean differences in science test scores between European American and Hispanic American students and between the instructional methods to which they had been exposed. Results found that the inquiry instructional method was related to a significant increase in mean scores for both ethnic groups, but the achievement gap between the two groups was not closed by the inquiry instruction method. This study can promote positive social change for students by informing the efforts of educational leaders and teachers to create professional development using inquiry instruction. Students may perform higher on standardized tests when they are allowed to explore science by asking questions and answering their own questions through the collection and analysis of data.

  20. Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

    Science.gov (United States)

    Huitt, Tiffany W; Killins, Anita; Brooks, William S

    2015-01-01

    As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P students had significantly lower attitudes toward teamwork (P students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

  1. Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation: Evidence From a Randomized Controlled Trial.

    Science.gov (United States)

    Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Bet, Pierre; Oosterlaan, Jaap

    2017-06-01

    This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. Sixty-three children (ADHD diagnosis; methylphenidate treatment; age 8-13; IQ > 70) were randomly allocated to a 7-day methylphenidate or placebo treatment in this double-blind placebo-controlled crossover study and compared with 67 controls. Data were collected at schools and analyzed using mixed-model analysis. Methylphenidate was hypothesized to improve all measures; all measures were evaluated as potential mediators of methylphenidate-related math improvements. Controls mostly outperformed the ADHD group. Methylphenidate did not affect measures of cognitive functioning ( p = .082-.641) or academic motivation ( p = .199-.865). Methylphenidate improved parent ratings of their child's self-perceived competence ( p academic improvement. They also stimulate further study of perceived competence as a mediator.

  2. Gaming frequency and academic performance

    OpenAIRE

    Ip, Barry; Jacobs, Gabriel; Watkins, Alan

    2008-01-01

    There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academic performance. This paper explores the issue by analysing the relationships between gaming frequency –measured as the amount of time undergraduate students spend playing games in their free time – and their academic performance as measured by their examination marks. U...

  3. Does self-reflection and peer-assessment improve Saudi pharmacy students' academic performance and metacognitive skills?

    Science.gov (United States)

    Yusuff, Kazeem B

    2015-07-01

    The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students' academic performance and metacognitive skills, and evaluate students' feedback on the impact of these active pedagogic strategies on their overall learning experience. An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students' feedback on the impact of active pedagogic strategies on their overall learning experience. Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. The use of active pedagogic strategies such as self-reflection and peer

  4. Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performance and metacognitive skills?

    Science.gov (United States)

    Yusuff, Kazeem B.

    2014-01-01

    Background: The patient-centered focus of clinical pharmacy practice which demands nuanced application of specialized knowledge and skills targeted to meeting patient-specific therapeutic needs warrant that the training strategy used for PharmD graduates must empower with the ability to use the higher level cognitive processes and critical thinking effectively in service delivery. However, the historical disposition to learning in the Middle East and among Saudi students appeared heavily focused on rote memorization and recall of memorized facts. Objectives: To assess the impact of active pedagogic strategies such as self-reflection and peer assessment on pharmacy students’ academic performance and metacognitive skills, and evaluate students’ feedback on the impact of these active pedagogic strategies on their overall learning experience. Method: An exploratory prospective cohort study was conducted among 4th year students at the College of Clinical Pharmacy, King Faisal University, Saudi Arabia to assess the impact of self-reflection and peer-assessment in a semester-wide assessment tasks in two compulsory first semester 4th year courses (Therapeutics-3 and Pharmacoeconomics). An end-of-course evaluation survey with a pre-tested 5-item open-ended questionnaire was also conducted to evaluate students’ feedback on the impact of active pedagogic strategies on their overall learning experience. Result: Male students (study group) constituted 40.7% of the cohort while 59.3% were females (control group) with mean ± SD age of 23.2 ± 5.6 and 22.1 ± 4.9 years respectively. The mean ± SD scores for quizzes, mid-term and final exams, and the overall percentage pass were significantly higher in the study group for both courses (P pedagogic strategies enabled them to improve their use of critical thinking, facilitated deeper engagement with their learning and improved their clinical decision-making and discussion skills. Conclusion: The use of active

  5. Predicting Academic Performance

    OpenAIRE

    Marcos Gallacher

    2005-01-01

    This paper discussed advantages and disadvantages associated with the use of "admission tests" as predictors of performance in undergraduate studies programs. The paper analyzes performance of economics and business administration students. This performance is linked to admission tests results. The paper also analyzes aspects of performance related to (i) differential progress through time, and (ii) differences in the extent to which students have "areas of interest/ability". The paper conclu...

  6. Personality, academic majors and performance

    DEFF Research Database (Denmark)

    Vedel, Anna; Thomsen, Dorthe Kirkegaard; Larsen, Lars

    2015-01-01

    Personality–performance research typically uses samples of psychology students without questioning their representativeness. The present article reports two studies challenging this practice. Study 1: group differences in the Big Five personality traits were explored between students (N = 1067......) in different academic majors (medicine, psychology, law, economics, political science, science, and arts/humanities), who were tested immediately after university enrolment. Study 2: six and a half years later the students’ academic records were obtained, and predictive validity of the Big Five personality...... traits and their subordinate facets was examined in the various academic majors in relation to Grade Point Average (GPA). Significant group differences in all Big Five personality traits were found between students in different academic majors. Also, variability in predictive validity of the Big Five...

  7. Meditation and Academic Performance.

    Science.gov (United States)

    Fiebert, Martin S.; Mead, Travis M.

    1981-01-01

    An experimental group of college students were taught and asked to practice actualism meditation techniques before studying and before examinations. Controls were taught the techniques but asked to practice at other times. The groups did not differ in mean study time, but the experimental group performed significantly better on examinations.…

  8. Meta-analysis of the efficacy of psychological and educational interventions to improve academic performance of students with learning disabilities in Iran.

    Science.gov (United States)

    Faramarzi, Salar; Shamsi, Abdolhossein; Samadi, Maryam; Ahmadzade, Maryam

    2015-01-01

    with due attention to the importance of learning disabilities and necessity of presenting interventions for improvement of these disorders in order to prevent future problems, this study used meta-analysis of the research model on the impact of psychological and educational interventions to improve academic performance of students with learning disabilities. with the use of meta-analysis method by integrating the results of various researches, this study specifies the effect of psychological and educational interventions. In this order, 57 studies, which their methodology was accepted, were selected and meta-analysis was performed on them. The research instrument was a meta-analysis checklist. The effect size for the effectiveness of psychological-educational interventions on improving the academic performance of students with mathematics disorder (0.57), impaired writing (0.50) and dyslexia (0.55) were reported. The result of meta-analysis showed that according to Cohen's table, the effect size is above average, and it can be said that educational and psychological interventions improve the academic performance of students with learning disabilities.

  9. Gaming Frequency and Academic Performance

    Science.gov (United States)

    Ip, Barry; Jacobs, Gabriel; Watkins, Alan

    2008-01-01

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

  10. Effective multi-level, multi-sector, school-based obesity prevention programming improves weight, blood pressure, and academic performance, especially among low-income, minority children.

    Science.gov (United States)

    Hollar, Danielle; Lombardo, Michelle; Lopez-Mitnik, Gabriella; Hollar, Theodore L; Almon, Marie; Agatston, Arthur S; Messiah, Sarah E

    2010-05-01

    Successfully addressing childhood onset obesity requires multilevel (individual, community, and governmental), multi-agency collaboration. The Healthier Options for Public Schoolchildren (HOPS)/OrganWise Guys (OWG) quasi-experimental controlled pilot study (four intervention schools, one control school, total N=3,769; 50.2% Hispanic) was an elementary school-based obesity prevention intervention designed to keep children at a normal, healthy weight, and improve health status and academic achievement. The HOPS/OWG included the following replicable, holistic components: (1) modified dietary offerings, (2) nutrition/lifestyle educational curricula; (3) physical activity component; and (4) wellness projects. Demographic, anthropometric (body mass index [BMI]), blood pressure, and academic data were collected during the two-year study period (2004-6). Statistically significant improvements in BMI, blood pressure, and academic scores, among low-income Hispanic and White children in particular, were seen in the intervention versus controls. Holistic school-based obesity prevention interventions can improve health outcomes and academic performance, in particular among high-risk populations.

  11. Determinants of Perceived Students' Academic Performance in ...

    African Journals Online (AJOL)

    Determinants of Perceived Students' Academic Performance in Vocational Education in Tertiary Institutions in Lagos State. ... Based on the findings of the study, it is recommended that the teachers should be more motivated by ensuring participation in continuous training programmes. There should be improvement in the ...

  12. La motivación de logro mejora el rendimiento académico (Achievement Motivation Improves Academic Performance

    Directory of Open Access Journals (Sweden)

    Jose Miguel Garcia-Ramirez

    2016-01-01

    Full Text Available A través de los proyectos de innovación docente las universidades mejoran y consolidan la calidad de la educación que ofrecen, tomando la creatividad y visibilidad como claves de la motivación por competencias y logro. Método: La investigación se realiza durante el curso académico 2013-14, a través del proyecto de innovación docente “ReiDoCrea” de la Universidad de Granada. Los participantes (N=62, M=22.7, SD=6.6, estudiantes de la Facultad de Ciencias del Trabajo, se adscribieron voluntariamente al Grupo Experimental (n=30 o al Grupo Control (n=32. El grupo experimental participó en el proyecto, mientras que el grupo control no participó; los instrumentos utilizados fueron dos pruebas objetivas (pre y post del programa de evaluación académica. Resultados: El análisis estadístico muestra que existen diferencias significativas entre los resultados obtenidos por el Grupo Experimental (M=83.6, SE=1.259, t(60=3.748, p<.05, d=.95, r=.43 y el Grupo Control (M=77.25, SE=1.14. Conclusiones: En la innovación docente, la motivación por competencias y de logro es clave para desarrollar el pensamiento creativo y mejorar el rendimiento académico. Abstract: Through teaching innovation projects universities improve and consolidate the quality of education they offer, taking creativity and visibility as the key to competence and achievement motivation. Method: The research study was conducted during the academic year 2013-14, through the teaching innovation project "ReiDoCrea" of the University of Granada. The participants (N=62, M=22.7, SD=6.6, students of the Faculty of Labour, voluntarily joined the Experimental Group (n=30 or the Control Group (n=32. The experimental group participated in the project, while the Control Group did not participate; the instruments used were two objective tests (pre and post, part of the academic program evaluation. Results: The statistical analysis shows that there are significant differences between the

  13. La motivación de logro mejora el rendimiento académico (Achievement Motivation Improves Academic Performance

    Directory of Open Access Journals (Sweden)

    Jose Miguel Garcia-Ramirez

    2016-01-01

    Full Text Available A través de los proyectos de innovación docente las universidades mejoran y consolidan la calidad de la educación que ofrecen, tomando la creatividad y visibilidad como claves de la motivación por competencias y logro. Método: La investigación se realiza durante el curso académico 2013-14, a través del proyecto de innovación docente “ReiDoCrea” de la Universidad de Granada. Los participantes (N=62, M=22.7, SD=6.6, estudiantes de la Facultad de Ciencias del Trabajo, se adscribieron voluntariamente al Grupo Experimental (n=30 o al Grupo Control (n=32. El grupo experimental participó en el proyecto, mientras que el grupo control no participó; los instrumentos utilizados fueron dos pruebas objetivas (pre y post del programa de evaluación académica. Resultados: El análisis estadístico muestra que existen diferencias significativas entre los resultados obtenidos por el Grupo Experimental (M=83.6, SE=1.259, t(60=3.748, p<.05, d=.95 r=.43 y el Grupo Control (M=77.25, SE=1.14. Conclusiones: En la innovación docente, la motivación por competencias y de logro es clave para desarrollar el pensamiento creativo y mejorar el rendimiento académico. Abstract: Through teaching innovation projects universities improve and consolidate the quality of education they offer, taking creativity and visibility as the key to competence and achievement motivation. Method: The research study was conducted during the academic year 2013-14, through the teaching innovation project "ReiDoCrea" of the University of Granada. The participants (N=62, M=22.7, SD=6.6, students of the Faculty of Labour, voluntarily joined the Experimental Group (n=30 or the Control Group (n=32. The experimental group participated in the project, while the Control Group did not participate; the instruments used were two objective tests (pre and post, part of the academic program evaluation. Results: The statistical analysis shows that there are significant differences between the

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

    Science.gov (United States)

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

    2015-01-01

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

  15. The Effect of Subconscious Performance Goals on Academic Performance

    Science.gov (United States)

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

    2017-01-01

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

  16. The Effect of Academic Advising on Academic Performance of ...

    African Journals Online (AJOL)

    Although academic advising in Kenyan universities exists, no research has been done to find out how it impacts on students' educational and career goals. This research aimed at establishing the effect of academic advising on academic performance and the influence of year of study and gender on students' tendency to ...

  17. Diet, breakfast, and academic performance in children.

    Science.gov (United States)

    Kleinman, R E; Hall, S; Green, H; Korzec-Ramirez, D; Patton, K; Pagano, M E; Murphy, J M

    2002-01-01

    To determine whether nutrient intake and academic and psychosocial functioning improve after the start of a universal-free school breakfast program (USBP). Information was gathered from 97 inner city students prior to the start of a USBP and again after the program had been in place for 6 months. Students who had total energy intakes of breakfast at school than children who were not at nutritional risk. Six months after the start of the free school breakfast programs, students who decreased their nutritional risk showed significantly greater: improvements in attendance and school breakfast participation, decreases in hunger, and improvements in math grades and behavior than children who did not decrease their nutritional risk. Participation in a school breakfast program enhanced daily nutrient intake and improvements in nutrient intake were associated with significant improvements in student academic performance and psychosocial functioning and decreases in hunger. Copyright 2002 S. Karger AG, Basel

  18. Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

    Science.gov (United States)

    Hagins, Marshall; Rundle, Andrew

    2016-01-01

    Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

  19. A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth with ADHD

    Science.gov (United States)

    Trout, Alexandra L.; Epstein, Michael H.

    2007-01-01

    Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on…

  20. Can the Use of Background Music Improve the Behaviour and Academic Performance of Children with Emotional and Behavioural Difficulties?

    Science.gov (United States)

    Hallam, Susan; Price, John

    1998-01-01

    This study examined effects of providing "mood calming" background music in a special class for children with emotional and behavioral difficulties. Findings indicated a significant improvement in behavior and mathematics performance for all 10 of the children, with effects most noticeable for children with problems related to constant stimulus…

  1. Effect of yoga on academic performance in relation to stress

    OpenAIRE

    Kauts Amit; Sharma Neelam

    2009-01-01

    Background: Academic performance is concerned with the quantity and quality of learning attained in a subject or group of subjects after a long period of instruction. Excessive stress hampers students′ performance. Improvement in academic performance and alertness has been reported in several yogic studies. Aims and Objectives: The main objective of the study was to assess the effect of yoga on academic performance in relation to stress. Materials and Methods: The study started ...

  2. Sleep loss, learning capacity and academic performance.

    Science.gov (United States)

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

    2006-10-01

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

  3. An interactive, multi-modal Anatomy workshop improves academic performance in the health sciences: a cohort study.

    Science.gov (United States)

    Nicholson, Leslie L; Reed, Darren; Chan, Cliffton

    2016-01-12

    Students often strategically adopt surface approaches to learning anatomy in order to pass this necessarily content-heavy subject. The consequence of this approach, without understanding and contextualisation, limits transfer of anatomical knowledge to clinical applications. Encouraging deep approaches to learning is challenging in the current environment of lectures and laboratory-based practica. A novel interactive anatomy workshop was proposed in an attempt to address this issue. This workshop comprised of body painting, clay modelling, white-boarding and quizzes, and was undertaken by 66 health science students utilising their preferred learning styles. Performance was measured prior to the workshop at the mid-semester examination and after the workshop at the end-semester examination. Differences between mid- and end-semester performances were calculated and compared between workshop attendees and non-attendees. Baseline, post-workshop and follow-up surveys were administered to identify learning styles, goals for attendance, useful aspects of the workshop and self-confidence ratings. Workshop attendees significantly improved their performance compared to non-attendees (p = 0.001) despite a difference at baseline (p = 0.05). Increased self-confidence was reported by the attendees (p learning, 97% of attendees reported utilising multi-modal learning styles. Five main goals for participating in the workshop included: understanding, strategic engagement, examination preparation, memorisation and increasing self-confidence. All attendees reported achieving these goals. The most useful components of the workshop were body painting and clay modelling. This interactive workshop improved attendees' examination performance and promoted engaged-enquiry and deeper learning. This tool accommodates varied learning styles and improves self-confidence, which may be a valuable supplement to traditional anatomy teaching.

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

    Science.gov (United States)

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

    2017-01-01

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

  5. Improving Academic Performance of School-Age Children by Physical Activity in the Classroom : 1-Year Program Evaluation

    NARCIS (Netherlands)

    Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris

    BACKGROUNDAn intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on

  6. Improving academic performance of school-age children by physical activity in the classroom: 1-year program evaluation.

    Science.gov (United States)

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Bosker, Roel J; Doolaard, Simone; Visscher, Chris

    2015-06-01

    An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1 year. Second- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading. Teacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children. The intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children. © 2015, American School Health Association.

  7. The effect of the use of android-based application in learning together to improve students' academic performance

    Science.gov (United States)

    Ulfa, Andi Maria; Sugiyarto, Kristian H.; Ikhsan, Jaslin

    2017-05-01

    Poor achievement of students' performance on Chemistry may result from unfavourable learning processes. Therefore, innovation on learning process must be created. Regarding fast development of mobile technology, learning process cannot ignore the crucial role of the technology. This research and development (R&D) studies was done to develop android based application and to study the effect of its integration in Learning together (LT) into the improvement of students' learning creativity and cognitive achievement. The development of the application was carried out by adapting Borg & Gall and Dick & Carey model. The developed-product was reviewed by chemist, learning media practitioners, peer reviewers, and educators. After the revision based on the reviews, the application was used in the LT model on the topic of Stoichiometry in a senior high school. The instruments were questionnaires to get comments and suggestion from the reviewers about the application, and the another questionnaire was to collect the data of learning creativity. Another instrument used was a set of test by which data of students' achievement was collected. The results showed that the use of the mobile based application on Learning Together can bring about significant improvement of students' performance including creativity and cognitive achievement.

  8. ADHD, learning, and academic performance in phenylketonuria.

    Science.gov (United States)

    Antshel, Kevin M

    2010-01-01

    Despite having average intellectual abilities, academic difficulties are relatively common in children and adolescents with PKU. These academic difficulties may be a function of attention deficit hyperactivity disorder (ADHD), executive functioning deficits, and processing speed deficits, all of which are known to affect academic performance in non-PKU populations. This review focuses on what is currently known about academic performance in youth with PKU and offers suggestions for future research. Copyright 2009 Elsevier Inc. All rights reserved.

  9. The a3 problem solving report: a 10-step scientific method to execute performance improvements in an academic research vivarium.

    Directory of Open Access Journals (Sweden)

    James A Bassuk

    Full Text Available The purpose of this study was to illustrate the application of A3 Problem Solving Reports of the Toyota Production System to our research vivarium through the methodology of Continuous Performance Improvement, a lean approach to healthcare management at Seattle Children's (Hospital, Research Institute, Foundation. The Report format is described within the perspective of a 10-step scientific method designed to realize measurable improvements of Issues identified by the Report's Author, Sponsor and Coach. The 10-step method (Issue, Background, Current Condition, Goal, Root Cause, Target Condition, Countermeasures, Implementation Plan, Test, and Follow-up was shown to align with Shewhart's Plan-Do-Check-Act process improvement cycle in a manner that allowed for quantitative analysis of the Countermeasure's outcomes and of Testing results. During fiscal year 2012, 9 A3 Problem Solving Reports were completed in the vivarium under the teaching and coaching system implemented by the Research Institute. Two of the 9 reports are described herein. Report #1 addressed the issue of the vivarium's veterinarian not being able to provide input into sick animal cases during the work day, while report #7 tackled the lack of a standard in keeping track of weekend/holiday animal health inspections. In each Report, a measurable Goal that established the basis for improvement recognition was present. A Five Whys analysis identified the Root Cause for Report #1 as historical work patterns that existed before the veterinarian was hired on and that modern electronic communication tools had not been implemented. The same analysis identified the Root Cause for Report #7 as the vivarium had never standardized the process for weekend/holiday checks. Successful outcomes for both Reports were obtained and validated by robust audit plans. The collective data indicate that vivarium staff acquired a disciplined way of reporting on, as well as solving, problems in a manner

  10. The a3 problem solving report: a 10-step scientific method to execute performance improvements in an academic research vivarium.

    Science.gov (United States)

    Bassuk, James A; Washington, Ida M

    2013-01-01

    The purpose of this study was to illustrate the application of A3 Problem Solving Reports of the Toyota Production System to our research vivarium through the methodology of Continuous Performance Improvement, a lean approach to healthcare management at Seattle Children's (Hospital, Research Institute, Foundation). The Report format is described within the perspective of a 10-step scientific method designed to realize measurable improvements of Issues identified by the Report's Author, Sponsor and Coach. The 10-step method (Issue, Background, Current Condition, Goal, Root Cause, Target Condition, Countermeasures, Implementation Plan, Test, and Follow-up) was shown to align with Shewhart's Plan-Do-Check-Act process improvement cycle in a manner that allowed for quantitative analysis of the Countermeasure's outcomes and of Testing results. During fiscal year 2012, 9 A3 Problem Solving Reports were completed in the vivarium under the teaching and coaching system implemented by the Research Institute. Two of the 9 reports are described herein. Report #1 addressed the issue of the vivarium's veterinarian not being able to provide input into sick animal cases during the work day, while report #7 tackled the lack of a standard in keeping track of weekend/holiday animal health inspections. In each Report, a measurable Goal that established the basis for improvement recognition was present. A Five Whys analysis identified the Root Cause for Report #1 as historical work patterns that existed before the veterinarian was hired on and that modern electronic communication tools had not been implemented. The same analysis identified the Root Cause for Report #7 as the vivarium had never standardized the process for weekend/holiday checks. Successful outcomes for both Reports were obtained and validated by robust audit plans. The collective data indicate that vivarium staff acquired a disciplined way of reporting on, as well as solving, problems in a manner consistent with high

  11. ACADEMIC PERFORMANCE THROUGH COMMUNICATION - COMMUNICATIONORIENTED MOTIVATION

    OpenAIRE

    LUMINI A RADU

    2011-01-01

    Researchers’ focus on academic performance brings forth the “quality of academic life” and it’s highly positive correlations with “students’ welfare” as well as with certain personality features such as “self-respect” and “positive affectivity” alongside negative correlations such as „academic stress” and “negative affectivity”

  12. ACADEMIC PERFORMANCE THROUGH COMMUNICATION - COMMUNICATIONORIENTED MOTIVATION

    Directory of Open Access Journals (Sweden)

    LUMINI A RADU

    2011-04-01

    Full Text Available Researchers’ focus on academic performance brings forth the “quality of academic life” and it’s highly positive correlations with “students’ welfare” as well as with certain personality features such as “self-respect” and “positive affectivity” alongside negative correlations such as „academic stress” and “negative affectivity”

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

    Science.gov (United States)

    Goroshit, Marina

    2018-01-01

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

  14. Association of sleep and academic performance.

    Science.gov (United States)

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

    2002-03-01

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

  15. Improving Academic Writing in Nursing Education

    Science.gov (United States)

    Mattsson, Janet

    2016-01-01

    Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

  16. Improving academic literacy by teaching collocations | Nizonkiza ...

    African Journals Online (AJOL)

    Stellenbosch Papers in Linguistics ... Abstract. This study explores the effect of teaching collocations on building academic vocabulary and hence improving academic writing abilities. ... They were presented with a completion task and an essay-writing task before and after being exposed to a collocation-based syllabus.

  17. Diet, Breakfast, and Academic Performance in Children

    Science.gov (United States)

    Kleinman, R.E.; Hall, S.; Green, H.; Korzec-Ramirez, D.; Patton, K.; Pagano, M.E.; Murphy, J.M.

    2012-01-01

    Objective To determine whether nutrient intake and academic and psychosocial functioning improve after the start of a universal-free school breakfast program (USBP). Methods Information was gathered from 97 inner city students prior to the start of a USBP and again after the program had been in place for 6 months. Students who had total energy intakes of <50% of the recommended daily allowance (RDA) and/or 2 or more micronutrients of <50% of RDA were considered to be at nutritional risk. Results Prior to the USBP, 33% of all study children were classified as being at nutritional risk. Children who were at nutritional risk had significantly poorer attendance, punctuality, and grades at school, more behavior problems, and were less likely to eat breakfast at school than children who were not at nutritional risk. Six months after the start of the free school breakfast programs, students who decreased their nutritional risk showed significantly greater: improvements in attendance and school breakfast participation, decreases in hunger, and improvements in math grades and behavior than children who did not decrease their nutritional risk. Conclusion Participation in a school breakfast program enhanced daily nutrient intake and improvements in nutrient intake were associated with significant improvements in student academic performance and psychosocial functioning and decreases in hunger. PMID:12428078

  18. Using Naive Bayes Algorithm to Students' bachelor Academic Performances Analysis

    OpenAIRE

    Razaque, Fahad; Soomro, Nareena; Shaikh, Shoaib Ahmed; Soomro, Safeeullah; Samo, Javed Ahmed; Kumar, Natesh; Dharejo, Huma

    2018-01-01

    Academic Data Mining was one of emerging field which comprise procedure of examined students details by different elements such as earlier semester marks, attendance, assignment, discussion, lab work were of used to improved bachelor academic performance of students, and overcome difficulties of low ranks of bachelor students. It was extracted useful knowledge from bachelor academic students data collected from department of Computing. Subsequently preprocessing data, which was applied data m...

  19. Application of the balanced scorecard to an academic medical center in Taiwan: the effect of warning systems on improvement of hospital performance.

    Science.gov (United States)

    Chen, Hsueh-Fen; Hou, Ying-Hui; Chang, Ray-E

    2012-10-01

    The balanced scorecard (BSC) is considered to be a useful tool for management in a variety of business environments. The purpose of this article is to utilize the experimental data produced by the incorporation and implementation of the BSC in hospitals and to investigate the effects of the BSC red light tracking warning system on performance improvement. This research was designed to be a retrospective follow-up study. The linear mixed model was applied for correcting the correlated errors. The data used in this study were secondary data collected by repeated measurements taken between 2004 and 2010 by 67 first-line medical departments of a public academic medical center in Taipei, Taiwan. The linear mixed model of analysis was applied for multilevel analysis. Improvements were observed with various time lags, from the subsequent month to three months after red light warning. During follow-up, the red light warning system more effectively improved controllable costs, infection rates, and the medical records completion rate. This further suggests that follow-up management promotes an enhancing and supportive effect to the red light warning. The red light follow-up management of BSC is an effective and efficient tool where improvement depends on ongoing and consistent attention in a continuing effort to better administer medical care and control costs. Copyright © 2012. Published by Elsevier B.V.

  20. Importance of Course Module in Academic Performance of Students

    African Journals Online (AJOL)

    dell

    Importance of Course Module in Academic Performance of Students M.Ranga Reddy (PhD)* 49. * Expatriate staff member, Education faculty, ... University is centre for Academic Excellence and Training to all types of students to promote sustainable .... improve the quality of education. In the group interviews with students,.

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

    Science.gov (United States)

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

    2015-01-01

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

  2. Predictors of Academic Performance among Indian Students

    Science.gov (United States)

    Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

    2017-01-01

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

  3. Effects of Onchocerciasis Manifestations on Academic Performance ...

    African Journals Online (AJOL)

    A study of the effects of various manifestations of onchocerciasis namely visual impairment, oncho-rashes (papular oncodermatitis) and palpable nodules on academic performance was undertaken with the objective of finding out the manifestation with the most serious negative effect on academic performance. The study ...

  4. Academic performance of school children with behavioural ...

    African Journals Online (AJOL)

    Introduction: Behavioural disorders can have a negative influence on the academic performance of school children. There are no similiar published is no known studies in Nigeria. Objective: To compare the academic performance of primary school children with behavioural disorders with that of their controls. Methods: A ...

  5. School Discipline, School Uniforms and Academic Performance

    Science.gov (United States)

    Baumann, Chris; Krskova, Hana

    2016-01-01

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

  6. Relationship between Motivation and Academic Performance of ...

    African Journals Online (AJOL)

    The study investigated the influence of motivation on the academic performance of undergraduate distance learners of the University of Cape Coast, Ghana. The study was guided by two hypotheses; the relationship between intrinsic motivation and academic performance of Level 300 undergraduate students of College of ...

  7. The relationship between discipline and academic performance ...

    African Journals Online (AJOL)

    The purpose of this paper is to show that quality teaching and learning are the bed rock of discipline and academic performance. The main aim is to show how the escalation of indiscipline has effect on the academic performance of the learners. Indiscipline has become strife in schools and which has plunged our learners ...

  8. Deployments, Stress, and Soldiers' Academic Performance

    Science.gov (United States)

    Perot, Mindy

    2012-01-01

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

  9. Social Networking and Academic Performance: A Review

    Science.gov (United States)

    Doleck, Tenzin; Lajoie, Susanne

    2018-01-01

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

  10. teachers' competence and students' academic performance in ...

    African Journals Online (AJOL)

    This study investigated the influence of teacher's competence on students; academic performance in senior secondary ... of science teachers in Nigeria. KEY WORDS: Influence, Qualification, Experience, Teachers' Competence, Academic Performance. ... a variety of teaching methods, or strategies and show enthusiasm for ...

  11. Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

    Science.gov (United States)

    Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

    2018-01-01

    Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

  12. Correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences, Iran

    Directory of Open Access Journals (Sweden)

    hamid Asayesh

    2016-09-01

    Full Text Available Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic characteristics checklist, academic burnout questionnaire, and academic stress scale were used to gather data, and grade point average was considered to be the indicator of academic performance. Linear regression analysis was used to analyze the data. The level of significance was considered to be p<0.05. Results: The mean score for students' academic burnout was 28.52±15.84. Univariate regression analysis showed that the students' employment, years of education, academic performance, and all academic stress subscales had a significant correlation with academic burnout. According to multivariate regression analysis, having a field of study-related occupation was a protective factor and academic stress a risk factor for academic burnout. Conclusion: The findings of this study showed that a large proportion of students experienced academic burnout, and students with higher levels of stress experienced more severe academic burnout and had poorer performance. Therefore, training ways to cope with stress can cause reduction in academic burnout and improvement of performance.

  13. Health Behaviors and Academic Performance Among Korean Adolescents.

    Science.gov (United States)

    So, Eun Sun; Park, Byoung Mo

    2016-06-01

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

  14. Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?

    Science.gov (United States)

    Jones, C. M.; Green, J. P.; Higson, H. E.

    2017-01-01

    This study investigates whether the completion of an optional sandwich work placement enhances student performance in final year examinations. Using Propensity Score Matching, our analysis departs from the literature by controlling for self-selection. Previous studies may have overestimated the impact of sandwich work placements on performance…

  15. Long-Term Outcomes of ADHD: Academic Achievement and Performance.

    Science.gov (United States)

    Arnold, L Eugene; Hodgkins, Paul; Kahle, Jennifer; Madhoo, Manisha; Kewley, Geoff

    2015-01-12

    The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment. © 2015 SAGE Publications.

  16. Methylphenidate, Academic Performance, and Behavior

    OpenAIRE

    J Gordon Millichap

    1989-01-01

    The effects of 0.3 mg/kg and 1.0 mg/kg of methylphenidate on the overt behavior and academic functioning of 12 children with ADDH are reported from the Department of Psychiatry Research, Hospital For Sick Children, Toronto, Ontario, Canada.

  17. Predictors of Students' Academic Performance

    Science.gov (United States)

    Makar, Kathryn K.

    2013-01-01

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

  18. Sleep quality, sleep propensity and academic performance.

    Science.gov (United States)

    Howell, Andrew J; Jahrig, Jesse C; Powell, Russell A

    2004-10-01

    We examined associations between measures of sleep propensity on the Epworth Sleepiness Scale, sleep quality on the Pittsburgh Sleep Quality Index and academic performance by GPA and grades in introductory psychology for 414 students. In the total sample, neither sleep propensity nor sleep quality correlated with GPA or introductory psychology grades. However, among students carrying a full course load, those reporting poor sleep quality performed less well on academic measures than those reporting a better quality of sleep. Further research is needed to assess the moderating influence of overall demands of daytime functioning on the association between sleep quality and academic performance.

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

    Science.gov (United States)

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

    2015-01-01

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

  20. Students' Academic Performance: Academic Effort Is an Intervening ...

    African Journals Online (AJOL)

    This study was designed to seek explanations for differences in academic performance among junior secondary school pupils in a Ghanaian municipality. A random sample of 600 junior secondary school pupils in form 2 was used for the study. Multiple regression procedures were used to analyse the data. The results of ...

  1. The Effect of Academic Advising on Academic Performance of ...

    African Journals Online (AJOL)

    User

    score was used as an index of their academic performance. The respondents were also asked to provide other general information that assisted in the interpretation of the data. .... Higher Education, 38, 727-742. Cobb, N. J. (2001). The child. California: Mayfield Publishing Company. Vol. 5 (5), Serial No. 22, October, 2011.

  2. How Can Students' Academic Performance in Statistics Be Improved? Testing the Influence of Social and Temporal-Self Comparison Feedback in a Web-Based Training Environment

    Science.gov (United States)

    Delaval, Marine; Michinov, Nicolas; Le Bohec, Olivier; Le Hénaff, Benjamin

    2017-01-01

    The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by…

  3. ACADEMICS PERFORMANCE IN MALAYSIAN PUBLIC UNIVERSITIES

    OpenAIRE

    Hashim, Rahman; Shawkataly, Rahimah HP

    2017-01-01

    The quality of universitiesnormally depends on their exelence and performance of academicians.Academicians normally teach efficiently besides giving full commitment to theirrespective institution. Academics are requested to perform better by fulfillinga series of requirements by the universities. For instance, if academics arenot satisfied, they may not be committed to deliver the best. In addition,there is a possibility that their perfprmance may not achieve the target. Theseresearch aims to...

  4. Medical student psychological distress and academic performance.

    Science.gov (United States)

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

    2018-01-21

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

  5. Relationship of Perceived Stress, Perfectionism and Social Support with Students’ Academic Burnout and -Academic Performance

    Directory of Open Access Journals (Sweden)

    Pourseyyed SM

    2015-07-01

    Conclusion: Perceived stress has negative direct relationship with social support and positive direct relationship with academic burnout. Social support also has positive direct relationship with academic performance. Relationship of maladaptive perfectionism with academic burnout and also the relationship of adaptive perfectionism with academic performance is direct positive. Relationship of perceived stress with academic performance is indirect mediated by social support.

  6. Attribution Theory and Academic Library Performance Evaluation.

    Science.gov (United States)

    Gedeon, Julie A.; Rubin, Richard E.

    1999-01-01

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

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

    Science.gov (United States)

    What Works Clearinghouse, 2014

    2014-01-01

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

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

    Science.gov (United States)

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

    2017-12-01

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

  9. Performance management for academic researchers

    DEFF Research Database (Denmark)

    Jacobsen, Christian Bøtcher; Andersen, Lotte Bøgh

    2014-01-01

    The ability to design and implement performance management systems that motivate employees to high performance has become pivotal for many public leaders. Many public organizations use command systems which are based on the threat of sanctions, but our knowledge on the effects of such systems...

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

    Science.gov (United States)

    Sime, Wesley E.; And Others

    1987-01-01

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

  11. Impact of Students' Financial Strength on their Academic Performance

    African Journals Online (AJOL)

    Toshiba

    needed to ensure satisfaction, which leads to improved performance. Key words: adequacy, correlation, examination, .... Study skills are influenced by learner motivation and when they are psychological balanced. Besides ... lectures. If the student is not psychologically balanced, this may lead to low academic performance.

  12. Academic performance in high school as factor associated to academic performance in college

    Directory of Open Access Journals (Sweden)

    Mileidy Salcedo Barragán

    2008-12-01

    Full Text Available This study intends to find the relationship between academic performance in High School and College, focusing on Natural Sciences and Mathematics. It is a descriptive correlational study, and the variables were academic performance in High School, performance indicators and educational history. The correlations between variables were established with Spearman’s correlation coefficient. Results suggest that there is a positive relationship between academic performance in High School and Educational History, and a very weak relationship between performance in Science and Mathematics in High School and performance in College.

  13. Course Scheduling and Academic Performance

    Science.gov (United States)

    Dills, Angela K.; Hernandez-Julian, Rey

    2008-01-01

    This paper examines the relationship between course scheduling and student achievement, controlling for student and course characteristics. The literature in psychology recognizes that performance varies by time of day and that spacing learning out over time may foster greater long-term memory of items. We use student grades as a measure of…

  14. Lab Attendance and Academic Performance

    OpenAIRE

    Adair, Kirk; Swinton, Omari H.

    2012-01-01

    The benefits from attendance of lectures have been established in the literature. This paper focuses on attendance not of the lecture, but of smaller labs. These labs are 50 minutes one-day-a-week sessions to emphasis material covered during lecture. Using a 200-student Principles of Economics class that covers microeconomics with six different labs, we investigate the effect of lab attendance on exam performance by taking into account individual characteristics. We find that lab attendance b...

  15. Evaluating Nonclinical Performance of the Academic Pathologist

    Directory of Open Access Journals (Sweden)

    Austin Blackburn Wiles MD

    2018-02-01

    Full Text Available Academic pathologists perform clinical duties, as well as valuable nonclinical activities. Nonclinical activities may consist of research, teaching, and administrative management among many other important tasks. While clinical duties have many clear metrics to measure productivity, like the relative value units of Medicare reimbursement, nonclinical performance is often difficult to measure. Despite the difficulty of evaluating nonclinical activities, nonclinical productivity is used to determine promotion, funding, and inform professional evaluations of performance. In order to better evaluate the important nonclinical performance of academic pathologists, we present an evaluation system for leadership use. This system uses a Microsoft Excel workbook to provide academic pathologist respondents and reviewing leadership a transparent, easy-to-complete system that is both flexible and scalable. This system provides real-time feedback to academic pathologist respondents and a clear executive summary that allows for focused guidance of the respondent. This system may be adapted to fit practices of varying size, measure performance differently based on years of experience, and can work with many different institutional values.

  16. High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance. A review of: Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007. 24 Apr. 2008

    Directory of Open Access Journals (Sweden)

    Stephanie J. Schulte

    2008-06-01

    Full Text Available Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often. Design – Descriptive surveys (scales for each of the three variables.Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students.Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college of education (100 students from each department.Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed atthe university under conditions similar to that of a typical exam (i.e., no talking. All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data.Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (pConclusion – The original authors conclude that self-efficacy and use of electronic information “predict and influence academic performance” (Discussion ¶ 6. Since use of electronic information is related to greater

  17. Sleep and academic performance of Portuguese teenagers

    OpenAIRE

    Pestana, Leonor; Duarte, João; Coutinho, Emília; Nelas, Paula; Chaves, Cláudia; Amaral, Odete

    2016-01-01

    Abstract: Sleep has numerous important functions in the body, such as consolidation of memory, concentration and learning. Changes in sleep cycles in adolescents lead to sleep deprivation with consequences to academic performance. Our research question was What are the sleep habits that influence school performance (study environment, study planning, study method, reading skills, motivation to study, overall school performance) in adolescents? We aimed to identify sleep habits predictors of t...

  18. CLIL in Galicia: Repercussions on Academic Performance

    Science.gov (United States)

    González Gándara, David

    2015-01-01

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

  19. Exploring Academic Performance: Looking beyond Numerical Grades

    Science.gov (United States)

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

    2017-01-01

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

  20. Teachers' Competence and Students' Academic Performance in ...

    African Journals Online (AJOL)

    This study investigated the influence of teacher's competence on students; academic performance in senior secondary chemistry. A random sampling technique was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government Area of Rivers State. 200 students, 20 teachers and 6 principals ...

  1. Internet Usage and Academic Performance of Undergraduate ...

    African Journals Online (AJOL)

    The study examined the influence of internet usage on academic performance of undergraduate students of the University ofIlorin, Nigeria.This study adopted descriptive survey method. Six faculties were randomly selected from the 13 faculties in the University while 200 undergraduate students were sampled across these ...

  2. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    The study investigated the influence of learning environment on academic performance of primary school children. Two learning environments: the home and the school environments were identified for this study. Three research hypotheses were raised as guide to the study. The study made use of survey design.

  3. Time preferences, study effort, and academic performance

    NARCIS (Netherlands)

    Non, J.A.; Tempelaar, D.T.

    2014-01-01

    We analyze the relation between time preferences, study effort, and academic performance among first-year Business and Economics students. Time preferences are measured by stated preferences for an immediate payment over larger delayed payments. Data on study efforts are derived from an electronic

  4. Challenges of student selection: Predicting academic performance ...

    African Journals Online (AJOL)

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

  5. The Entrepreneurship Education and Academic Performance

    Science.gov (United States)

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

    2016-01-01

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

  6. Instructional Television Programmes and Academic Performance of ...

    African Journals Online (AJOL)

    This study investigated instructional Television (ITV) programmes and Academic performance of Senior Secondary School students in Anambra state-Nigeria. The need for the study arose from the problem of the declining nature of West African school certificate examination results of senior secondary school students in ...

  7. Development of the Academic Performance Perception Scale

    Science.gov (United States)

    Gur, Recep

    2017-01-01

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

  8. Environmental Variables and Pupils' Academic Performance in ...

    African Journals Online (AJOL)

    This causal-comparative study was carried out to investigate the influence of environmental variables on pupils' academic performance in primary science in Cross River State, Nigeria. Three hypotheses were formulated to guide the study. Two instruments were used to collect data for the study namely: environmental ...

  9. Stress and academic performance among medical students.

    Science.gov (United States)

    Sohail, Nudrat

    2013-01-01

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

  10. Psychosocial Correlates of Academic Performance among Primary ...

    African Journals Online (AJOL)

    This was a correlational design study that explored the relationship between pupils' psychosocial variables such as self-esteem, hearing status, attitude towards teachers and school; and between these and academic performance. A total of 194 pupils, 110 hearing normally and 84 hearing impaired were compared in ...

  11. Relationships between study skills and academic performance

    Science.gov (United States)

    Md Rahim, Nasrudin; Meon, Hasni

    2013-04-01

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

  12. Personality, Assessment Methods and Academic Performance

    Science.gov (United States)

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

    2013-01-01

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

  13. Academic Performance: An Approach From Data Mining

    Directory of Open Access Journals (Sweden)

    David L. La Red Martinez

    2012-02-01

    Full Text Available The relatively low% of students promoted and regularized in Operating Systems Course of the LSI (Bachelor’s Degree in Information Systems of FaCENA (Faculty of Sciences and Natural Surveying - Facultad de Ciencias Exactas, Naturales y Agrimensura of UNNE (academic success, prompted this work, whose objective is to determine the variables that affect the academic performance, whereas the final status of the student according to the Res. 185/03 CD (scheme for evaluation and promotion: promoted, regular or free1. The variables considered are: status of the student, educational level of parents, secondary education, socio-economic level, and others. Data warehouse (Data Warehouses: DW and data mining (Data Mining: DM techniques were used to search pro.les of students and determine success or failure academic potential situations. Classifications through techniques of clustering according to different criteria have become. Some criteria were the following: mining of classification according to academic program, according to final status of the student, according to importance given to the study, mining of demographic clustering and Kohonen clustering according to final status of the student. Were conducted statistics of partition, detail of partitions, details of clusters, detail of fields and frequency of fields, overall quality of each process and quality detailed (precision, classification, reliability, arrays of confusion, diagrams of gain / elevation, trees, distribution of nodes, of importance of fields, correspondence tables of fields and statistics of cluster. Once certain profiles of students with low academic performance, it may address actions aimed at avoiding potential academic failures. This work aims to provide a brief description of aspects related to the data warehouse built and some processes of data mining developed on the same.

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

    Science.gov (United States)

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

    2016-01-01

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

  15. Improving fleet performance

    Energy Technology Data Exchange (ETDEWEB)

    Ramjist, S. [Ontario Power Generation, Toronto, ON (Canada)

    2015-07-01

    Use Fleet Initiatives to Improve Overall Fleet Performance . Tightly Integrated with Business Planning (Cause & Effect) . Leverage Strength of Broader Organization - Converge on Standard Business Practices . Ancillary Benefit of Improved Agility.

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

    Science.gov (United States)

    Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

    2013-01-01

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

  17. Effect of yoga on academic performance in relation to stress.

    Science.gov (United States)

    Kauts, Amit; Sharma, Neelam

    2009-01-01

    Academic performance is concerned with the quantity and quality of learning attained in a subject or group of subjects after a long period of instruction. Excessive stress hampers students' performance. Improvement in academic performance and alertness has been reported in several yogic studies. The main objective of the study was to assess the effect of yoga on academic performance in relation to stress. The study started with 800 adolescent students; 159 high-stress students and 142 low-stress students were selected on the basis of scores obtained through Stress Battery. Experimental group and control group were given pre test in three subjects, i.e., Mathematics, Science, and Social Studies. A yoga module consisting of yoga asanas, pranayama, meditation, and a value orientation program was administered on experimental group for 7 weeks. The experimental and control groups were post-tested for their performance on the three subjects mentioned above. The results show that the students, who practiced yoga performed better in academics. The study further shows that low-stress students performed better than high-stress students, meaning thereby that stress affects the students' performance.

  18. Effect of yoga on academic performance in relation to stress

    Directory of Open Access Journals (Sweden)

    Kauts Amit

    2009-01-01

    Full Text Available Background: Academic performance is concerned with the quantity and quality of learning attained in a subject or group of subjects after a long period of instruction. Excessive stress hampers students′ performance. Improvement in academic performance and alertness has been reported in several yogic studies. Aims and Objectives: The main objective of the study was to assess the effect of yoga on academic performance in relation to stress. Materials and Methods: The study started with 800 adolescent students; 159 high-stress students and 142 low-stress students were selected on the basis of scores obtained through Stress Battery. Experimental group and control group were given pre test in three subjects, i.e., Mathematics, Science, and Social Studies. A yoga module consisting of yoga asanas, pranayama, meditation, and a value orientation program was administered on experimental group for 7 weeks. The experimental and control groups were post-tested for their performance on the three subjects mentioned above. Results: The results show that the students, who practiced yoga performed better in academics. The study further shows that low-stress students performed better than high-stress students, meaning thereby that stress affects the students′ performance.

  19. Effect of yoga on academic performance in relation to stress

    Science.gov (United States)

    Kauts, Amit; Sharma, Neelam

    2009-01-01

    Background: Academic performance is concerned with the quantity and quality of learning attained in a subject or group of subjects after a long period of instruction. Excessive stress hampers students’ performance. Improvement in academic performance and alertness has been reported in several yogic studies. Aims and Objectives: The main objective of the study was to assess the effect of yoga on academic performance in relation to stress. Materials and Methods: The study started with 800 adolescent students; 159 high-stress students and 142 low-stress students were selected on the basis of scores obtained through Stress Battery. Experimental group and control group were given pre test in three subjects, i.e., Mathematics, Science, and Social Studies. A yoga module consisting of yoga asanas, pranayama, meditation, and a value orientation program was administered on experimental group for 7 weeks. The experimental and control groups were post-tested for their performance on the three subjects mentioned above. Results: The results show that the students, who practiced yoga performed better in academics. The study further shows that low-stress students performed better than high-stress students, meaning thereby that stress affects the students’ performance. PMID:21234215

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

    Directory of Open Access Journals (Sweden)

    Shephard Roy J

    2008-02-01

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

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

    Science.gov (United States)

    Trudeau, François; Shephard, Roy J

    2008-02-25

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

  2. Associated factors to academic performance in adult

    Directory of Open Access Journals (Sweden)

    Mawency Vergel-Ortega

    2016-08-01

    Full Text Available The article has the objective identify the associated factors to academic performance of adult students in mathematics and statistics modules. Was realized a study quantitative correlational in a sample of 80 students with age over 30 years old. A group of institutional aspects, social-demographics, psychosocials and pedagogic factors were used as independent variable. Results indicate that style of learning associated with type of intelligence, deficit conscience associated to abstraction capability and family motivation predicts the higher levels of performance, constituting explicative variables. Conclusion: type and style of learning, type of intelligence, motivation, conscience of deficit are associated factors to performance in adults.

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

    Science.gov (United States)

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

    2009-11-01

    The purpose of this study was to evaluate whether nursing students assigned to a home hospital experience less stress and improved academic performance. Students were assigned to a home hospital clinical placement (n = 78) or a control clinical placement (n = 79). Stress was measured using the Student Nurse Stress Index (SNSI) and Spielberger's State Anxiety Inventory. Academic performance included score on the RN CAT, a standardized mock NCLEX-RN(®)-type test; nursing grade point average; and first attempt pass-fail on the NCLEX-RN. There were no statistically significant differences between the two groups for age, gender, marital status, ethnicity, or score on the nurse entrance examination. There were significant changes in SNSI over time but not between groups. Academic load and state anxiety showed an interaction of time by group, with the home hospital group showing reductions over time, compared with the control group. Copyright 2009, SLACK Incorporated.

  4. Premenstrual syndrome: messes with my academic performance

    International Nuclear Information System (INIS)

    Hashim, R.; Ayyub, A.; Hameed, S.; Qamar, K.; Raza, G.

    2014-01-01

    Objective: This study aims to determine the educational impact of premenstrual syndrome (PMS) on various academic activities of undergraduate female medical students. Study Design: Cross sectional study. Place and Duration of Study: Army Medical College, National University of Sciences and Technology (NUST), Islamabad, Pakistan from June 2013 to November 2013 Material and Methods: This cross sectional study was conducted at Army Medical College, National University of Sciences and Technology (NUST) Islamabad. Data were collected from 224 undergraduate female medical students of all professional years. PMS was diagnosed according to WHO's ICD-10 criteria. Impact of premenstrual syndrome on academic activities of female medical students was assessed using a 22-itemed, structured questionnaire. Results: Two hundred and twenty four female undergraduate medical students gave their written consent to participate in this study. PMS was present among 207 (92.4%) female students. Major PMS symptoms experienced by the female students were backache (87.5%), fatigue (80.2%), depressed mood (78.2%), anxiety (76.8%), hypersomnia (71%) and poor emotional control (64.3%). The frequency of various PMS symptoms interfered with their academic activities (76.3%), with large group discussion sessions (79.2%), with small group discussion sessions (72.9%), written assessment (66.6%) and oral assessment (70.0%). Conclusion: The study findings affirm the fact that premenstrual syndrome profoundly affects the academic activities of young female medical students. In the light of these pertinent findings we recommend that health education and counselling services are essential to be provided at medical college campuses for female undergraduates. This will not only help them alleviate the negative effects of PMS but also develop an understanding about their problems, enhancing their academic output and performance in early medical carrier. (author)

  5. THE IMPROVEMENT OF STAFF PERFORMANCE THROUGH VARIATION OF LEADERSHIP APPROACH AT STATE VOCATIONAL HIGH SCHOOL (SMKN 2 METRO ACADEMIC YEAR 2015/2016

    Directory of Open Access Journals (Sweden)

    Sutarman - -

    2015-10-01

    Full Text Available Abstract : SMKN 2 Metro, as one of vocational high schools potentially becomes a reference school, need to deal that possibility with high performace both teachers and staff. Reference school requires all staffs to manage and organize the school establishment in accordance with quality management procedure and do their best to improve their competency and qualification. The improvement of their competency and qualification is a supporting factor of the service provided by the school to all stake holders at SMKN 2 Metro. The aim of the research is to improve the performance of the staff at SMKN 2 Metro.It was school action research applied. This research was conducted to improve working situation and process to overcome problems of the school. SMKN 2 Metro is located at Street Yos Sudars, West Metro of Metro Municipal City. The subjcts of the research were staff consist of 13 civil servants (PNS and 20 volunteer (PTT. It was done for three months from February to April 2015.The researcher was able to conclude that staff performance at SMKN 2 Metro improved when variation of leadership approach applied. This conclusion was supported by some findings. There was linear improvement of staff performance both PNS and PTT. The improvement of PTT performance was better than PNS in the beggining of the treatment, bu then they reached the same quality of improvement. Coersive power needed to be apllied more intensive in the beggining although applied with very careful manner. Flexible leadership approach must equip authoritative approach. Reward, even in smallest amount of recognition, must be applied more intensive.   Key Words: Approach, Performance, Staff

  6. Self-concept and academic performance in gifted and academically weak students.

    Science.gov (United States)

    Garzarelli, P; Everhart, B; Lester, D

    1993-01-01

    This study investigated potential correlates of academic achievement, including self-concept, extracurricular activities, family environment, and gender. Findings indicated that while self-concept and academic achievement were associated for gifted 7th and 8th graders, the two variables were not associated for academically weak students. For this latter group, living with a stepparent was associated with poorer academic performance.

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

    Science.gov (United States)

    Khanehkeshi, Ali; Basavarajappa

    2011-01-01

    This paper investigates the relationship of academic stress with aggression, depression and academic performance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry…

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

    Science.gov (United States)

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

    2015-02-01

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

  9. Student Collaborative Networks and Academic Performance

    Science.gov (United States)

    Schmidt, David; Bridgeman, Ariel; Kohl, Patrick

    2013-04-01

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

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

    Science.gov (United States)

    Nichols, Marissa K.

    2017-01-01

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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2015-01-01

    implications for the clinical management of non-amblyogenic levels of astigmatism in relation to academic performance in children. Correction of low to moderate levels of astigmatism may improve the functional performance of children in the classroom. © 2014 The Authors Ophthalmic & Physiological Optics © 2014 The College of Optometrists.

  13. Satisfaction of Students and Academic Performance in Benadir University

    Science.gov (United States)

    Dhaqane, Mahad Khalif; Afrah, Nor Abdulle

    2016-01-01

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

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

    Science.gov (United States)

    Graham, Andrew T.

    2016-01-01

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

  15. Pharmacy student absenteeism and academic performance.

    Science.gov (United States)

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

    2012-02-10

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

  16. Sleepwalking through School: New Evidence on Sleep and Academic Performance

    OpenAIRE

    Wang, Kurt; Sabia, Joseph J.; Cesur, Resul

    2016-01-01

    Policymakers advocating for later school starting times argue that increased sleep duration may generate important schooling benefits. Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between sleep duration and academic performance, while carefully controlling for difficult-to-measure characteristics at the family- and individual-levels. We find that increased sleep time is associated with improvements in classroom concentration as wel...

  17. Increased body weight affects academic performance in university students

    Directory of Open Access Journals (Sweden)

    Angela S. Anderson

    2017-03-01

    Full Text Available For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academic performance in university students is correlated with BMI. Students from two consecutive academic years (Jan–May 2013 and Jan–May 2014 were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male consented to participate in the study. The number of correct answers to problem-solving questions (PSQs and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t-tests. BMI was significantly negatively correlated with student's final grades (P = 0.001 Pearson's r = −0.190 and PSQs were positively correlated with final grades (P < 0.001; Pearson's r = 0.357. Our findings show a correlation between healthy body weight and improved academic performance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academic performance in college students are warranted.

  18. Poor academic performance among adolescents with epilepsy in ...

    African Journals Online (AJOL)

    Background. Adolescents with epilepsy experience significant academic difficulties. However, little is known about the effects of epilepsy on the academic performance of adolescents with the disorder in Northern Nigeria. Objective. To assess the academic performance of adolescents with epilepsy and factors associated ...

  19. causal variables and academic performance of students in cross ...

    African Journals Online (AJOL)

    and academic performance of secondary school students in Cross River State: A basis for counselling ... impact significantly on academic performance of learners. ... teaching methods, interpersonal relationship among the school personnels, nature of curriculum and the school topography could affect the academic.

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-06-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    International Nuclear Information System (INIS)

    Casey, M M; McVitie, S

    2009-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Casey, M M; McVitie, S [Department of Physics and Astronomy, University of Glasgow, Glasgow G12 8QQ (United Kingdom)], E-mail: m.casey@physics.gla.ac.uk

    2009-09-15

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

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

    Science.gov (United States)

    Casey, M. M.; McVitie, S.

    2009-09-01

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

  6. Do study strategies predict academic performance in medical school?

    Science.gov (United States)

    West, Courtney; Sadoski, Mark

    2011-07-01

     Study strategies, such as time and study management techniques, seem to be consistently related to achievement even when aptitude is controlled for, but the picture is not entirely clear. As there is limited research in this area, we explored the relative strengths of academic aptitude, as measured by the Medical College Admission Test (MCAT), undergraduate grade point average (UGPA) and study strategies, as measured by the Learning and Study Strategies Inventory (LASSI), in predicting academic performance in 106 students in the first semester of an integrated curriculum.  Our purpose was to determine whether relationships could be identified between academic aptitude, study strategies and academic performance which would enable us to provide students with feedback in certain skill areas in order to maximise achievement. Data analysis consisted of four multiple regression analyses. The criterion variables were: semester overall final average, semester written examination average, semester practical examination average, and percentage correct on a customised National Board of Medical Examiners (NBME) examination. The predictor variables in each regression were: MCAT score; UGPA; and subscores on the 10 LASSI subscales for Anxiety, Attitude, Motivation, Concentration, Information Processing, Self-Testing, Selecting Main Idea, Study Aids, Time Management and Test-Taking Strategies. The results of three regressions indicated that two study skills, time management and self-testing, were generally stronger predictors of first-semester academic performance than aptitude. Improving the prioritisation and organisation of study time and teaching students to predict, compose and answer their own questions when studying may help to advance student performance regardless of student aptitude, especially on course-specific examinations. © Blackwell Publishing Ltd 2011.

  7. MCNP Progress & Performance Improvements

    Energy Technology Data Exchange (ETDEWEB)

    Brown, Forrest B. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bull, Jeffrey S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Rising, Michael Evan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2015-04-14

    Twenty-eight slides give information about the work of the US DOE/NNSA Nuclear Criticality Safety Program on MCNP6 under the following headings: MCNP6.1.1 Release, with ENDF/B-VII.1; Verification/Validation; User Support & Training; Performance Improvements; and Work in Progress. Whisper methodology will be incorporated into the code, and run speed should be increased.

  8. Ambulatory quality improvement in academic medical centers: a changing landscape.

    Science.gov (United States)

    Leas, Brian F; Goldfarb, Neil I; Browne, Robert C; Keroack, Mark; Nash, David B

    2009-01-01

    Efforts to improve the quality of ambulatory care have received tremendous attention as bold new initiatives aimed at influencing the environment of care through financial incentives, public transparency, and information technology rapidly spread. Academic medical centers, which represent a long tradition of excellence and innovation in medical care, might be expected to lead the charge in these new arenas, but motivation for change may be mitigated by the unique complexity and multiple goals of these institutions. A survey conducted in the fall of 2006 examined the early impact of these major new influences on faculty practice plans. Respondents reported that many institutions have begun to develop key components of a quality infrastructure, but much work remains before a robust model emerges at most sites. Some academic medical centers have also embraced pay-for-performance and public reporting efforts, but many are not equipped or eager to engage in these new initiatives.

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

    Science.gov (United States)

    Su, Sophia; Baird, Kevin

    2017-01-01

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

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

    Science.gov (United States)

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

    2015-09-25

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

  11. The association between cognition and academic performance in Ugandan children surviving malaria with neurological involvement.

    Science.gov (United States)

    Bangirana, Paul; Menk, Jeremiah; John, Chandy C; Boivin, Michael J; Hodges, James S

    2013-01-01

    The contribution of different cognitive abilities to academic performance in children surviving cerebral insult can guide the choice of interventions to improve cognitive and academic outcomes. This study's objective was to identify which cognitive abilities are associated with academic performance in children after malaria with neurological involvement. 62 Ugandan children with a history of malaria with neurological involvement were assessed for cognitive ability (working memory, reasoning, learning, visual spatial skills, attention) and academic performance (reading, spelling, arithmetic) three months after the illness. Linear regressions were fit for each academic score with the five cognitive outcomes entered as predictors. Adjusters in the analysis were age, sex, education, nutrition, and home environment. Exploratory factor analysis (EFA) and structural equation models (SEM) were used to determine the nature of the association between cognition and academic performance. Predictive residual sum of squares was used to determine which combination of cognitive scores was needed to predict academic performance. In regressions of a single academic score on all five cognitive outcomes and adjusters, only Working Memory was associated with Reading (coefficient estimate = 0.36, 95% confidence interval = 0.10 to 0.63, pacademic performance measure (Pacademic performance. Academic performance is strongly associated with the latent variable labelled "cognitive ability" which captures most of the variation in the individual specific cognitive outcome measures. Working memory, visual spatial skills, and learning together stood out as the best combination to predict academic performance.

  12. Relationships between Academic Stress, Social Support, Mental Health and Academic Performance in Venezuelan University Students

    OpenAIRE

    LYA FELDMAN; LILA GONCALVES; GRACE CHACÓN-PUIGNAU; JOANMIR ZARAGOZA; NURI BAGÉS; JOAN DE PABLO

    2008-01-01

    The objective of the present study was to evaluate academic stress, social support and their relationships with mental health and academic performance in university students. Three hundred and twenty one students from a technological university in Caracas, Venezuela, responded instruments on academic stress, social support and mental health during the most academically stressful period. The results indicate that favorable conditions of mental health were associated to more social support and ...

  13. Home-Based Reinforcement: Behavioral Covariation between Academic Performance and Inappropriate Behavior.

    Science.gov (United States)

    Witt, Joseph C.; And Others

    1983-01-01

    Describes the effects of a home-based reinforcement program (designed to modify classroom behaviors) on the academic performance and behavior of three fourth-grade boys. Results demonstrated the effectiveness of home-based reinforcement intervention in improving the academic performance of underachieving children while simultaneously reducing…

  14. Perception of Overweight Is Associated with Poor Academic Performance in US Adolescents

    Science.gov (United States)

    Florin, Todd A.; Shults, Justine; Stettler, Nicolas

    2011-01-01

    Background: To improve understanding of the mechanisms affecting the relationship between adolescent obesity and poor academic performance, we examined the association of overweight or perceived weight status with academic achievement. Methods: We performed a cross-sectional study of 14-17-year-olds (N = 11,012) from the nationally representative…

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

    Science.gov (United States)

    Ndambakuwa, Yustina; Mufunda, Jacob

    2006-01-01

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

  16. The Effect of Extracurricular Activity Participation on the Academic Performance of Male and Female High School Students.

    Science.gov (United States)

    Silliker, S. Alan; Quirk, Jeffrey T.

    1997-01-01

    Examines whether extracurricular activity participation (EAP) enhances the academic performance of high school students. Analyzed 123 students who played interscholastic soccer. Results indicate that EAP does not harm and may enhance academic performance. Male athletes showed in-season improvements in academic performance. Discusses implications…

  17. Resilience Does Not Predict Academic Performance in Gross Anatomy

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Meriac, John P.

    2015-01-01

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

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

    Science.gov (United States)

    Bailey, Sarah; Bhattacharyya, Mouchumi

    2017-01-01

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

  20. Improving SQL Server Perform

    Directory of Open Access Journals (Sweden)

    Nicolae MERCIOIU

    2010-01-01

    Full Text Available With the development of client server technology and multilayer architectures the systems ef-ficiency issue has been increasingly discussed. Lacking knowledge in optimization methods and tools offered by DBMS's, database administrators and developers of applications based on Microsoft technologies cannot optimally design and service performing systems. In this article we review the objectives that should be considered (in order to improve performance of SQL Server instances and we describe the techniques used to optimize queries. Also, we explain and illustrate the new optimization features offered by SQL Server 2008.

  1. Containment performance improvement program

    International Nuclear Information System (INIS)

    Beckner, W.; Mitchell, J.; Soffer, L.; Chow, E.; Lane, J.; Ridgely, J.

    1990-01-01

    The Containment Performance Improvement (CPI) program has been one of the main elements in the US Nuclear Regulatory Commission's (NRC's) integrated approach to closure of severe accident issues for US nuclear power plants. During the course of the program, results from various probabilistic risk assessment (PRA) studies and from severe accident research programs for the five US containment types have been examined to identify significant containment challenges and to evaluate potential improvements. The five containment types considered are: the boiling water reactor (BMR) Mark I containment, the BWR Mark II containment, the BWR Mark III containment, the pressurized water reactor (PWR) ice condenser containment, and the PWR dry containments (including both subatmospheric and large subtypes). The focus of the CPI program has been containment performance and accident mitigation, however, insights are also being obtained in the areas of accident prevention and accident management

  2. Brain Structure Linking Delay Discounting and Academic Performance.

    Science.gov (United States)

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

    2017-08-01

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

  3. Relationships between Academic Stress, Social Support, Mental Health and Academic Performance in Venezuelan University Students

    Directory of Open Access Journals (Sweden)

    LYA FELDMAN

    2008-12-01

    Full Text Available The objective of the present study was to evaluate academic stress, social support and their relationships with mental health and academic performance in university students. Three hundred and twenty one students from a technological university in Caracas, Venezuela, responded instruments on academic stress, social support and mental health during the most academically stressful period. The results indicate that favorable conditions of mental health were associated to more social support and less academic stress. In women, higher stress levels were associated to a lesser amount of social support from friends whereas in men stress was related to less social support coming from close people and general social support. Both displayed better performance when perceived higher levels of academic stress and the social support of the near people was moderate. Results are discussed in terms of their implications for academic life and mental health in university students.

  4. Performance management and academic workload in higher ...

    African Journals Online (AJOL)

    The South African Higher Education system is in a state of rapid flux. Various factors are rendering education vulnerable to destructive influences. It has become imperative for academic managers to ensure that academic staff function productively. Management information systems which will generate correct information as ...

  5. Research performance of marketing academics and departments

    DEFF Research Database (Denmark)

    Soutar, Geoffrey N.; Wilkinson, Ian; Young, Louise

    2015-01-01

    We report the results of an analysis of the research impact of marketing academics using citation metrics for 2263 academics in the top 500 research universities in the Academic Ranking of World Universities based in Australia and New Zealand, Canada, the United Kingdom and the USA. The metrics...... are computed for publications from 2001 to 2013, which were collected in 2014 and 2015. We also report the same metrics for all universities in Australia and New Zealand that employ more than 4 marketing academics. The results provide an objective measure of research impact and provide benchmarks that can...... be used by governments, universities and individual academics to compare research impact. In an appendix we rank the top 100 university marketing departments in the top 500....

  6. Comparison of academic performance of twins and singletons in adolescence

    DEFF Research Database (Denmark)

    Christensen, Kaare; Petersen, Inge; Skytthe, Axel

    2006-01-01

    OBJECTIVES: To determine whether twins in recent cohorts show similar academic performance in adolescence to singletons and to test the effect of birth weight on academic performance in twins and singletons. DESIGN: Follow-up study. SETTING: Denmark. PARTICIPANTS: All twins (n=3411) and a 5% random...... increase in birth weight. CONCLUSIONS: Although older cohorts of twins have been found to have lower mean IQ scores than singletons, twins in recent Danish cohorts show similar academic performance in adolescence to that of singletons. Birth weight has a minimal effect on academic performance in recent...

  7. Physician performance feedback in a Canadian academic center.

    Science.gov (United States)

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

    2017-10-02

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

  8. THE EFFORT TO IMPROVE TEACHERS’PERFORMANCE OF SMA TMI ROUDLATUL QUR’AN IN COMPOSING LESSON PLAN AND EVALUATION INSTRUMENT OF CHARACTER EDUCATION THROUGH WORKSHOP ACADEMIC YEAR 2015/2016

    Directory of Open Access Journals (Sweden)

    Budi Raharjo

    2015-10-01

    Full Text Available Abstract: Difficulties found in Senior High School (SMA TMI Roudlatul Qur’an, teachers were not able to integrate character value into their lesson plan and to identify which behaviour must be success indicators of character education. Out of 18 Character value existed, the measurement of students’success as the better change of their behaviour, some only covering observation and lack of triangulation consideration to more accountable result. Worskhop potentially becomes one of the ways to up grade teachers’performance in determining the instrument of character value education, at the same time, train them the way composing lesson plan which integrates character education. This school action research was aimed to carry out workshop at SMA TMI Roudlatul Qur’an of Metro Municipal City, to improve teachers’performance in composing evaluation instrumen of value character education, to improve teachers’performance in composing integrated character value education.The research took place at SMA TMI Roudlatul Qur’an, located at Mulyojati, Metro Barat, Metro Municipal City. It was done in odd semester, continually to one month. Started in early Academic Year 2015/2016, July to August.The researcher concluded that teachers of SMA TMI Roudlatul Qur’an improved their performance well in composing evaluation instrument of value character education and integrated value character lesson plan through workshop. Facts: Workshop process was considered fair 11 teachers, good by 16 teachers, and very good by 12 teachers. At cycle II, the performance of composing evaluation instrument of character education showed 11 teachers were less sufficient performance, 16 teachers were good performance, and 12 teachers were very good. And the performance of composing integrated character value at cycle II showed 8 moderate teachers, 19 good teachers, and 12 excellent teachers. Key words: Workshop, Lesson Plan, Character Education Evaluation

  9. Professional School Counselors and African American Males: Using School/Community Collaboration to Enhance Academic Performance

    Directory of Open Access Journals (Sweden)

    Ahmad Rashad Washington

    2010-03-01

    Full Text Available Professional school counselors can play an instrumental role in the academic development of students with whom they interact. To empower professional school counselors in promoting improved academic performance the American School Counseling Association (ASCA, 2003 revised its national model. Now more than ever, professional school counselors are expected to advocate on behalf of all students to facilitate their optimal academic development. One student demographic in particular—African American males—has experienced chronic academic difficulties. In the position of advocate, professional school counselors can promote improved academic performance in African American adolescent males through school/community collaboration. This article will include suggestions for professional school counselors to become more effective advocates capable of establishing collaborative relationships that facilitate academic achievement for African American male students.

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

    Science.gov (United States)

    Balkis, Murat; Duru, Erdinç

    2017-01-01

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

  11. Improving academic literacy by teaching collocations

    African Journals Online (AJOL)

    Kate H

    dimensions: a social (exchange information), cognitive (understand, organise and reason about information) as well as a linguistic (language) dimension” (cf. also Nizonkiza and Van Dyk. (2015:152). More specifically, the linguistic dimension of academic literacy and writing skills in particular are relevant for this study.

  12. Improving academic literacy by teaching collocations

    African Journals Online (AJOL)

    Kate H

    education students' use of collocations in writing are discussed. Keywords: teaching ... academic literacy in a South African context goes beyond language proficiency, the latter seems to be the only matter of ..... The results indicate that the explicit teaching of collocations results in significant gains in collocation growth, both ...

  13. Students academic performance based on behavior

    Science.gov (United States)

    Maulida, Juwita Dien; Kariyam

    2017-12-01

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

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

    Science.gov (United States)

    Goff, Anne-Marie

    2011-01-01

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

  15. Measures of improvement in academic literacy | van der Slik ...

    African Journals Online (AJOL)

    ... as well as to identify factors that may play a role in such improvement, such as the time of being exposed to a compulsory academic literacy development intervention, the mother tongue of the testee, and the initial level of academic literacy. Southern African Linguistics and Applied Language Studies 2008, 26(3): 363–378 ...

  16. CT colonography: interpretative performance in a non-academic environment

    International Nuclear Information System (INIS)

    Burling, D.; Halligan, S.; Atchley, J.; Dhingsar, R.; Guest, P.; Hayward, S.; Higginson, A.; Jobling, C.; Kay, C.; Lilford, R.; Maskell, G.; McCafferty, I.; McGregor, J.; Morton, D.; Kumar Neelala, M.; Noakes, M.; Philips, A.; Riley, P.; Taylor, A.; Bassett, P.; Wardle, J.; Atkin, W.; Taylor, S.A.

    2007-01-01

    Aim: To investigate interpretative accuracy and reporting time for radiologists performing computed tomography (CT) colonography in day-to-day non-academic clinical practice. Materials and methods: Thirteen radiologists from seven centres, who were reporting CT colonography in non-academic daily clinical practice, interpreted a dataset of 15 colonoscopically validated cases in a controlled environment. Ten cases had either a cancer or polyp >10 mm; one case had a medium polyp and four were normal. Correct case categorization and interpretation times were compared using analysis of variance to aggregated results obtained from both experienced observers and observers recently trained using 50 cases, working in an academic environment. The effect of experience was determined using Spearman's rank correlation. Results: Individual accuracy was highly variable, range 53% (95% CI 27-79%) to 93% (95% CI 68-100%). Mean accuracy overall was significantly inferior to experienced radiologists (mean 75 versus 88%, p = 0.04) but not significantly different from recently trained radiologists (p = 0.48). Interpretation time was not significantly different to experienced readers (mean 12.4 min versus 11.7, p = 0.74), but shorter than recently trained radiologists (p = 0.05). There was a significant, positive, linear correlation between prior experience and accuracy (p < 0.001) with no plateau. Conclusion: Accuracy for sub-specialist radiologists working in a non-academic environment is, on average, equivalent to radiologists trained using 50 cases. However, there is wide variability in individual performance, which generally falls short of the average performance suggested by meta-analysis of published data. Experience improves accuracy, but alone is insufficient to determine competence

  17. The sleep habits, personality and academic performance of medical students.

    Science.gov (United States)

    Johns, M W; Dudley, H A; Masterton, J P

    1976-05-01

    The academic performance of 104 fourth-year medical students was assessed in relation to their sleep habits reported in a questionary and their scores on the Minnesota Multiphasic Personality Inventory. Poorer academic performance was related significantly to later times of waking up in the morning, particularly at weekends, and to subjectively poorer quality sleep, but not to the amount of sleep usually obtained. Poor academic performance was related also to scores on scales 3 (hysteria), 4 (psychopathic deviate) and 8 (schizophrenia) of the MMPI. Simple enquiries about sleep habits may make it easier for students who are at greatest risk of academic failure to be identified and helped.

  18. Academic Performance and the Use of Social Networks

    Directory of Open Access Journals (Sweden)

    Jéssica Ribeiro Rangel

    2016-08-01

    Full Text Available This study aimed to investigate whether the use of social networks influences on the academic performance of students in the undergraduate program in accounting. Data were collected from 322 students of the course of a federal University of the State of Minas Gerais, Brazil. The regression results show that the variables "gender", "motivation" and "classification in the University entrance examination" are significant in explaining students' academic performance measured by the Grade Point Average (GPA. The results show that the performance of male students is lower than that of female students at the level of 5%. Also was identified that the greater the student's motivation level, the greater your academic performance (at the level of 1 percent. Finally, it was observed that the best ranked students in the University entrance examination, the higher their academic performance. However, none of the variables relating to the use of social networks ("familiarity with technological resources", "hours", "Internet hours on social networks" and "use of social networks to study" presented relation with academic performance. In other words, these results show that the use of social networks does not have positive or negative impacts directly on academic performance. We can conclude for the sample analyzed, that use of social networks during the academic period does not influence significantly the performance of the students. However, you can verify that the motivation is directly related to the academic performance of the Accounting student with regard to perception of motivation, to familiarity with technological resources and the use of applications.

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

    Science.gov (United States)

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

    2016-10-01

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

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

    Science.gov (United States)

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

    2016-07-01

    The impact of suicidal ideation on college students' academic performance has yet to be examined, yet mental health is often linked with academic performance. Underclassmen and upperclassmen were compared on behavioral health outcomes related to academic success (N = 26,457). Ideation (b = -0.05, p extracurricular activities during the past year. Ideation, beyond mental health, is an important when assessing academic performance. Increasing students' connections benefits students experiencing behavioral concerns but also aids in suicide prevention initiatives and improves academic outcomes. Creating integrated health care systems on campus where physical, mental health and academic support services is crucial to offer solutions for students with severe or co-morbid mental health histories.

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

    Science.gov (United States)

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

    2010-01-01

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

  2. The language issue and academic performance at a South African ...

    African Journals Online (AJOL)

    Academic performance at universities in South Africa is a cause of concern. It is widely acknowledged that there are a variety of factors that contribute to poor academic performance, but language is regarded as one of the most important issues in this discussion. In this article, the relationship between language and ...

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

    Science.gov (United States)

    Shen, Bo

    2017-01-01

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

  4. The Influence Of Parental Background On Academic Performance Of ...

    African Journals Online (AJOL)

    This study was carried out to examine the relationship between parental background and academic performance of secondary school students. It was hypothesized that there is no significant difference between the academic performance of students from high socio-economic status background and those from low SES ...

  5. Self-Control and Academic Performance in Engineering

    Science.gov (United States)

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

    2016-01-01

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

  6. Breakup Effects on University Students' Perceived Academic Performance

    Science.gov (United States)

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

    2012-01-01

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

  7. Fitness Change and Subsequent Academic Performance in Adolescents

    Science.gov (United States)

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

    2013-01-01

    Background: This study examined the association between fitness change and subsequent academic performance in Taiwanese schoolchildren from 7th grade to 9th grade. Methods: The 7th graders from 1 junior high school district participated in this study (N=669). Academic performance was

  8. child abuse and academic performance of secondary school ...

    African Journals Online (AJOL)

    compare the relationship between street hawking and academic performance of those who are engaged in the activities with those who do ... KEY WORDS: Child Labour, Abuse, Street Hawking, Academic Performance and Effect. INTRODUCTION ... in class sleeping while teaching is going on, when asked why they sleep.

  9. Corporal punishment, academic performance and self-esteem ...

    African Journals Online (AJOL)

    The results show no significant differences between corporal punishment and academic performance and self-esteem of the students. Whereas self-esteem and academic performance were found to be positively related, there was no significant variation in self-esteem across gender. The implications of the findings are ...

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

    Science.gov (United States)

    Meriac, John P.

    2012-01-01

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

  11. 314 A Study of Secondary School Students' Academic Performance ...

    African Journals Online (AJOL)

    User

    This study assessed and investigated the academic performance of secondary school students in two principal ... encouraged secondary education by adopting the social demand approach towards planning the sector ..... possible causes and effects of students' poor academic performance in examinations with a view to ...

  12. Sleep and Academic Performance in Hong Kong Adolescents

    Science.gov (United States)

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

    2012-01-01

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

  13. Academic Performance of School Children With Epilepsy | Ibekwe ...

    African Journals Online (AJOL)

    Background: Epilepsy is the most common chronic neurological disease encountered among school children in Nigeria. Studies in developed countries show conflicting reports on it\\'s effect on academic performance. There is also a dearth of information on the academic performance of Nigerian children with epilepsy.

  14. Associations of Physical Fitness and Academic Performance among Schoolchildren

    Science.gov (United States)

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

    2011-01-01

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

  15. Comparison between the Academic Performance of the National ...

    African Journals Online (AJOL)

    Comparison between the Academic Performance of the National and Regional Intake Medical Students at the University of Kordofan, Western Sudan. ... The dropout rate was 5.9% among the regional students compared to 8.9% among the national students. Conclusions: The academic performance of the national intake ...

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Does Multiple Intelligence Improve Performance? Evidence from a ...

    African Journals Online (AJOL)

    It addresses one question: does MI improve academic performance? Taking the case of the finalist cohort of the university's Faculty of Education of the academic year 2009/2010, data were collected on students' MI and performance. Subsequently, the data were subjected to linear regression analysis. The findings were that ...

  18. Academic stressors perceived by university students and their relationship with academic burnout, efficacy and performance

    OpenAIRE

    Vizoso Gómez, Carmen María; Arias Gundín, Olga

    2017-01-01

    This study aimed to examine the principal stress sources perceived by university students at academic context and to analyze the relationship between these stressors and academic burnout and performance. Participants were 532 undergraduate students from Universidad de León. The techniques used in this survey were Academic Stress Questionnaire and the Spanish version of the Maslach Burnout Inventory-Student Survey. Results showed that situations related to exams are perceived as stressor more ...

  19. Relationship of Perceived Stress, Perfectionism and Social Support with Students’ Academic Burnout and -Academic Performance

    OpenAIRE

    Pourseyyed SM; Motevalli MM; Pourseyyed SR; Barahimi Z

    2015-01-01

    Aims: Academic burnout is of most important researchable issues in the universities and identifying its predictor variables is very important. The purpose of the present study was to examine the direct and indirect relationship of perceived stress, perfectionism and social support with academic burnout and academic performance in students. Instrument & Methods: In this inexperimental study with correlative design, 200 students of basic sciences of general medical of Ahvas Jundishapur Unive...

  20. Personality traits measured at baseline can predict academic performance in upper secondary school three years late.

    Science.gov (United States)

    Rosander, Pia; Bäckström, Martin

    2014-12-01

    The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

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

    Science.gov (United States)

    Yurk Quadlin, Natasha

    2015-07-01

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

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

    Science.gov (United States)

    Lee, Wincy Wing Sze

    2017-10-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2013-01-01

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

  5. Oral Clefts and Academic Performance in Adolescence

    DEFF Research Database (Denmark)

    Clausen, Nicola G; Pedersen, Dorthe A; Pedersen, Jacob K

    2017-01-01

    OBJECTIVE:   Early life exposure to anesthesia and surgery is suspected to associate with cognitive impairment later in life. We compared academic achievement among adolescents with cleft lip only (CL), cleft palate only (CP), and cleft lip and cleft palate (CLP) with a noncleft control group...

  6. DETERMINANTS OF STUDENTS ACADEMIC PERFORM- ANCE IN ...

    African Journals Online (AJOL)

    User

    2School of Economics, Faculty of Economics and Business, National University of Malaysia. (UKM). ABSTRACT: A binary logit ... dents (614 boys and 515 girls) in ten senior high schools (SHSs) during the 2008/2009 academic year. Respondents were ... This suggests that at least. 32.6% of the sample population live with a.

  7. Student academic performance analysis using fuzzy C-means clustering

    Science.gov (United States)

    Rosadi, R.; Akamal; Sudrajat, R.; Kharismawan, B.; Hambali, Y. A.

    2017-01-01

    Grade Point Average (GPA) is commonly used as an indicator of academic performance. Academic performance evaluations is a basic way to evaluate the progression of student performance, when evaluating student’s academic performance, there are occasion where the student data is grouped especially when the amounts of data is large. Thus, the pattern of data relationship within and among groups can be revealed. Grouping data can be done by using clustering method, where one of the methods is the Fuzzy C-Means algorithm. Furthermore, this algorithm is then applied to a set of student data form the Faculty of Mathematics and Natural Sciences, Padjadjaran University.

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

    Science.gov (United States)

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

    2014-04-01

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

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

    Science.gov (United States)

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

    2015-01-15

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

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

    Science.gov (United States)

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

    2016-03-01

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

  11. The Association of Self-reported Sleep, Weight Status and Academic Performance in Fifth Grade Students

    Science.gov (United States)

    McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.

    2012-01-01

    BACKGROUND To improve support and justification for health promotion efforts in schools, it is helpful to understand how students’ health behaviors affect academic performance. METHODS Fifth grade students completed an online school administered health survey with questions regarding their eating behavior, physical activity, academic performance, and sleep patterns. Differences in health behaviors were examined by sex, self-reported weight status, and sufficient (≥ 9 hours) versus insufficient sleep. Logistic regression was used to determine the relationship between academic performance and the health behaviors. RESULTS One-third of the sample did not get the recommended amount of physical activity and more than half of the students watched TV ≥ 2 hours/day. Self-reported overweight status was related to lower self-reported academic performance, fewer lunch and breakfast occasions, less physical activity, not meeting the recommendations for vegetable and soda consumption as well as hours of TV watching. Sufficient sleep (≥ 9 hours/night) was associated with better grades, meeting the recommended hours of daily TV watching and video game playing, being more physically active and increased breakfast and lunch frequency. Percentage of serving free/reduced lunch, soda consumption, breakfast frequency, amount of physical activity, and TV watching were associated with academic performance. CONCLUSION More positive health behaviors generally were associated with better academic performance. Promoting healthy behaviors in schools might improve not only students’ health academic performance as well. PMID:23331266

  12. Predictors Of Academic Performance: Self-Efficacy And Use Of ...

    African Journals Online (AJOL)

    In the digital era any student in the institution of higher learning who intends to excel in academics should have the ability to effectively utilize electronic information resources and services. This study examined self-efficacy and use of electronic information as predictors of academic performance. Seven hundred students ...

  13. University Pre-medical Academic Performance as a Predictor of ...

    African Journals Online (AJOL)

    The present study was carried out to evaluate student achievement in medical school professional examinations in the light of previous pre-medical school academic performance. This was done as part of the process of evaluating factors which might contribute to academic success and high quality of medical education.

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

    Science.gov (United States)

    Zubairu, Umaru Mustapha; Sakariyau, Olalekan Busra

    2016-01-01

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

  15. Study habit skills as correlate of academic performance of ...

    African Journals Online (AJOL)

    Study habit is one of the major factors that could influence students' academic attainment. Thus, this study examined study habit skills as correlate of academic performance of undergraduates in Edo state, Nigeria. It employed a correlation research design, using multistage sampling technique. Two hundred and forty eight ...

  16. Job Involvement as a Predictor of Academic Performance.

    Science.gov (United States)

    Batlis, Nick C.

    1978-01-01

    A job involvement measure was altered to reflect academic involvement and was employed as a predictor of academic performance. Contrary to the findings of prior industrial research, involvement was found to be correlated neither with age nor with course satisfaction; however, it did prove an efficacious predictor of course grade. (Author/JKS)

  17. Demographic profiling – a determination of academic performance ...

    African Journals Online (AJOL)

    This article analyses the direct effect of demographic variables on academic outcomes. The study concludes that ethnic group plays a pivotal role in determining the academic performance of students registered for the Postgraduate Diploma in Marketing Management at the University of Cape Town. White students ...

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    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…

  20. Identification of at-risk students and strategies to improve academic success in first year health programs. A Practice Report

    Directory of Open Access Journals (Sweden)

    Andrew Gerard Pearson

    2013-04-01

    Full Text Available The transition to university is a difficult process for many students, having a negative impact on their academic performance, ultimately resulting in failure or withdrawal from one or more courses in their first semester. This practice report describes a profile analysis and readiness assessment designed to identify students at high academic risk. Students so identified were offered additional workshops to address assumed knowledge and academic skills. Attendance at the workshops correlated with improved academic outcomes.

  1. Sleep Disordered Breathing and Academic Performance: A Meta-analysis.

    Science.gov (United States)

    Galland, Barbara; Spruyt, Karen; Dawes, Patrick; McDowall, Philippa S; Elder, Dawn; Schaughency, Elizabeth

    2015-10-01

    Sleep-disordered breathing (SDB) in children is associated with daytime functioning decrements in cognitive performance and behavioral regulation. Studies addressing academic achievement are underrepresented. This study aimed to evaluate the strength of the relationships between SDB and achievement in core domains and general school performance. Data sources included PubMed, Web of Science, CINAHL, and PsycINFO. Studies of school-aged children investigating the relationships between SDB and academic achievement were selected for inclusion in a systematic literature review using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Data extracted were converted into standardized mean differences; effect sizes (ES) and statistics were calculated by using random-effects models. Heterogeneity tests (I(2)) were conducted. Of 488 studies, 16 met eligibility criteria. SDB was significantly associated with poorer academic performance for core academic domains related to language arts (ES -0.31; P performance. Variable definitions of both academic performance and SDB likely contributed to the heterogeneity among published investigations. Clear links between SDB and poorer academic performance in school-age children are demonstrated. ES statistics were in the small to medium range, but nevertheless the findings serve to highlight to parents, teachers, and clinicians that SDB in children may contribute to academic difficulties some children face. Copyright © 2015 by the American Academy of Pediatrics.

  2. Use of statistical process control in evaluation of academic performance

    Directory of Open Access Journals (Sweden)

    Ezequiel Gibbon Gautério

    2014-05-01

    Full Text Available The aim of this article was to study some indicators of academic performance (number of students per class, dropout rate, failure rate and scores obtained by the students to identify a pattern of behavior that would enable to implement improvements in the teaching-learning process. The sample was composed of five classes of undergraduate courses in Engineering. The data were collected for three years. Initially an exploratory analysis with analytical and graphical techniques was performed. An analysis of variance and Tukey’s test investigated some sources of variability. This information was used in the construction of control charts. We have found evidence that classes with more students are associated with higher failure rates and lower mean. Moreover, when the course was later in the curriculum, the students had higher scores. The results showed that although they have been detected some special causes interfering in the process, it was possible to stabilize it and to monitor it.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

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

  5. Testing the Causal Links between School Climate, School Violence, and School Academic Performance: A Cross-Lagged Panel Autoregressive Model

    Science.gov (United States)

    Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan; Wrabel, Stephani L.

    2016-01-01

    The present study explores the causal link between school climate, school violence, and a school's general academic performance over time using a school-level, cross-lagged panel autoregressive modeling design. We hypothesized that reductions in school violence and climate improvement would lead to schools' overall improved academic performance.…

  6. Improving Student Academic Success through the Promotion of Listening Skills.

    Science.gov (United States)

    Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

    This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

  7. Factors Associated with Academic Performance Among Second-Year Undergraduate Occupational Therapy Students

    Directory of Open Access Journals (Sweden)

    Tore Bonsaksen

    2018-01-01

    Full Text Available Background: Research into occupational therapy education and its outcomes for students is growing. More research is needed to determine the factors of importance for occupational therapy students’ academic outcomes. This study aimed to investigate factors associated with academic performance among second-year undergraduate occupational therapy students in Norway. Methods: Occupational therapy students (n = 111 from two education programs completed questionnaires asking for sociodemographic, work-related, and education-related information. Hierarchical linear regression analysis was used to examine factors independently associated with the students’ academic performance. Results: A higher age was associated with better average academic performance among the students, whereas having higher education experience before entering the occupational therapy program was associated with poorer average academic performance. Conclusions: Students of a higher age may have life experience that easily translates into good academic results, and they may represent an under-used resource for improving the academic climate and understanding subsequent exam results among undergraduate occupational therapy students. However, prior higher education experience from disciplines different from occupational therapy, and that hold different expectations toward students, may hinder good academic performance in occupational therapy coursework

  8. Sleep and academic performance in Hong Kong adolescents.

    Science.gov (United States)

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

    2012-11-01

    Sleep problems may have different influences on students' academic performance. We investigated the prevalence of sleep patterns, naps, and sleep disorders, and their associations with academic performance in Hong Kong adolescents. In 2007-2008, 22,678 students aged 12-18 (41.6% boys) completed a questionnaire on sociodemographic characteristics, sleep patterns and problems, and lifestyle factors including exercise, smoking, alcohol drinking, and academic performance. The prevalence of having >8 hours of sleep was higher on holiday nights (86.4%) than on school-day nights (27.4%). Sleeping after midnight was more common before holidays (49.3%) than before school days (19.9%). Symptoms of insomnia and obstructive sleep apnea (OSA) were reported by 21.5% and 34.4% of students. Having >2 hours of weekend sleep delay was associated with poor academic performance with an odds ratio (OR) (95% confidence interval) of 1.46 (1.29-1.65). However, having 1-2 hours and >2 hours of weekend wake-up delay were both associated with less likelihood of poor academic performance with ORs of 0.64 (0.56-0.73) and 0.69 (0.59-0.80). Other factors associated with poor academic performance included >2 hours of sleep debt, OR of 1.17 (1.03-1.33); having any insomnia symptoms in the past 30 days, OR of 1.27 (1.17-1.37); and having any OSA symptoms at least weekly, OR of 1.23 (1.14-1.32). Napping in the past 5 school days was only marginally associated with poor school performance with an OR of 1.08 (1.00-1.16). Poorer academic performance was associated with sleep debt, and symptoms of insomnia and OSA. Sleep compensation but not naps may be a protective factor of poor academic performance. © 2012, American School Health Association.

  9. A Longitudinal Study in Learning Preferences and Academic Performance in First Year Medical School.

    Science.gov (United States)

    Hu, Yenya; Gao, Hong; Wofford, Marcia M; Violato, Claudio

    2017-12-18

    This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi-structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

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

    Science.gov (United States)

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

    2016-12-01

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

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

    Science.gov (United States)

    Saniee Monfared, Mohammad Ali; Safi, Mahsa

    2013-05-01

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

  12. Academic writing performance measured for research and instruction

    OpenAIRE

    Firssova, Olga

    2012-01-01

    Firssova, O. (2011, January 19). Academic writing performance measured for research and instruction. Presentation at the ICO Course Domain specific research on learning and instruction: theories, methodology and curricular innovations, Utrecht, The Netherlands: Interuniversitair Centrum voor Onderwijswetenschappen.

  13. Academic writing performance measured for research and instruction

    NARCIS (Netherlands)

    Firssova, Olga

    2012-01-01

    Firssova, O. (2012, 19 January). Academic writing performance measured for research and instruction. Presentation given at the ICO Masterclass, Theme Domain-Specific Instruction, January 19-February 10, Utrecht, The Netherlands.

  14. Academic writing performance measured for research and instruction

    NARCIS (Netherlands)

    Firssova, Olga

    2012-01-01

    Firssova, O. (2011, January 19). Academic writing performance measured for research and instruction. Presentation at the ICO Course Domain specific research on learning and instruction: theories, methodology and curricular innovations, Utrecht, The Netherlands: Interuniversitair Centrum voor

  15. Determinants of Academic Performance in Public Day Secondary ...

    African Journals Online (AJOL)

    related factors that influenced student academic performance in public day secondary schools of Manga District, Kenya. The descriptive survey design was adopted. The sample of seven head teachers (7), twenty eight (28) teachers and four ...

  16. Emotional Intelligence, Self-Concept and Academic performance od ...

    African Journals Online (AJOL)

    soncept and academic performance of secondary school students in Sokoto metropolis. A sample of 351 students was drawn from the population of secondary school students in Sokoto smetropolis. Three instruments were used in obtaining the data ...

  17. Working memory, psychiatric symptoms, and academic performance at school.

    Science.gov (United States)

    Aronen, E T; Vuontela, V; Steenari, M-R; Salmi, J; Carlson, S

    2005-01-01

    Previous studies of the relationship among working memory function, academic performance, and behavior in children have focused mainly on clinical populations. In the present study, the associations of the performance in audio- and visuospatial working memory tasks to teacher reported academic achievement and psychiatric symptoms were evaluated in a sample of fifty-five 6-13-year-old school children. Working memory function was measured by visual and auditory n-back tasks. Information on incorrect responses, reaction times, and multiple and missed responses were collected during the tasks. The children's academic performance and behavioral and emotional status were evaluated by the Teacher Report Form. The results showed that good spatial working memory performance was associated with academic success at school. Children with low working memory performance, especially audiospatial memory, were reported to have more academic and attentional/behavioral difficulties at school than children with good working memory performance. An increased number of multiple and missed responses in the auditory and visual tasks was associated with teacher reported attentional/behavioral problems and in visual tasks with teacher reported anxiety/depressive symptoms. The results suggest that working memory deficits may underlie some learning difficulties and behavioral problems related to impulsivity, difficulties in concentration, and hyperactivity. On the other hand, it is possible that anxiety/depressive symptoms affect working memory function, as well as the ability to concentrate, leading to a lower level of academic performance at school.

  18. The Effect of Mothers' Education on Children's Academic Performance

    DEFF Research Database (Denmark)

    Lund, Asta Breinholt; Holm, Anders

    Parental education and mothers education in particular are believed to play an important role for children’s academic outcomes. This paper analyzes the causal effect of mothers' education on children’s academic performance. Using Danish administrative data on mothers’ education careers, we apply...... a difference-in-differences design to control for the nonrandom selection into maternal education and find that mothers’ education has a positive effect on children’s academic performance. The effect diminishes, the higher the mothers’ initial educational attainment....

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

    Science.gov (United States)

    Montanaro, Marilee Kaye Fannon

    2013-01-01

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

  20. Pathogenetic Mechanism of Alcohol's Effect on Academic Performance

    OpenAIRE

    M. O. Welcome; E. V. Pereverzeva; V. A. Pereverzev

    2010-01-01

    The regulatory competence of blood glucose homeostasis might determine the degree of academic performance. The aim of this study was to produce a model of students' alcohol use based on glucose homeostasis control and cognitive functions that might define the pathogenetic mechanism of alcohol's effect on academic performance. The study took six hours and thirty minutes on fasting, involving thirteen male students. Disturbances in cognitive functions, precisely a decrease in the effectiveness ...

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

    OpenAIRE

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

    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- m...

  2. Class Attendance and Academic Performance among Spanish Economics Students

    OpenAIRE

    Andrietti, Vincenzo; D´Addazio, Rosaria; Velasco Gómez, Carlos

    2008-01-01

    This paper presents new evidence on the effects of class attendance on academic performance. We analyse survey data collected for an Introductory Econometrics Course at the Facultad de Ciencias Sociales y Jurídicas of Universidad Carlos III de Madrid, matched to administrative data. Using OLS-proxy regressions to control for unobservable student characteristics potentially correlated with attendance, we find a positive and significant effect of attendance on academic performance. However, the...

  3. Relationship between Learning Strategy and Academic Performance in Children

    OpenAIRE

    豊田, 弘司; 森本, 里香

    2001-01-01

    The present study was carried out to examine the relationship between the learning strategy and the academic performance in elementary school children. Ninety-three sixth graders were required to respond the 40 statements representing the four learning strategies, namely "Motivation" , "Thinking" , "Calculation" , and "Memory" strategies. Multiple regression indicated that the "Thinking" strategy scale predicted 22 % of academic test performance. Factor analysis yielded three factors which co...

  4. Facebook use, personality characteristics and academic performance: A correlational study

    OpenAIRE

    Sapsani, Georgia; Tselios, Nikolaos

    2017-01-01

    The present paper examines the relationship between the students personality, use of social media and their academic performance and engagement. In specific, the aim of this study is to examine the relationship of students facebook (fb) use and personality characteristics using the Big Five Personality Test with (a) student engagement, (b) time spent preparing for class, (c) time spent in co-curricular activities and (d) academic performance. Results illustrate that fb time was significantly ...

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

    OpenAIRE

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

    2016-01-01

    Abstract Objective To explore associations between the nutritional quality of diet at age 16?years and academic performance in students from Santiago, Chile. Methods We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8???0.5?years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point avera...

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

    Science.gov (United States)

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

    2016-01-01

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

  7. ACADEMIC PERFORMANCE AND COMPETENCE IN KNOWLEDGE ECONOMY

    Directory of Open Access Journals (Sweden)

    Neamţu Adina Claudia

    2011-06-01

    Full Text Available The current economical evolution determines the improvement process of the employees that should be prepared as well as possible at all levels, so that they could accomplish the objectives of the organization in a world where the success depends on the capacity to supply quality, diversity, the satisfaction of the clients’ needs, optimal advantages and promptness. The easy access to information in the current world forces the universities to keep up to the requirements of the labour market and of the future graduates, to change into open, active, dynamic, emphatic spaces, in launching ramps for them, allowing the simulation of the roles the students will have as adults in the knowledge economy. In this context, the higher education institutions in Romania have understood that only by means of performance and competence we may reach the global domination of a category of complex situation, by mobilizing certain diverse resources (knowledge, practical abilities, social representations, values and attitudes. All of these may develop in the context of a university centre that understands that, next to the theory, the students’ practice is based on an integrated ensemble of knowledge, skills and attitudes that allow the subject, in front of a category of situations of adapting, solving problems and accomplishing projects.

  8. Frequently Asked Questions about Improved Academic Performance

    Science.gov (United States)

    A healthy school environment is one of the keys to keeping young minds and bodies strong. In fact, a healthy school environment is one of eight core components in the Centers for Disease Control and Prevention (CDC) model “Healthy Youth! Coordinated

  9. Self-Monitoring by College Students With ADHD: The Impact on Academic Performance.

    Science.gov (United States)

    Scheithauer, Mindy C; Kelley, Mary L

    2017-10-01

    There is a lack of empirically supported treatments for college students with ADHD and academic deficits. The current study evaluated self-monitoring, an intervention that may improve academics in children with ADHD, with a college sample diagnosed with ADHD. Fifty-three participants were recruited, 41 of which completed the study and are included in the analyses. Participants were randomly assigned to a group that received study skills instruction, goal setting, and self-monitoring instruction (SM+ group; n = 22) or a group that received only study skills and goal setting (SM- group; n = 19). Participants in the SM+ group demonstrated significant improvement in their ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment. These improvements were not significant for the SM- group. These findings suggest that self-monitoring might be used to improve academic performance in college students with ADHD.

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

    Science.gov (United States)

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

    2014-07-01

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

  11. Family and academic performance: identifying high school student profiles

    Directory of Open Access Journals (Sweden)

    Alicia Aleli Chaparro Caso López

    2016-01-01

    Full Text Available The objective of this study was to identify profiles of high school students, based on variables related to academic performance, socioeconomic status, cultural capital and family organization. A total of 21,724 high school students, from the five municipalities of the state of Baja California, took part. A K-means cluster analysis was performed to identify the profiles. The analyses identified two clearly-defined clusters: Cluster 1 grouped together students with high academic performance and who achieved higher scores for socioeconomic status, cultural capital and family involvement, whereas Cluster 2 brought together students with low academic achievement, and who also obtained lower scores for socioeconomic status and cultural capital, and had less family involvement. It is concluded that the family variables analyzed form student profiles that can be related to academic achievement.

  12. Examining attendance, academic performance, and behavior in obese adolescents.

    Science.gov (United States)

    Daniels, Dianne Yow

    2008-12-01

    Although academics and safety continue to rank as high-priority issues in public schools, educators and administrators are beginning to recognize the importance of student health on school success. This move toward a holistic approach suggests that efforts to improve a student's physical, social, and emotional well-being are as important as efforts to increase test scores. Adolescent obesity is epidemic, and it is a complex integration of social, psychological, and physical factors that exacerbate the turbulent transitional years of adolescence. Adolescents are vulnerable to issues related to weight, and they are at risk for suffering obesity's negative effects, thereby resulting in unfortunate school outcomes such as decreased rates of attendance, poor academic performance, and school suspensions. Disparities related to overweight and obesity exist; therefore, the negative effects of obesity may disproportionately affect minorities and poor schoolchildren. Examining school outcomes for the overweight or obese adolescent is crucial and may provide valuable insight into constructive changes required for a responsive school environment.

  13. The effect of an intercalated BSc on subsequent academic performance.

    Science.gov (United States)

    Mahesan, Nishanthan; Crichton, Siobhan; Sewell, Hannah; Howell, Simon

    2011-10-03

    The choice of whether to undertake an intercalated Bachelor of Science (BSc) degree is one of the most important decisions that students must make during their time at medical school. An effect on exam performance would improve a student's academic ranking, giving them a competitive edge when applying for foundation posts. Retrospective data analysis of anonymised student records. The effects of intercalating on final year exam results, Foundation Programme score, application form score (from white-space questions), quartile rank score, and success with securing Foundation School of choice were assessed using linear and ordered logistic regression models, adjusted for course type, year of graduation, graduate status and baseline (Year 1) performance. The study included 1158 students, with 54% choosing to do an intercalated BSc, and 9.8% opting to do so at an external institution. Doing an intercalated BSc was significantly associated with improved outcome in Year 5 exams (P = 0.004). This was irrespective of the year students chose to intercalate, with no significant difference between those that intercalated after years 2, 3 and 4 (p = 0.3096). There were also higher foundation application scores (P BSc leads to an improvement in subsequent exam results and develops the skills necessary to produce a strong foundation programme application. It also leads to greater success with securing preferred Foundation School posts in students. Differences between internally- and externally-intercalating students may be due to varying course structures or greater challenge in adjusting to a new study environment.

  14. Improving construction performance

    International Nuclear Information System (INIS)

    1990-03-01

    Design for Constructability's overall purpose was to identify and address changes in the nuclear industry to restore nuclear energy as an attractive option for new generating capacity. As the centerpiece of project control, a comprehensive, stable schedule should organize the project logically to accomplish the project's objectives. A good schedule will: integrate the project team; serve as a communications tool to all members of the project team; and provide a means to monitor and measure project performance

  15. Revisiting the relationship between attributional style and academic performance.

    Science.gov (United States)

    Houston, Diane M

    2016-03-01

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

  16. The effect of counselling on the academic performance of college students.

    Science.gov (United States)

    Devi M R, Renuka; Devaki, P R; Madhavan, Madhanika; Saikumar, P

    2013-06-01

    The adjustment difficulties of college students have been an emerging issue. Many studies have proved that the adjustment difficulties like appetite disturbance, concentration problems and depression are most evident in freshmen. To help college students in resolving their adjustment issues, we made efforts in the form of establishing a counselling system to provide intervention to the students, so that their social and emotional problems did not interfere with their academic performances, for the current study. We chose to examine the relationship between the college counselling experience and the academic performance in a sample of freshmen. To explore the relationship and the effect of counselling on the academic performance of college students. 1. To find the relationship between the academic performance and counselling. 2. To find the relationship between the number of sessions and the academic performance. Fifty Four First MBBS college students of the SBMCH 2007-2008 batch, who underwent face to face individual intake interviews with college faculty members, were given questionnaires and the analysis was based on their response to the questions and their academic performance. This study showed that there was an increase in the average marks by about 15%-25% among 43% of the students and by about 10% -15% of marks among 13% of the students. There was no marked improvement among 31% of them and there was no change in 4% of the students .The second part of the study showed that the number of sessions correlated positively with the academic performance. This study showed that the counselling services in colleges had been effective in easing out the students' personal difficulties. The constructive support which was received from individual counselling seemed to have a positive influence on the academic performance and the number of sessions correlated positively with the academic performance.

  17. Governance practices and performance in US academic medical centers.

    Science.gov (United States)

    Szekendi, Marilyn; Prybil, Lawrence; Cohen, Daniel L; Godsey, Beth; Fardo, David W; Cerese, Julie

    2015-01-01

    Recognition of the complex nature of modern health care delivery has led to interest in investigating the ways in which various factors, including governance structures and practices, influence health care quality. In this study, the chief executive officers (CEOs) of US academic medical centers were surveyed to elicit their perceptions of board structures, activities, and attitudes reflecting 6 widely identified governance best practices; the relationship between use of these practices and organizational performance, based on the University HealthSystem Consortium's Quality & Accountability rankings, was assessed. High-performing hospitals showed greater use of all 6 practices, but the strongest evidence supported a focus on board member education and development, the rigorous use of performance measures to guide quality improvement, and systematic board self-assessment processes. All hospitals, even those with the highest quality ratings, had major gaps in their use of best practices for CEO and board assessments. These findings can serve as the basis for developing sound board improvement plans. © The Author(s) 2014.

  18. What is the safety of nonemergent operative procedures performed at night? A study of 10,426 operations at an academic tertiary care hospital using the American College of Surgeons national surgical quality program improvement database.

    Science.gov (United States)

    Turrentine, Florence E; Wang, Hongkun; Young, Jeffrey S; Calland, James Forrest

    2010-08-01

    Ever-increasing numbers of in-house acute care surgeons and competition for operating room time during normal daytime business hours have led to an increased frequency of nonemergent general and vascular surgery procedures occurring at night when there are fewer residents, consultants, nurses, and support staff available for assistance. This investigation tests the hypothesis that patients undergoing such procedures after hours are at increased risk for postoperative morbidity and mortality. Clinical data for 10,426 operative procedures performed over a 5-year period at a single academic tertiary care hospital were obtained from the American College of Surgeons National Surgical Quality Improvement Program Database. The prevalence of preoperative comorbid conditions, postoperative length of stay, morbidity, and mortality was compared between two cohorts of patients: one who underwent nonemergent operative procedures at night and other who underwent similar procedures during the day. Subsequent statistical comparisons utilized chi tests for comparisons of categorical variables and F-tests for continuous variables. Patients undergoing procedures at night had a greater prevalence of serious preoperative comorbid conditions. Procedure complexity as measured by relative value unit did not differ between groups, but length of stay was longer after night procedures (7.8 days vs. 4.3 days, p operating rooms.

  19. Academic performance of English first and second-language ...

    African Journals Online (AJOL)

    In this retrospective analysis of 140 third-year Psychology students, their academic performance was analysed in relation to their performance in the previous two years and, in particular, on a tutorial-based foundation programme in the first semester of their first-year. The results indicate that performance in third-year is not ...

  20. Gendering models of leading academic performance (LAP): The role of social identity, prototypicality and social identity performance in female academic careers.

    OpenAIRE

    Serghini Idrissi, Aïcha; Garcia-Prieto Sol, Patricia

    2009-01-01

    In this paper we argue that Leading Academic Performance (LAP) expectations in universities are gendered, hindering female academic leadership. Integrating concepts from social identity theory of leadership, prototypicality, and social identity performance we describe how evaluations of female academic performance are shaped by gender social identity negatively affecting the career advancement of female faculty. We then illustrate how female academics can perform their academic and/or female ...

  1. The Effects of Innovativeness on Academic Spin-offs Performance

    DEFF Research Database (Denmark)

    Giones, Ferran; Billström, Anders; Rasmussen, Einar

    ) performance. A longitudinal sample, between 2000 and 2012, of 125 academic spin-offs of Norway provides valuable insights on how the origin and characteristics of the technology relates to differences in market performance. The results show how different dimensions of innovativeness have a different impact...... on ASOs’ market performance, offering a nuanced view of the relationship between innovativeness and performance in this context. The findings provide insights for policy makers and university managers interested in understanding the effects of their policy choices on academic spin-offs....

  2. Introduction: Repertoires and Performances of Academic Identity

    Directory of Open Access Journals (Sweden)

    Herman Paul

    2016-12-01

    Full Text Available The idea that academic work requires certain personal qualities, character traits or dispositions is as old as the university. However, no matter how ubiquitous the phenomenon, it is only in recent years, in the wake of a ‘cultural turn’ in the history of science, that historians have begun exploring ideals and practices of scholarly selfhood. This theme issue seeks to make a modest contribution to this emerging field of scholarship with articles that offer conceptual reflection, as well as case studies drawn from the Low Countries. They do so under the banner of ‘scholarly personae’, not with the intention of excluding competing vocabularies, but by way of entry into a new and not yet clearly defined field of study. Introductie: repertoires voor de academische identiteitHet idee dat academisch onderzoek bepaalde persoonlijke kwaliteiten, karaktertrekken en talenten vereist is zo oud als de universiteit zelf. Toch zijn historici pas recent, in het kielzog van de ‘cultural turn’ in de wetenschapsgeschiedenis, de idealen en praktijken van de academische identiteit gaan onderzoeken. Dit themanummer wil met conceptuele reflecties en casestudies over de Lage Landen een bescheiden bijdrage leveren aan dit opkomende veld van onderzoek. De artikelen gebruiken daarvoor het concept ‘schoarly personae’, niet met de bedoeling om andere benaderingen uit te sluiten, maar bij wijze van ingang in een nieuw en nog niet helder afgebakend onderzoeksgebied.

  3. Introduction: Repertoires and Performances of Academic Identity.

    Directory of Open Access Journals (Sweden)

    H. Paul

    2016-12-01

    Full Text Available The idea that academic work requires certain personal qualities, character traits or dispositions is as old as the university. However, no matter how ubiquitous the phenomenon, it is only in recent years, in the wake of a ‘cultural turn’ in the history of science, that historians have begun exploring ideals and practices of scholarly selfhood. This theme issue seeks to make a modest contribution to this emerging field of scholarship with articles that offer conceptual reflection, as well as case studies drawn from the Low Countries. They do so under the banner of ‘scholarly personae’, not with the intention of excluding competing vocabularies, but by way of entry into a new and not yet clearly defined field of study. Introductie: repertoires voor de academische identiteit. Het idee dat academisch onderzoek bepaalde persoonlijke kwaliteiten, karaktertrekken en talenten vereist is zo oud als de universiteit zelf. Toch zijn historici pas recent, in het kielzog van de ‘cultural turn’ in de wetenschapsgeschiedenis, de idealen en praktijken van de academische identiteit gaan onderzoeken. Dit themanummer wil met conceptuele reflecties en casestudies over de Lage Landen een bescheiden bijdrage leveren aan dit opkomende veld van onderzoek. De artikelen gebruiken daarvoor het concept ‘schoarly personae’, niet met de bedoeling om andere benaderingen uit te sluiten, maar bij wijze van ingang in een nieuw en nog niet helder afgebakend onderzoeksgebied.

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

    Science.gov (United States)

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

    2016-01-01

    Abstract Objective To explore associations between the nutritional quality of diet at age 16 years and academic performance in students from Santiago, Chile. Methods We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academic performance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academic performance. We tested associations between nutritional quality of diet and good academic performance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. Findings After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academic performance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18–0.98) mathematics tests (OR: 0.35; 95% CI: 0.15–0.82) or GPA (OR: 0.22; 95% CI: 0.09–0.56). Conclusion In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academic performance. PMID:26966329

  5. Good quality sleep is associated with better academic performance among university students in Ethiopia.

    Science.gov (United States)

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

    2014-05-01

    This study assessed the association of sleep quality with academic performance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academic performance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academic performance (P value = 0.001), while sleep duration was not associated with academic performance in the final model. Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.

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

    Science.gov (United States)

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

    2013-01-01

    Purpose This study assessed the association of sleep quality with academic performance among University students in Ethiopia. Methods this cross sectional study of 2173 college students (471 female and 1672 male) was conducted in two Universities in Ethiopia. Students were selected in to the study using a multistage sampling procedure and data were collected through a self administered questionnaire. Sleep quality was assessed using Pittsburgh sleep quality index and academic performance was based on self reported cumulative grade point average. The Student ‘t’ test, Analysis of Variance (ANOVA) and multiple linear regression were used to evaluate associations. Results We found that students with better sleep quality score achieved better on their academic performance (P-value =0.001) while sleep duration was not associated with academic performance in the final model. Conclusion Our study underscores the importance of sleep quality on better academic performance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting. PMID:23928956

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

    OpenAIRE

    Trudeau, François; Shephard, Roy J

    2008-01-01

    Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE), free school physical activity (PA) and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE ...

  8. Research Publication as a Strategy to Improve International Academic Ranking

    Science.gov (United States)

    Tie, Fatt Hee

    2012-01-01

    Many universities in Asia are now focused on enhancing their global academic competitiveness. Various strategies are implemented to restructure, reform and transform universities aimed at improving ranking in the global university league. One significant strategy is to encourage academicians to place priority on publishing in high-impact…

  9. Jungle Gym or Brain Gym. Playgrounds Can Improve Academic Readiness.

    Science.gov (United States)

    Hendy, Teresa B.

    2000-01-01

    A well-developed playground in a park or school setting can greatly enhance childen's overall development, making playgrounds more than just fun. Playgrounds offer children opportunities to develop physically, mentally, and socially, improving academic readiness as well as overall health. The paper discusses the importance of movement, how…

  10. Improving the professionalism of post-certification teacher through academic supervision in vocational schools

    Science.gov (United States)

    Satyawati, Sophia Tri; Widyanto, I. Putu; Suemy

    2017-03-01

    This paper examines the principal's efforts in improving the professionalism of post-certification teachers through academic supervision in vocational school. The certification of educators is expected to improve the professionalism of teachers, there are significant changes between the before and after receiving the certificate of educators. One of the efforts made by the principal on increasing the professionalism of teachers is to carry out academic supervision completely and continuously. This paper examines about how principals at vocational schools carry out the programmed academic supervision, and continuing through mentoring, evaluation and coaching. Academic supervision is performed by individual supervision techniques which includes: classroom or practical visit, classroom or practical observation, individual meetings, inter-class or practical places visit, and self-assessment.

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

    Science.gov (United States)

    Berberoğlu, Giray; Tansel, Aysit

    2014-10-01

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

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

    Science.gov (United States)

    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.

  13. Effects of Sleep Hygiene Education on Subjective Sleep Quality and Academic Performance

    Directory of Open Access Journals (Sweden)

    Erkan Sahin

    2014-12-01

    Full Text Available Aim: Sleep problems are common in students with one third of university students reporting insufficient sleep. It is known that sleep quality and daytime sleepiness cause decrasing academic performans. For this reason we aimed to investigate the effects of a sleep hygiene education on sleep quality and academic performance of first year medical students. Material and Method: Self-reported sleep data and academic performance of 131 first grade medical students were collected. To all students enrolled Pittsburg Sleep Quality Scale in the assessment of sleep quality and Epworth Sleepiness Scale for assessment of daytime sleepiness in the evaluation.The students were divided into two subgroups and the intervention group received a 30 minute structured sleep hygiene education. Global academic performance was assessed by grade point average at the end of the year. Results: Mean Pittsburgh sleep quality index score of the students was 7.9±3.5 and 106 (82.8% of then had a score %u22655.After intervention, .the worse the initial sleep quality, the more improvement by the sleep hygiene education on sleep quality and academic performance. Discussion: An education on sleep hygiene might improve subjective sleep quality and academic performance of medical students.

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

    Science.gov (United States)

    Sheard, Michael

    2009-03-01

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

  15. The relationship between study strategies and academic performance.

    Science.gov (United States)

    Zhou, Yuanyuan; Graham, Lori; West, Courtney

    2016-10-07

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

  16. Depressive symptoms and academic performance of North Carolina college students.

    Science.gov (United States)

    Turner, Dana P; Thompson, Michael E; Huber, Larissa R Brunner; Arif, Ahmed A

    2012-01-01

    Depression negatively affects cognitive functioning and, consequently, academic performance. Studies of this association have yielded conflicting results and have not fully considered other factors that may play a role in academic performance. This study examines the relation between depression and academic performance in students at a large urban university in North Carolina. We analyzed data from student responses to the 2008 cross-sectional National College Health Assessment to create categories of depressive symptomatology. E-mail invitations to participate in the assessment were sent to 8,000 students at the university in an effort to obtain at least 900 responses, the minimum number considered valid for a campus of its size. We analyzed the responses of the 1,280 undergraduates who completed the survey. Logistic regression analyses were performed to examine associations between depressive symptoms and academic performance in this group. Students in the second, third, and fourth quartiles of depressive symptomatology had increased, though statistically non-significant, odds of having a lower cumulative grade average, even after adjustment for age, sex, year in school, race/ethnicity, substance use, and level of credit-card debt. This difference was most pronounced among students in the second quartile of depressive symptomatology. This cross-sectional study did not allow for evaluation of causality. In addition, the self-report nature of this questionnaire could have led to some inaccuracy in reporting. Students reporting even a small number of depressive symptoms may be at increased risk for academic problems.

  17. 'High' achievers? Cannabis access and academic performance

    NARCIS (Netherlands)

    Marie, O.; Zölitz, U.N.

    2015-01-01

    This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals’ nationality. We apply a difference in-difference approach using administrative

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Sean N Talamas

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

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

    Science.gov (United States)

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

    2016-10-01

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

  2. Gum chewing affects academic performance in adolescents

    Science.gov (United States)

    Chewing gum may have an impact on improved memory during specific tasks of recognition and sustained attention. Research objective was to determine the effect of gum chewing on standardized test scores and math class grades of eighth grade students. Four math classes, 108 students, were randomized i...

  3. Metacognitive Monitoring and Academic Performance in College

    Science.gov (United States)

    Wagener, Bastien

    2016-01-01

    In French universities, only one out of two students is successful in his/her first year. The drastic changes in the organization of work and the greater emphasis put on self-regulated learning (relying on metacognition) can largely explain these low success rates. In this regard, techniques have been developed to help students improve monitoring…

  4. Training of academic writing: improving competitiveness of Czech universities

    Directory of Open Access Journals (Sweden)

    Tomáš Foltýnek

    2013-01-01

    Full Text Available Project “Impact of Policies for Plagiarism in Higher Education across Europe” has reached its final phase. We have collected lots of data reflecting facts and opinions about plagiarism and related areas. Training of academic writing is one of important means for plagiarism prevention.The paper compares levels of training of academic writing between the Czech republic and the rest of Europe. The answers in a questionnaire survey dealing with plagiarism and training of academic writing will be compared and analysed. According to these answers, best practices in European higher education institutions will be identified, and gaps in the Czech institutions will be described. Removing gaps than poses a step to improve the competitiveness of the Czech higher education institutions.

  5. Predicting Academic Performance Based on Students' Blog and Microblog Posts

    NARCIS (Netherlands)

    Dascalu, Mihai; Popescu, Elvira; Becheru, Alexandru; Crossley, Scott; Trausan-Matu, Stefan

    2016-01-01

    This study investigates the degree to which textual complexity indices applied on students’ online contributions, corroborated with a longitudinal analysis performed on their weekly posts, predict academic performance. The source of student writing consists of blog and microblog posts, created in

  6. Poor academic performance among adolescents with epilepsy in ...

    African Journals Online (AJOL)

    In Nigeria, studies have linked epilepsy with missing school, dropping out of school and poor academic performance.4-,11. Factors that predispose a child or adolescent with epilepsy to poor school performance include the age of the child, age of onset of seizures, seizure frequency,12 type of seizure, IQ of the child,4 poor.

  7. Impact of E-Learning Strategy on Students' Academic Performance ...

    African Journals Online (AJOL)

    This study examined the impact of e-learning strategies on students' academic performance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

  8. College Students' Time Management: Correlations with Academic Performance and Stress.

    Science.gov (United States)

    Macan, Therese Hoff; And Others

    1990-01-01

    The relationships between time management of college students and self-reported academic performance and various affective measures of stress were explored for 123 undergraduates. The study indicates that self-reported time management is multidimensional and that there are important relationships among time management, performance, and stress.…

  9. Relational Aggression and Academic Performance in Elementary School

    Science.gov (United States)

    Risser, Scott D.

    2013-01-01

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

  10. Correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences, Iran

    OpenAIRE

    hamid Asayesh; Fatemeh Sharififard; Mojtaba Mosavi; Zahra Taheri Kharameh; Zahra Aliakbarzade Arani; Alireza Shouri Bidgoli

    2016-01-01

    Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academic performance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic ch...

  11. The Effects of Contingent Use of Recess Activities on the Academic Performance of a Third Grade Classroom.

    Science.gov (United States)

    Reiss, Douglas J.; And Others

    This study reports on the results of a classroom management system designed to facilitate academic performance in elementary school children. The management system is applicable to an entire class, is operable by one teacher, is cost-free, shows improvement of the student's academic performance, and takes into account individual differences in…

  12. The Association of Self-Reported Sleep, Weight Status, and Academic Performance in Fifth-Grade Students

    Science.gov (United States)

    Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.

    2013-01-01

    Background: To improve support and justi?cation for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Methods: Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance,…

  13. Effects of Text Messaging on Academic Performance

    OpenAIRE

    Barks Amanda; Searight H. Russell; Ratwik Susan

    2011-01-01

    University students frequently send and receive cellular phone text messages during classroominstruction. Cognitive psychology research indicates that multi-tasking is frequently associatedwith performance cost. However, university students often have considerable experience withelectronic multi-tasking and may believe that they can devote necessary attention to a classroomlecture while sending and receiving text messages. In the current study, university students whoused text messaging were ...

  14. Esteem Construct Generality and Academic Performance

    Science.gov (United States)

    Simpson, C. Kenneth; Boyle, David

    1975-01-01

    Measures of global, specific, and task-specific self-esteem were administered to male and female college students and related to predicted and actual performance on a midterm examination. Significant correlations were found between global and specific measures and between specific and task measures, but not between global and task measures.…

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

    Science.gov (United States)

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

    2013-01-01

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

  16. Prenatal Exposure to Fever and Infections and Academic Performance

    DEFF Research Database (Denmark)

    Dreier, Julie Werenberg; Berg-Beckhoff, Gabriele; Kragh Andersen, Per

    2017-01-01

    of academic performance from the 2010–2013 Danish National Tests. Hierarchical multilevel linear regression of 216,350 assessments made in 71,850 children born to 67,528 mothers revealed no differences in academic performance among the children according to prenatal exposure to fever (odds ratio (OR) = 1......Prenatal exposure to fever and infections has been linked to various neurodevelopmental disorders, but it is not yet known whether more subtle effects on neurodevelopment may exist as well. Therefore, we aimed to investigate whether these early-life exposures were associated with academic...... performance in childhood and early adolescence. Children and mothers who were enrolled in the Danish National Birth Cohort during 1996–2002 were included in this study. Information on fever and infections common in pregnancy was prospectively collected in 2 pregnancy interviews and linked with assessments...

  17. Relationship between Academic Performance, Spatial Competence, Learning Styles and Attrition

    Directory of Open Access Journals (Sweden)

    Marianela Noriega Biggio

    2013-04-01

    Full Text Available This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.

  18. Academic Performance and Lifestyle Behaviors in Australian School Children: A Cluster Analysis.

    Science.gov (United States)

    Dumuid, Dorothea; Olds, Timothy; Martín-Fernández, Josep-Antoni; Lewis, Lucy K; Cassidy, Leah; Maher, Carol

    2017-12-01

    Poor academic performance has been linked with particular lifestyle behaviors, such as unhealthy diet, short sleep duration, high screen time, and low physical activity. However, little is known about how lifestyle behavior patterns (or combinations of behaviors) contribute to children's academic performance. We aimed to compare academic performance across clusters of children with common lifestyle behavior patterns. We clustered participants (Australian children aged 9-11 years, n = 284) into four mutually exclusive groups of distinct lifestyle behavior patterns, using the following lifestyle behaviors as cluster inputs: light, moderate, and vigorous physical activity; sedentary behavior and sleep, derived from 24-hour accelerometry; self-reported screen time and diet. Differences in academic performance (measured by a nationally administered standardized test) were detected across the clusters, with scores being lowest in the Junk Food Screenies cluster (unhealthy diet/high screen time) and highest in the Sitters cluster (high nonscreen sedentary behavior/low physical activity). These findings suggest that reduction in screen time and an improved diet may contribute positively to academic performance. While children with high nonscreen sedentary time performed better academically in this study, they also accumulated low levels of physical activity. This warrants further investigation, given the known physical and mental benefits of physical activity.

  19. Can training improve human performance

    International Nuclear Information System (INIS)

    Waylett, W.J. Jr.

    1986-01-01

    The nuclear industry has made a significant commitment to improve training through the implementation of performance-based training programs. Senior management expects that human performance improvement will result from this significant resource allocation. The author examines this hypothesis and discusses other issues that may interfere with enhancing human performance through training. The integration of quality improvement concepts to support training is also discussed by the author, who was a pioneer facilitator during the development of Florida Power and Light Company's Quality Improvement Program. Critical success factors are proposed based on the author's experience as a plant manager, training manager and quality facilitator

  20. The association between cognition and academic performance in Ugandan children surviving malaria with neurological involvement.

    Directory of Open Access Journals (Sweden)

    Paul Bangirana

    Full Text Available The contribution of different cognitive abilities to academic performance in children surviving cerebral insult can guide the choice of interventions to improve cognitive and academic outcomes. This study's objective was to identify which cognitive abilities are associated with academic performance in children after malaria with neurological involvement.62 Ugandan children with a history of malaria with neurological involvement were assessed for cognitive ability (working memory, reasoning, learning, visual spatial skills, attention and academic performance (reading, spelling, arithmetic three months after the illness. Linear regressions were fit for each academic score with the five cognitive outcomes entered as predictors. Adjusters in the analysis were age, sex, education, nutrition, and home environment. Exploratory factor analysis (EFA and structural equation models (SEM were used to determine the nature of the association between cognition and academic performance. Predictive residual sum of squares was used to determine which combination of cognitive scores was needed to predict academic performance.In regressions of a single academic score on all five cognitive outcomes and adjusters, only Working Memory was associated with Reading (coefficient estimate = 0.36, 95% confidence interval = 0.10 to 0.63, p<0.01 and Spelling (0.46, 0.13 to 0.78, p<0.01, Visual Spatial Skills was associated with Arithmetic (0.15, 0.03 to 0.26, p<0.05, and Learning was associated with Reading (0.06, 0.00 to 0.11, p<0.05. One latent cognitive factor was identified using EFA. The SEM found a strong association between this latent cognitive ability and each academic performance measure (P<0.0001. Working memory, visual spatial ability and learning were the best predictors of academic performance.Academic performance is strongly associated with the latent variable labelled "cognitive ability" which captures most of the variation in the individual specific

  1. Academic Performance and the Great Recession

    OpenAIRE

    Adamopoulou, Effrosyni; Tanzi, Giulia M.

    2014-01-01

    In this paper we study how the Great Recession affected university students in terms of performance, with a special focus on the dropout probability. To do so, we use individual-level data on a representative sample of university students in Italy in 2007 and 2011. We measure the severity of the recession in terms of increases in adult and youth unemployment rate and we exploit geographical variation to achieve identification. On the one hand, an increase in adult male unemployment rate deter...

  2. Effects of Text Messaging on Academic Performance

    Directory of Open Access Journals (Sweden)

    Barks Amanda

    2011-12-01

    Full Text Available University students frequently send and receive cellular phone text messages during classroominstruction. Cognitive psychology research indicates that multi-tasking is frequently associatedwith performance cost. However, university students often have considerable experience withelectronic multi-tasking and may believe that they can devote necessary attention to a classroomlecture while sending and receiving text messages. In the current study, university students whoused text messaging were randomly assigned to one of two conditions: 1. a group that sent andreceived text messages during a lecture or, 2. a group that did not engage in text messagingduring the lecture. Participants who engaged in text messaging demonstrated significantlypoorer performance on a test covering lecture content compared with the group that did notsend and receive text messages. Participants exhibiting higher levels of text messaging skill hadsignificantly lower test scores than participants who were less proficient at text messaging. It ishypothesized that in terms of retention of lecture material, more frequent task shifting by thosewith greater text messaging proficiency contributed to poorer performance. Overall, the findingsdo not support the view, held by many university students, that this form of multitasking has littleeffect on the acquisition of lecture content. Results provide empirical support for teachers andprofessors who ban text messaging in the classroom.

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

    Science.gov (United States)

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

    2016-11-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  5. The Effect of Maternal Employment on Children's Academic Performance

    DEFF Research Database (Denmark)

    Nielsen, Lisbeth Palmhøj; Hansen, Anne Toft

    of household control variables, instrumenting for employment with the gender- and education-specific local unemployment rate, and by including maternal fixed effects. We find that maternal employment has a positive effect on children’s academic performance in all specifications, particularly when women work...... part-time. This is in contrast with the larger literature on maternal employment, much of which takes place in other contexts, and which finds no or a small negative effect of maternal employment on children’s cognitive development and academic performance. (JEL J13, J22)...

  6. Dance participation and academic performance in youth girls

    Science.gov (United States)

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

    2016-06-30

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

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

    Directory of Open Access Journals (Sweden)

    Juan-José Navarro

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

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

    Science.gov (United States)

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

    2016-01-01

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

  9. Early to bed, early to rise! Sleep habits and academic performance in college students.

    Science.gov (United States)

    Eliasson, Arne H; Lettieri, Christopher J; Eliasson, Arn H

    2010-02-01

    Prior studies have placed emphasis on the need for adequate total sleep time for student performance. We sought to investigate the relative importance of total sleep time compared to the timing of sleep and wakefulness for academic performance. We performed a questionnaire-based survey of college students in October 2007. The questionnaire gathered detailed information on sleep habits including naps, reasons for missing sleep, academic performance, study habits, time spent working outside of school, and stimulant use. Compared to those with the lowest academic performance, students with the highest performance had significantly earlier bedtimes (p = 0.05) and wake times (p = 0.008). Napping tended to be more common among high performers (p = 0.07). Of importance, there were no significant differences in total sleep time with or without naps, weekend sleep habits, study time, gender, race, reasons for staying up at night, nor in use of caffeinated beverages, over-the-counter stimulant pills, or use of prescription stimulants. Timing of sleep and wakefulness correlated more closely with academic performance than total sleep time and other relevant factors. These findings have important implications for programs intended to improve academic performance by targeting sleep habits of students.

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

    Science.gov (United States)

    Daniels, Dianne Yow

    2008-01-01

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

  11. Do admission requirements to dentistry predicts the academic performance over the first year?

    Directory of Open Access Journals (Sweden)

    Alejandra Medina

    2012-07-01

    Full Text Available Introduction: Having clear which are de predictors of academic development, the selection of students that enter University, can be improved, assuring that they are in possession of the competitions that guaranty a good performance. Objectives: To determine the predictive capacity of the entering requirements and the PSU process, for the academic performance of the students of first year in the Odontology career. Material and Method: Descriptive observational study, of transversal cut with students that went through first year between 2004 and 2008. The entering schedules of de Unity of Admission and Academic Student Register (UDARAE, were checked, obtaining information about the gender, entering year, average notes of senior year (NEM, selection score (PSU-SEL and the score of the language (PSU-L, math (PSU-M and science (PSU-C exams. For the academic performance the schedule of marks of the Register and Faculty Control Office was checked. Results: The bigger percentage of contribution to the explanation of the academic performance corresponded to the NEM average, with 10%, then the PSU-C with 5.6%. The PSU-L and PSU-M, had a 0% of contribution and the PSUSEL a 23.4%. Conclusions: The most strong variable that can be associated with the academic performance is the NEM average, followed by the PSU-C. The PSU-L and the PSU-M presented a void predictive capacity. The PSU process presented a limited predictive capacity.

  12. Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance.

    Science.gov (United States)

    DuPaul, G J; Ervin, R A; Hook, C L; McGoey, K E

    1998-01-01

    We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.

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

    Science.gov (United States)

    Carter, Christina Michelle

    2012-01-01

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

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

    Science.gov (United States)

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

    1980-01-01

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

  15. Approaches for University Students and their Relationship to Academic Performance

    Directory of Open Access Journals (Sweden)

    Evelyn Fernández-Castillo

    2015-05-01

    Full Text Available The way students perceive learning is influenced by multiple factors. The present study aimed at establishing relationships between the learning approaches, academic performance, and the academic year in a sample of students from different courses of Universidad Central  “Marta Abreu”, Las Villas. For this ex post facto study, a probabilistic sample was used based on a simple random sampling of 524 university students who participated in the Study Process Questionnaire.  The analysis of variance (MANOVA and ANOVA and the analysis of clusters reported associations between a deep approach to learning and a better academic performance.  These analyses showed differences in the learning approach in the different courses, predominantly a soft approach.

  16. Academic self-efficacy, self-regulated learning and academic performance in first-year university students

    Directory of Open Access Journals (Sweden)

    Alberto A. Alegre

    2014-06-01

    Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

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

    Science.gov (United States)

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

    2010-07-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  19. Library performance measurement : the case of academic libraries (Part 2)

    OpenAIRE

    Melita Ambrožič

    2000-01-01

    The article discusses theoretical and practical approaches to the problems of assessing performance of academic libraries and library performance indicators in general. The author emphasises the importance of a systematic evaluation of library's activities and the use of modern management methods, of which the process of library performance measurement is an integral part. The role of library statistics as a method of quantitative representation of the library's activities is presented and th...

  20. Library performance measurement : the case of academic libraries (1.)

    OpenAIRE

    Melita Ambrožič

    2000-01-01

    The article discusses theoretical and practical approaches to the problems of assessing performance of academic libraries and library performance indicators in general. The author emphasises the importance of a systematic evaluation of library activities and the use of modern management methods, of which the process of library performance measurement is an integral part. The role of library statistics as a method of quantitative representation of the library's activities is presented and the ...

  1. Performance improvement: the organization's quest.

    Science.gov (United States)

    McKinley, C O; Parmer, D E; Saint-Amand, R A; Harbin, C B; Roulston, J C; Ellis, R A; Buchanan, J R; Leonard, R B

    1999-01-01

    In today's health care marketplace, quality has become an expectation. Stakeholders are demanding quality clinical outcomes, and accrediting bodies are requiring clinical performance data. The Roosevelt Institute's quest was to define and quantify quality outcomes, develop an organizational culture of performance improvement, and ensure customer satisfaction. Several of the organization's leaders volunteered to work as a team to develop a specific performance improvement approach tailored to the organization. To date, over 200 employees have received an orientation to the model and its philosophy and nine problem action and process improvement teams have been formed.

  2. The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

    Science.gov (United States)

    Flay, Brian R.; Allred, Carol G.

    2010-01-01

    This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

  3. How Is Working Memory Training Likely to Influence Academic Performance? Current Evidence and Methodological Considerations.

    Science.gov (United States)

    Bergman Nutley, Sissela; Söderqvist, Stina

    2017-01-01

    Working memory (WM) is one of our core cognitive functions, allowing us to keep information in mind for shorter periods of time and then work with this information. It is the gateway that information has to pass in order to be processed consciously. A well-functioning WM is therefore crucial for a number of everyday activities including learning and academic performance (Gathercole et al., 2003; Bull et al., 2008), which is the focus of this review. Specifically, we will review the research investigating whether improving WM capacity using Cogmed WM training can lead to improvements on academic performance. Emphasis is given to reviewing the theoretical principles upon which such investigations rely, in particular the complex relation between WM and mathematical and reading abilities during development and how these are likely to be influenced by training. We suggest two possible routes in which training can influence academic performance, one through an effect on learning capacity which would thus be evident with time and education, and one through an immediate effect on performance on reading and mathematical tasks. Based on the theoretical complexity described we highlight some methodological issues that are important to take into consideration when designing and interpreting research on WM training and academic performance, but that are nonetheless often overlooked in the current research literature. Finally, we will provide some suggestions for future research for advancing the understanding of WM training and its potential role in supporting academic attainment.

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

    Directory of Open Access Journals (Sweden)

    Deniz Kocoglu

    2017-03-01

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

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

    Science.gov (United States)

    Kocoglu, Deniz; Emiroglu, Oya Nuran

    2017-03-01

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

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

    Science.gov (United States)

    Kocoglu, Deniz; Emiroglu, Oya Nuran

    2017-01-01

    Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management. PMID:28299293

  7. Method of Improving Personal Name Search in Academic Information Service

    Directory of Open Access Journals (Sweden)

    Heejun Han

    2012-12-01

    Full Text Available All academic information on the web or elsewhere has its creator, that is, a subject who has created the information. The subject can be an individual, a group, or an institution, and can be a nation depending on the nature of the relevant information. Most information is composed of a title, an author, and contents. An essay which is under the academic information category has metadata including a title, an author, keyword, abstract, data about publication, place of publication, ISSN, and the like. A patent has metadata including the title, an applicant, an inventor, an attorney, IPC, number of application, and claims of the invention. Most web-based academic information services enable users to search the information by processing the meta-information. An important element is to search information by using the author field which corresponds to a personal name. This study suggests a method of efficient indexing and using the adjacent operation result ranking algorithm to which phrase search-based boosting elements are applied, and thus improving the accuracy of the search results of personal names. It also describes a method for providing the results of searching co-authors and related researchers in searching personal names. This method can be effectively applied to providing accurate and additional search results in the academic information services.

  8. Expand your english a guide to improving your academic vocabulary

    CERN Document Server

    Hart, Steve

    2018-01-01

    Writing academic prose in English is especially difficult for non-native speakers, largely because the standard vocabulary used in this genre can be quite different from colloquial English. Expand Your English: A Guide to Improving Your Academic Vocabulary is a unique and invaluable guide that will enable the reader to overcome this hurdle. It will become the favourite go-to reference book for both beginners and for intermediate learners struggling with the complexities of English-language academic writing. Steve Hart covers 1,000 vocabulary items that are essential for good academic writing. The first section describes 200 key terms in detail, grouping them into logical sets of 10. Through careful repetition, the reader will find it easy to retain, retrieve, and reuse these essential phrases. The second section explains a further 800 terms, grouping them according to function, meaning, and the areas of an essay where they are likely to be used. The expansive scope of Expand Your English gives non-native spea...

  9. Expand your English a guide to improving your academic vocabulary

    CERN Document Server

    Hart, Steve

    2018-01-01

    Writing academic prose in English is especially difficult for non-native speakers, largely because the standard vocabulary used in this genre can be quite different from colloquial English. Expand Your English: A Guide to Improving Your Academic Vocabulary is a unique and invaluable guide that will enable the reader to overcome this hurdle. It will become the favourite go-to reference book for both beginners and for intermediate learners struggling with the complexities of English-language academic writing. Steve Hart covers 1,000 vocabulary items that are essential for good academic writing. The first section describes 200 key terms in detail, grouping them into logical sets of 10. Through careful repetition, the reader will find it easy to retain, retrieve, and reuse these essential phrases. The second section explains a further 800 terms, grouping them according to function, meaning, and the areas of an essay where they are likely to be used. The expansive scope of Expand Your English gives non-native spea...

  10. Performance improvement - business excellence processes

    International Nuclear Information System (INIS)

    Doucett, J.

    2010-01-01

    This presentation discusses Performance Improvement which is defined as 'the process of identifying and analyzing important organizational and individual performance gaps, planning for future performance improvement, designing and developing cost-effective and ethically justifiable intervention to close performance gaps, implementing the interventions and evaluating the financial and non-financial results', i.e. making things better. Specifically, it discusses the refurbishment outage at the Point Lepreau Power Plant that began at the end of March 2008. The business risks identified in 2008 were leadership, demographics and management system.

  11. Implementation quality of whole-school mental health promotion and students' academic performance.

    Science.gov (United States)

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

    2012-02-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

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

  14. Prevalence of khat chewing and its effect on academic performance ...

    African Journals Online (AJOL)

    Objective: This study was intended to assess the prevalence, determinants, and effect of khat use on academic performance of high school students in Sidama Ethiopia. Methodology: A cross-sectional study was conducted from April to June 2015. We used a stratified sampling technique to draw a total of 1,577students.

  15. Sporting Equipment and Students\\' Academic Performance in the ...

    African Journals Online (AJOL)

    This study investigated the effect of sporting equipment on students academic performance in the concept of projectile in Nigerian senior secondary school Physics in Uyo Local Government Area of Akwa Ibom State, Nigeria. A total of 183 senior secondary two (SS2) Physics students were involved in the study. The design ...

  16. Pre-Schooling and Academic Performance of Lower Primary School ...

    African Journals Online (AJOL)

    schooling and the academic performance of pre-schooled lower primary school pupils in a rural Zambian ... effects and that access to quality early childhood educational resources is a key engine to upward mobility. ... excellence of their children (Escarce, 2003 & Eamon, 2005; Jeynes, 2002; Sirin 2005)). It is important to ...

  17. academic performance of less endowed high school students

    African Journals Online (AJOL)

    User

    ABSTRACT. This paper investigates the academic performance of students from less endowed senior high schools in the Kwame Nkrumah University of Science and Technology (KNUST). Question- naires were administered to 152 (123 males and 29 females) fourth year students who enrolled for various programmes at ...

  18. Academic Performance of Less Endowed High School Students in ...

    African Journals Online (AJOL)

    This paper investigates the academic performance of students from less endowed senior high schools in the Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were administered to 152 (123 males and 29 females) fourth year students who enrolled for various programmes at KNUST in 2007 ...

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

    Science.gov (United States)

    Irtwange, S. V.; Orsaah, S.

    2009-01-01

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

  20. Impact of Students' Financial Strength on their Academic Performance

    African Journals Online (AJOL)

    Toshiba

    designed questionnaires distributed by stratified random sampling with proportional allocation scheme, to find out the impact of finance on students‟ academic performance with reference to Kaduna. Polytechnic. The statistical tests we applied are Chi-square, Phi coefficient and Bi-serial correlation. It was found that ...

  1. Hybridity, coping mechanisms, and academic performance management: Comparing three countries

    NARCIS (Netherlands)

    Teelken, J.C.

    2015-01-01

    Recent developments in the higher education sectors of the Netherlands, Sweden, and the UK concerning accountability and performance measurement in research have resulted in a variety of responses from individual academics. The concept of hybridity enables us to explain these developments over time.

  2. Academic Performance and Perceived Stress among University Students

    Science.gov (United States)

    Talib, Nadeem; Zia-ur-Rehman, Muhammad

    2012-01-01

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

  3. Career choice and its influence on academic performance of library ...

    African Journals Online (AJOL)

    The study examined career choice and its influence on academic performance of library and information science students in the University of Benin. Questionnaire was used to obtain information from the respondents. The entire population was used as sample because of the size of the population and the simple ...

  4. A study of self perception and academic performance of students ...

    African Journals Online (AJOL)

    The study investigated the influence of types of exceptionality on the self perception of students with special needs. It examined the influence of sex of students with special needs on their self perception. It also compared the academic performance of male and female students with special needs. One instrument named Self ...

  5. Influence of Family Background on the Academic Performance of ...

    African Journals Online (AJOL)

    The study was conducted to investigate the influence of family background on the academic performance of secondary school students in Nigeria. The study was carried out in the three senatorial districts of Kwara State. Three hundred respondents participated in this research. Descriptive statistics was used to analyze the ...

  6. The Relationship between Self-Concept and Academic Performance ...

    African Journals Online (AJOL)

    This study examined the relationship between self-concept and academic performance of Nigerian students. The study made use of 1000 participants (500 males and 500 females) whose ages ranged from 15-18 with a mean of 16.7 and a standard deviation of 1.12. The study used an indigenous self concept scale ...

  7. Determinants of Students Academic Performance in Senior High ...

    African Journals Online (AJOL)

    A binary logit model is used to investigate the determinants of students' performance in the final high school examination. Questionnaires were administered to a sample of 1,129 final year students (614 boys and 515 girls) in ten senior high schools (SHSs) during the 2008/2009 academic year. Respondents were requested ...

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

    Science.gov (United States)

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

    2015-01-01

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

  9. The Effect of Learning Log on the Academic Performance of ...

    African Journals Online (AJOL)

    The main intent of this study was to identify the impact of using learning log as a learning strategy on the academic performance of university students. Second year psychology students were included as subjects of this study. In the beginning of the study, the students were divided into two: experimental group (N = 60) and ...

  10. Self-Efficacy and Academic Performance in English

    Science.gov (United States)

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

    2015-01-01

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

  11. Causal Variables and Academic Performance of Students in Cross ...

    African Journals Online (AJOL)

    This study investigated the causal variables (Child, Family, School, Society and Government) and academic performance of secondary school students in Cross River State: A basis for counselling and programme planning. The study adopted the descriptive survey method. It made use of two research questions and ...

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

    Science.gov (United States)

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

    2016-01-01

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

  13. The Influence of Child Abuse on the Academic Performance of ...

    African Journals Online (AJOL)

    The aim of this study was to find out the influence of child abuse on pupils academic performance in primary science. To carry out this study effectively two variables were identified for the study. These were used to formulate the research hypotheses. The design for the study was ex-post-facto. The area of study was Cross ...

  14. Academic performance and pass rates: Comparison of three first ...

    African Journals Online (AJOL)

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

  15. Factors influencing academic performance of real estate students in Nigeria

    NARCIS (Netherlands)

    Ayodele, Timothy Oluwafemi; Oladokun, Timothy Tunde; Gbadegesin, J.T.

    2016-01-01

    Purpose: The purpose of this paper is to examine the factors affecting academic performance of real estate students in a developing country like Nigeria. Design/methodology/approach: Data for the study were collected with the aid of questionnaire served on 152 final year real estate students of

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

    Science.gov (United States)

    Alanzi, Khalid A.; Alfraih, Mishari M.

    2017-01-01

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

  17. Impact of the internet on academic performance of students in ...

    African Journals Online (AJOL)

    This research work investigates the impact of the internet on the academic performance of students in some selected tertiary institutions in Nigeria. A survey research design was adopted in conducting this research. Questionnaire was the instrument employed for data collection. Frequency count and simple percentage was ...

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

    Science.gov (United States)

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

    2016-01-01

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

  19. the influence of instructional materials on academic performance of ...

    African Journals Online (AJOL)

    students' academic performance in senior secondary school Chemistry in Cross River State. A two group pre-test post test ... chemistry students by encouraging the use of instructional materials in teaching-learning chemistry. KEY WORDS: Instructional ... classroom with many misconceptions to correct for proper scientific ...

  20. Class attendance and academic performance of second year ...

    African Journals Online (AJOL)

    This study investigated the impact of classroom attendance on academic performance of university students in an Organic Chemistry course. It also looked into the ... Data collected were analyzed using the Statistical Package for Social Sciences (SPSS) 17.0 to present the descriptive and inferential statistics. The results ...

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

    Science.gov (United States)

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

    2012-01-01

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

  2. The contribution of gender to students' academic performances | Fan ...

    African Journals Online (AJOL)

    This work used the ex post facto to design and deepen our understanding of the relationship between gender and students academic performances in social studies. The sample comprised 330 JSS III students (130 male and 200 female) drawn from 50 out of 73 schools in Calabar Educational Zone. Two instruments were ...

  3. Bullying Experiences and Compromised Academic Performance across Middle School Grades

    Science.gov (United States)

    Juvonen, Jaana; Wang, Yueyan; Espinoza, Guadalupe

    2011-01-01

    The goal of the study was to examine whether bullying experiences are associated with lower academic performance across middle school among urban students.The ethnically diverse sample was drawn from a longitudinal study of 2,300 sixth graders (44% Latino, 26% African American, 10% Asian, 10% White, and 10% mixed) from 11 public middle schools.…

  4. the negative effect of child labour on academic performance of ...

    African Journals Online (AJOL)

    PROF EKWUEME

    affect or influence the academic performance of secondary school students. Information on the incidence will sensitize the family/guardians and relevant policy-makers to the magnitude of child labour as an aspect of child abuse and neglect in the area of study. Furthermore, the study would review the pattern of relationship ...

  5. Impact of electronic resources use on academic performance of ...

    African Journals Online (AJOL)

    Results indicated that use of electronic resources had a positive impact on students' academic performance. Based on the findings of this study, it is recommended that more emphasis should be laid on the acquisition of electronic resources so as to give room for wider and multiple access to information resources in order to ...

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

    Science.gov (United States)

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

    2006-01-01

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

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

    Science.gov (United States)

    Langevin, Elizabeth L.

    2013-01-01

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

  8. University support, motivation to learn, emotional adjustment, and academic performance

    NARCIS (Netherlands)

    Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

    2016-01-01

    The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

  9. ORIGINAL ARTICLE Internet Usage and Academic Performance of ...

    African Journals Online (AJOL)

    Fola

    The study examined the influence of internet usage on academic performance of ... 3Department of Social Sciences Education University of Ilorin, Nigeria ... computer network.The internet offers various services, but the two most popular services are E-mail and World Wide Web. Chanlin (2009) pointed out that World.

  10. The Influence of Instructional Materials on Academic Performance of ...

    African Journals Online (AJOL)

    This research work investigated the influence of instructional materials (teaching aids) on students' academic performance in senior secondary school Chemistry in Cross River State. A two group pre-test post test quasi-experimental design was adopted for the study. One research question and one hypothesis were ...

  11. The effects of classroom feedback on the academic performance of ...

    African Journals Online (AJOL)

    This study inestigated the effects of classroom feedback on the academic performance of senior secondary students in Bassa LGA of Plateau State. The research made use of the experimental design with a total of 60 participants comprising of 33 boys and 27 girls within the age range of 15-17. To achieve the purpose of the ...

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

    Science.gov (United States)

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

    2017-09-01

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

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

    Science.gov (United States)

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

    2006-01-01

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

  14. Self-Esteem & Academic Performance among University Students

    Science.gov (United States)

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

    2015-01-01

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

  15. Relationship between academic self-esteem and performance in ...

    African Journals Online (AJOL)

    This study was conducted to determine the relationship between pupils' academic self-esteem and performance in English language and Mathematics. The sample consisted of 365 pupils selected from 82 primary schools in Maiduguri Metropolitan Council, Borno State. Krejcie and Morgan's table for determining sampling ...

  16. Child Abuse and Academic Performance of Secondary School ...

    African Journals Online (AJOL)

    The focus of this study is on street hawking as an aspect of child labour, abuse and neglect. The goal of the research on child abuse and academic performance of children who participate in it as a routine scholars and people have defined child labour in several ways. In a nutshell it is the exploitation of children, premature ...

  17. The negative effect of child labour on academic performance of ...

    African Journals Online (AJOL)

    The focus of this study is on child labour as an aspect of child abuse and neglect. The goal of the research on child abuse and academic performance of children who participate in it as a routine scholars and people have defined child labour in several ways. In a nutshell it is the exploitation of children, premature ...

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

    Science.gov (United States)

    Akhter, Noreen

    2013-01-01

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

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

    Science.gov (United States)

    Yeboah, Alex Kumi; Smith, Patriann

    2016-01-01

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

  20. Stress level and academic performance of university students in ...

    African Journals Online (AJOL)

    This study examined the relationship between level of stress and students' academic performance in Universities in Kwara State, Nigeria. The study adopted a descriptive survey research design. Proportional stratified random sampling was used to select 300 students for the study. A “Students' Stress Level Questionnaire ...

  1. Job Satification And Performance Of Academic Librarians In ...

    African Journals Online (AJOL)

    A survey of the examination of the factors that affect job satisfaction and performance of academic librarians was conducted on selected eight universities comprising both state and federal universities, in southwest Nigeria. Simple random sampling technique was use to select 130 respondents across the institution of study.

  2. the influence of instructional materials on academic performance of ...

    African Journals Online (AJOL)

    students' academic performance in senior secondary school Chemistry in Cross River State. A two group pre-test post test ... students (Experimental group) were taught with instructional materials and another forty (Control group) were taught without ... It is use to get the attention of the students and eliminate boredom.

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

    Science.gov (United States)

    Perucca, David.

    2013-01-01

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

  4. Factors affecting academic performance of Pharmacy students in the ...

    African Journals Online (AJOL)

    A three-sectioned 37-item questionnaire was designed using previously validated constructs. Student's t-test and ANOVA was carried out to evaluate the effect of the factors on academic performance. Results showed that students who were less anxious had significantly higher cumulative grade point average M±SD (CGPA ...

  5. Evaluation of the Academic Performance of Private Admission ...

    African Journals Online (AJOL)

    The pass rate in all phases of medical study as well as the Cumulative Grade Point Average (CGPA) was lower among private admission students. This difference is proportionate to the difference in grades obtained at SSCE and number of re-sits. Conclusion: The academic performance of medical students in Sudan is ...

  6. Windows with improved energy performances

    DEFF Research Database (Denmark)

    Laustsen, Jacob Birck; Svendsen, Svend

    2003-01-01

    Heat loss through windows represents a considerable part of the total heat loss from houses. However, apart from providing daylight access and view, windows offer a unique potential for solar gain to be exploited during the heating season. Until now valuation of the energy performance of windows...... has primary focused on the heat loss coefficient, U-value. However, as the U-value, especially for the glazing part, has improved considerably during the last years, the total solar energy transmittance, g-value, has become equally important to the total energy performance of windows. Improved energy...... performance of windows can be reached by development of each element of the window, but to gain a considerable improvement in the overall energy performance all elements of the windows need to be examined together and the construction optimised. This paper describes potential improvements of window elements...

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

    Science.gov (United States)

    Kim, Jong-Hyuck; So, Wi-Young

    2013-12-01

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

  8. Poor academic performance: A perspective of final year diagnostic radiography students

    International Nuclear Information System (INIS)

    Gqweta, Ntokozo

    2012-01-01

    Introduction: A study was conducted on final year diagnostic radiography students at a University of Technology in Durban. The aim of the study was to investigate the final year diagnostic radiography students' opinions and views on academic performance in order to inform teaching and learning methods. The objectives were: •To explore the students' opinions regarding poor performance. •To identify strategies to improve academic performance. Method: A qualitative, interpretive approach was used to explain and understand the students' lived experiences of their academic performances. A short open ended questionnaire was administered to a cohort of final diagnostic radiography students following feedback on a written assessment. Questionnaire responses were then manually captured and analyzed. Results: Five (5) themes were identified that could possibly be associated with poor academic performance. These themes were, poor preparation, lack of independent study, difficulty in understanding learning content and misinterpretation of assessment questions, inefficient studying techniques as well as perceived improvement strategies. Conclusion: Students identified their inadequate preparation and the lack of dedicated independent studying as the main reasons for poor performance. Students preferred to be taught in an assessment oriented manner. However their identified improvement strategies were aligned with the learner centred approach.

  9. The relationship between study strategies and academic performance

    Science.gov (United States)

    Graham, Lori; West, Courtney

    2016-01-01

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

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

    Science.gov (United States)

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

    2014-06-01

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

  11. Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.

    Science.gov (United States)

    Deighton, Jessica; Humphrey, Neil; Belsky, Jay; Boehnke, Jan; Vostanis, Panos; Patalay, Praveetha

    2018-03-01

    There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2-year cross-lag design, we test three hypotheses - adjustment erosion, academic incompetence, and shared risk - while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment-erosion hypothesis. Evidence supporting the academic-incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared-risk variables improved model fit and rendered some previously established cross-lag pathways non-significant. Implications of these findings are discussed, and study strengths and limitations noted. Statement of contribution What is already known on this subject? Longitudinal research and in particular developmental cascades literature make the case for weaker associations between internalizing symptoms and academic performance than between externalizing problems and academic performance. Findings vary in terms of the magnitude and inferred direction of effects. Inconsistencies may be explained by different age ranges, prevalence of small-to-modest sample sizes, and large time lags between measurement points. Gender differences remain underexamined. What does this study add? The present study used cross-lagged models to examine longitudinal associations in age groups (middle child and adolescence) in a large-scale British sample. The large sample size not only allows for

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

    Science.gov (United States)

    Sun, Yongmin; Li, Yuanzhang

    2009-09-01

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

  13. Alcohol consumption, sleep, and academic performance among college students.

    Science.gov (United States)

    Singleton, Royce A; Wolfson, Amy R

    2009-05-01

    Three independent lines of inquiry have found associations between alcohol use and academic performance, sleep and academic performance, and alcohol use and sleep. The present study bridges this research by examining the links among alcohol use, sleep, and academic performance in college students. Personal interview surveys were conducted with a random sample of 236 students (124 women) at a liberal arts college. The interviews measured alcohol consumption, gender, academic class, weekday and weekend bedtimes and rise times, and daytime sleepiness; 95% of the sample granted permission to obtain grade-point average (GPA) and Scholastic Aptitude Test (SAT) scores from official college records. Ordinary least squares regressions showed that alcohol consumption was a significant predictor of four sleep patterns: the duration of sleep, the timing of sleep, the difference between weekday and weekend nighttime sleep hours (oversleep), and the difference between weekday and weekend bedtimes (bedtime delay). Women and students with late sleep schedules were more apt to report daytime sleepiness. SAT score was the strongest predictor of GPA. However, gender, alcohol consumption, sleep duration, and daytime sleepiness also were significant predictors when other variables were controlled. In addition to alcohol's direct relationship with GPA, mediational analysis indicated that alcohol had indirect effects on sleepiness and GPA, primarily through its effect on sleep schedule. The findings show how alcohol use among college students is related to sleep-wake patterns and further support the connection between alcohol use and grades.

  14. Increased body weight affects academic performance in university students.

    Science.gov (United States)

    Anderson, Angela S; Good, Deborah J

    2017-03-01

    For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academic performance in university students is correlated with BMI. Students from two consecutive academic years (Jan-May 2013 and Jan-May 2014) were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male) consented to participate in the study. The number of correct answers to problem-solving questions (PSQs) and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t -tests. BMI was significantly negatively correlated with student's final grades ( P  = 0.001 Pearson's r = - 0.190) and PSQs were positively correlated with final grades ( P  academic performance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academic performance in college students are warranted.

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

    Science.gov (United States)

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

    2017-07-13

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

  16. ACADEMIC PERFORMANCE: MEASUREMENT METHODS USED IN SOCIO - ECONOMIC SCIENCES

    OpenAIRE

    Ioana Alexandra HORODNIC

    2014-01-01

    Evaluation of scientific research is crucial, however, although numerous studies have been conducted in this area, it is not easy to measure academic productivity/ performance. The most important perspective in measuring the productivity/ performance comes from the economic field, where it is the ratio between outputs and inputs for a particular product. This article aims to address the most important elements to be considered in the measurement of scientific research: types of indicators, qu...

  17. Re-estimating the Gender Gap in Colombian Academic Performance

    OpenAIRE

    Juan Sebastián Muñoz

    2014-01-01

    This paper presents evidence of the relationship between the disparity in the academic performance of boys and girls in Colombia and the country's excessively high school dropout rates. By using the OLS and trimming for bounds techniques, and based on data derived from the PISA 2009 database, the presented findings show that the vast majority of this gender-related performance gap is explained by selection problems in the group of low-skilled and poor male students. In particular, the high dr...

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Johansen, Vegard; Schanke, Tuva

    2014-01-01

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

  20. The Use of a Serious Game and Academic Performance of Undergraduate Accounting Students: An Empirical Analysis

    Science.gov (United States)

    Malaquias, Rodrigo Fernandes; Malaquias, Fernanda Francielle de Oliveira; Borges, Dermeval M., Jr.; Zambra, Pablo

    2018-01-01

    The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with…

  1. Learning Management System Calendar Reminders and Effects on Time Management and Academic Performance

    Science.gov (United States)

    Mei, Jianyang

    2016-01-01

    This research project uses a large research university in the Midwest as a research site to explore the time management skills of international students and analyzes how using the Course Hack, an online Learning Management System (LMS) calendar tool, improves participants' time management skills and positively impacts their academic performance,…

  2. Effectiveness of self-regulated learning strategies on academic performance : A meta-analysis

    NARCIS (Netherlands)

    Donker, Anouk; de Boer, Hester; Kostons, Danny; Dignath -van Ewijk, Charlotte; van der Werf, Margaretha

    2014-01-01

    In this meta-analysis the results of studies on learning strategy instruction focused on improving self-regulated learning were brought together to determine which specific strategies were the most effective in increasing academic performance. The meta-analysis included 58 studies in primary and

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

    Science.gov (United States)

    Shawer, Saad F.

    2013-01-01

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

  4. The relationship between school absence, academic performance, and asthma status.

    Science.gov (United States)

    Moonie, Sheniz; Sterling, David A; Figgs, Larry W; Castro, Mario

    2008-03-01

    Children with asthma experience more absenteeism from school compared with their nonasthma peers. Excessive absenteeism is related to lower student grades, psychological, social, and educational adjustment. Less is known about the relationship between the presence of asthma and the academic achievement in school-aged children. Since students with asthma miss more days from school, this may negatively impact their academic achievement. The goal of this study was to investigate the relationships between absenteeism, presence of asthma, and asthma severity level with standardized test level performance in a predominantly African American urban school district. A cross-sectional analysis was conducted of 3812 students (aged 8-17 years) who took the Missouri Assessment Program (MAP) standardized test during the 2002-2003 academic year. After adjustment for covariates, a significant inverse relationship was found between absenteeism and test level performance on the MAP standardized test in all children (F = 203.9, p achievement between those with and without asthma (p = .12). Though not statistically different, those with persistent asthma showed a modestly increased likelihood of scoring below Nearing Proficient compared with those with mild intermittent asthma (adjusted odds ratio = 1.93, 95% confidence intervals = 0.93-4.01, p = .08). A negative impact of absenteeism on standardized test level achievement was demonstrated in children from an urban African American school district. Children with asthma perform the same academically as their nonasthma peers. However, those with persistent asthma show a trend of performing worse on MAP standardized test scores and have more absence days compared with other students. More research is warranted on the effects of persistent asthma on academic achievement.

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

    Science.gov (United States)

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

    2009-05-01

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

  6. Online formative tests linked to microlectures improving academic achievement.

    Science.gov (United States)

    Bouwmeester, Rianne A M; de Kleijn, Renske A M; Freriksen, Astrid W M; van Emst, Maarten G; Veeneklaas, Rob J; van Hoeij, Maggy J W; Spinder, Matty; Ritzen, Magda J; Ten Cate, Olle Th J; van Rijen, Harold V M

    2013-12-01

    Online formative tests (OFTs) are powerful tools to direct student learning behavior, especially when enriched with specific feedback. In the present study, we have investigated the effect of OFTs enriched with hyperlinks to microlectures on examination scores. OFTs, available one week preceding each midterm and the final exams, could be used voluntarily. The use of OFTs was related to scores on midterm and final exams using ANOVA, with prior academic achievement as a covariate. On average, 74% of all students used the online formative tests (OFT+) while preparing for the summative midterm exam. OFT+ students obtained significantly higher grades compared to OFT-students, both without and with correction for previous academic achievement. Two out of three final exam scores did not significantly improve. Students using online formative tests linked to microlectures receive higher grades especially in highly aligned summative tests.

  7. How Are Middle School Climate and Academic Performance Related across Schools and over Time? REL 2017-212

    Science.gov (United States)

    Voight, Adam; Hanson, Thomas

    2017-01-01

    A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen,…

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

    Eum, KoUn; Rice, Kenneth G

    2011-03-01

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

  10. Improving outpatient access and patient experiences in academic ambulatory care.

    Science.gov (United States)

    O'Neill, Sarah; Calderon, Sherry; Casella, Joanne; Wood, Elizabeth; Carvelli-Sheehan, Jayne; Zeidel, Mark L

    2012-02-01

    Effective scheduling of and ready access to doctor appointments affect ambulatory patient care quality, but these are often sacrificed by patients seeking care from physicians at academic medical centers. At one center, Beth Israel Deaconess Medical Center, the authors developed interventions to improve the scheduling of appointments and to reduce the access time between telephone call and first offered appointment. Improvements to scheduling included no redirection to voicemail, prompt telephone pickup, courteous service, complete registration, and effective scheduling. Reduced access time meant being offered an appointment with a physician in the appropriate specialty within three working days of the telephone call. Scheduling and access were assessed using monthly "mystery shopper" calls. Mystery shoppers collected data using standardized forms, rated the quality of service, and transcribed their interactions with schedulers. Monthly results were tabulated and discussed with clinical leaders; leaders and frontline staff then developed solutions to detected problems. Eighteen months after the beginning of the intervention (in June 2007), which is ongoing, schedulers had gone from using 60% of their registration skills to over 90%, customer service scores had risen from 2.6 to 4.9 (on a 5-point scale), and average access time had fallen from 12 days to 6 days. The program costs $50,000 per year and has been associated with a 35% increase in ambulatory volume across three years. The authors conclude that academic medical centers can markedly improve the scheduling process and access to care and that these improvements may result in increased ambulatory care volume.

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

    Science.gov (United States)

    Baumann, Chris; Hamin

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  14. Improving Student Performance through Parent Involvement.

    Science.gov (United States)

    Steventon, Candace E.

    A personalized parenting program was implemented to address poor academic performance and low self-esteem of high school students. Student records, the Coopersmith Self-Esteem Inventory, the Behavior Evaluation Scale, and teacher surveys were employed to identify and measure academic and/or self-perception growth. Parents participated in an 8-week…

  15. Selected Aspects of Assessment/Improvement of Academic Research Quality, Also of Industrial Management

    Directory of Open Access Journals (Sweden)

    Jemala Marek

    2016-06-01

    Full Text Available In terms of publishing and commercialisation of academic research results, there may be more preferred qualitative research in the long term. But, not every research can be focused only on the quality of its outputs, but each output of the research, however, should have an adequate quality and added value. The main research question of this article may be determined as follows – How can the quality of academic research be better evaluated and thus improved, also in the area of Industrial management? It is not the intention of this article to perform statistical research in the field yet, but this study is based on empirical data and results.

  16. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial.

    Science.gov (United States)

    Mullender-Wijnsma, Marijke J; Hartman, Esther; de Greeff, Johannes W; Doolaard, Simone; Bosker, Roel J; Visscher, Chris

    2016-03-01

    Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching. Copyright © 2016 by the American Academy of Pediatrics.

  17. Medical Students Circadian Sleep Rhythms and Academic Performance

    Directory of Open Access Journals (Sweden)

    Isabel Pérez-Olmos

    2006-10-01

    Full Text Available Objective: to evaluate, with a preliminarystudy, the distribution of circadian rhythms, sleepschedule patterns and their relationship withacademic performance on medical students.Methodology: in this descriptive study, a 10 itemoriginal questionnaire about sleep rhythms andacademic performance was applied to medicalstudents from different semesters. Week (classtime and weekend schedules, preferences,daytime somnolence and academic performancewere asked. Three chronotypes (morningness,intermediate and eveningness were definedamong waking-sleeping preference, difficulty tosleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit perweek night was also calculated. Results: Of the318 medical students that answered the questionnaire,62.6% corresponded to intermediatechronotypes, 8.8% to evening-type and 28.7%to morning-type. Significant difference wasfound among the two chronotype tails (p=0.000,Chi-square 31.13. No correlation was foundbetween academic performance and age, sex,chronotype, week sleep deficit and sleep hours inweek and weekends. A 71.1% of the students slept6 or fewer hours during class time and 78% hada sleep deficit (more frequent in the eveningchronotype. Conclusions: No relation was foundbetween sleep chronotype and academic performance.Students tend to morningness. Fewstudies have been made on equatorial zones orwithout seasons.

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

    Science.gov (United States)

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

    2016-06-01

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

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

    Science.gov (United States)

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

    2013-11-01

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

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

    Science.gov (United States)

    Haemmerlie, Frances Montgomery; Montgomery, Robert L.

    2012-01-01

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

  1. The interplay between academic performance and quality of life among preclinical students.

    Science.gov (United States)

    Shareef, Mohammad Abrar; AlAmodi, Abdulhadi A; Al-Khateeb, Abdulrahman A; Abudan, Zainab; Alkhani, Mohammed A; Zebian, Sanderlla I; Qannita, Ahmed S; Tabrizi, Mariam J

    2015-10-31

    The high academic performance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life. A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively. A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academic performance of students positively correlated with physical (r = 0.23, p student scored higher than female peers in physical and psychological health. This study has identified a direct relationship between the academic performance of preclinical students and their quality of life. The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academic performance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.

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

    Science.gov (United States)

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

    2005-01-01

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

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

    Science.gov (United States)

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

    2015-03-01

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

  4. Neurotological symptoms and academic performance of university students

    OpenAIRE

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

    2010-01-01

    OBJECTIVE: To compare the academic performance of university students with or without neurotological symptoms. METHOD: 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. RESULTS: The symptoms presented once, sometimes, many times or always, in a decreasing order of prevalence, were headache (74.0%), difficulty with concentration (57.0%), lack of memory (45.0%), physical indisposition...

  5. MICRONUTRIENTS, ACADEMIC PERFORMANCE AND CONCENTRATION OF STUDY: A LITERATURE REVIEW

    OpenAIRE

    Syam, Aminuddin; Palutturi, Sukri; Djafar, Nurhaedar; Astuti, Nurpudji; Razak Thaha, Abdul

    2016-01-01

    Teenage group include groups who are vulnerable to nutritional problems. at this age group, experienced a rapid growth and development so that the nutritional requirements are also increasing rapidly. Hormonal changes, cognitive, and emotional make adolescent period has become one of the phases that are prone to health problems. The purpose of this paper was to examine the influence of particular micronutrient content of Fe-folate and zinc on the academic performance and the concentration of ...

  6. The relationship between study strategies and academic performance

    OpenAIRE

    Zhou, Yuanyuan; Graham, Lori; West, Courtney

    2016-01-01

    Objectives To investigate if and to what extent the Learning and Study Strategy Inventory (LASSI) and the Self-Directed Learning Readiness Scale (SDLRS) yield academic performance predictors; To examine if LASSI findings are consistent with previous research. Methods Medical school students completed the LASSI and SDLRS before their first and second years (n = 168). Correlational and regression analyses were used to determine the predictive value of the LASSI and the SDLRS. Paired t-tests wer...

  7. The association between body mass index and academic performance

    OpenAIRE

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

    2017-01-01

    Objectives: To examine the relation between body mass index (BMI) and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA) using the grade point average (GPA). Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent’s education, sleeping pattern, and sm...

  8. The association between body mass index and academic performance

    OpenAIRE

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

    2017-01-01

    Objectives: To examine the relation between body mass index (BMI) and the academic performance of students from Taif city, Kingdom of Saudi Arabia (KSA) using the grade point average (GPA). Method: A cross-sectional study that includes students from intermediate and high schools located in Taif city, KSA between April 2014 and June 2015. Height and weight were measured and BMI calculated. Related risk factors including dietary habits, activity, parent?s education, sleeping pattern, and smokin...

  9. Sleep Quality and Academic Performance Among Medical College Students

    OpenAIRE

    Ameer Kadhim Al-Humairi

    2018-01-01

    Background:Sleep plays a very important role in a human health. Poor sleep quality remains as a frequent feature of student life. Quantity and quality of sleep in addition to average sleep time are strongly linked with students’ learning abilities and academic performance. Subjects and method:The study was a descriptive cross-sectional study conducted to assess sleep quality among medical college students – University of Babylon using Pittsburgh Sleep Quality Index (PSQI). This study was...

  10. Impact of Dupoto-e-Maa education project on dropout rate and academic performance

    Directory of Open Access Journals (Sweden)

    James B. Ouda

    2016-09-01

    Conclusion: The study recommended that there is need to increase the number of non-governmental organisations modelled around the Dupoto-e-Maa education project so as to reduce dropout rate and improve pupil academic performance. The findings could also inform government policy in terms of recruitment and placement of teachers in schools in arid and semi-arid lands. Project funding could be increased to improve visibility and sustainability of project activities.

  11. Sleep Quality and Academic Performance Among Medical College Students

    Directory of Open Access Journals (Sweden)

    Ameer Kadhim Al-Humairi

    2018-01-01

    Full Text Available Background:Sleep plays a very important role in a human health. Poor sleep quality remains as a frequent feature of student life. Quantity and quality of sleep in addition to average sleep time are strongly linked with students’ learning abilities and academic performance. Subjects and method:The study was a descriptive cross-sectional study conducted to assess sleep quality among medical college students – University of Babylon using Pittsburgh Sleep Quality Index (PSQI. This study was done during April 2016. Results:Mean age of students was (20.63 ± 0.65. Majority was female. According to PSQI(60.4% of students were poor sleeper. Significant association between quality of sleep and academic performance was found in our study, (72.9% of those fail in one or more subjects have poor sleep quality. Conclusion: Poor sleep quality was regarded as an important problem among medical college students. Majority of students (60.4% was poor sleepers. Our study shows significant relation between sleep quality and academic performance among students of Babylon University –College of Medicine.

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

    Science.gov (United States)

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

    2017-11-01

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

  13. Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

    Science.gov (United States)

    Rakedzon, Tzipora; Baram-Tsabari, Ayelet

    2017-01-01

    This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

  14. Windows with improved energy performance

    DEFF Research Database (Denmark)

    Noyé, Peter Anders; Laustsen, Jacob Birck; Svendsen, Svend

    2002-01-01

    . Heat loss through windows represents a considerably part of the total heat loss from houses. However windows provide a unique potential of solar energy gain to the building besides from providing daylight access and view. This results in a need for development of windows with improved energy...... performances. During the last 20 years the U-value of the glazing part of windows has been improved considerably, but the frame part has not followed the same development with respect to energy performance. Therefore an increasingly large part of the total heat loss through windows is relating to the frame...... part, for which reason, as far as energy efficiency and total economy are concerned, it has become more interesting to further develop frame structures. Traditionally, the energy performance of windows has primarily been characterised by the heat loss coefficient, U-value. However as the heat loss has...

  15. The interaction between sleep quality and academic performance.

    Science.gov (United States)

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

    2012-12-01

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

  16. Improve Research Visibility by Establishing an Academic Blog

    OpenAIRE

    Ebrahim, Nader Ale

    2016-01-01

    Academic blogs help researchers to establish expertise, forge new intellectual bonds in their discipline, and give them a place to test out new ideas and promote their research. Blog services provide your research seen by more non-academics than your peer reviewed papers will ever be.  The importance of Academic Blog is not to be dismissed. Blogs are a vital tool for academics to publicly communicate about research developments and findings. Academics can also gain feedback from other peers, ...

  17. BREAKFAST HABIT AND ACADEMIC PERFORMANCE AMONG SUBURBAN ELEMENTARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Putu Ayu Widyanti

    2013-10-01

    Full Text Available Normal 0 false false false IN X-NONE X-NONE MicrosoftInternetExplorer4 Academic performance is affected by a numbers of factors. Age, gender, nutritional status, and breakfast habits are some factors that have relation with academic performance. Nutritional statues among school children still to be concerned. Breakfast habit is important thing to do before school to maintain enough calories to study and work well. The aim of this study was to determine the association of breakfast habits and academic performance especially in suburban elementary school children. An analytic cross sectional study conducted in children aged 6-12 years who studied at SD 1 Taro, Gianyar regency, Bali. There were 178 students participated in this study. We found 3 factors associated with academic performance i.e. breakfast, gender, and age with OR=2.56 (95% CI 1.16 to 5.66, P=0.02; OR=0.32 (95% CI 0.15 to 0.70, P=0.04; OR=6.52 (95% CI 2.73 to 15.53, P<0.0001, respectively. We conclude there was an association between breakfast habits and academic performance. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}

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

    Directory of Open Access Journals (Sweden)

    So Wi-Young

    2012-04-01

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

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

    Science.gov (United States)

    So, Wi-Young

    2012-04-02

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

  20. Impact of student choice on academic performance: cross-sectional and longitudinal observations of a student cohort.

    Science.gov (United States)

    Murphy, Michael J; Seneviratne, Rohini DeA; Cochrane, Lynda; Davis, Margery H; Mires, Gary J

    2013-02-19

    Student choice plays a prominent role in the undergraduate curriculum in many contemporary medical schools. A key unanswered question relates to its impact on academic performance. We studied 301 students who were in years 2 and 3 of their medical studies in 2005/06. We investigated the relationship between SSC grade and allocated preference. Separately, we examined the impact of 'self-proposing' (students designing and completing their own SSC) on academic performance in other, standard-set, summative assessments throughout the curriculum. The chi-squared test was used to compare academic performance in SSC according to allocated preference. Generalised estimating equations were used to investigate the effect of self-proposing on performance in standard-set examinations. (1) Performance in staff-designed SSC was not related to allocated preference. (2) Performance in year 1 main examination was one of the key predictors of performance in written and OSCE examinations in years 2, 3 and 4 (pAcademic performance of students who self-proposed at least once in years 2 and/or 3 varied according to gender and year of course. In this study, no association was observed between allocated preference and SSC grade. The effect of self-proposing on academic performance in standard-set examinations was small. Our findings suggest instead that academically brighter students are more likely to design their own modules. Although student choice may have educational benefits, this report does not provide convincing evidence that it improves academic performance.

  1. Academic performance in adolescents with delayed sleep phase.

    Science.gov (United States)

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

    2015-09-01

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

  2. The association of self-reported sleep, weight status, and academic performance in fifth-grade students.

    Science.gov (United States)

    Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O

    2013-02-01

    To improve support and justification for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance, and sleep patterns. Differences in health behaviors were examined by sex, self-reported weight status, and sufficient (≥9 hours) versus insufficient sleep. Logistic regression was used to determine the relationship between academic performance and the health behaviors. One third of the sample did not get the recommended amount of physical activity and more than half of the students watched television ≥ 2 hours/day. Self-reported overweight status was related to lower self-reported academic performance, fewer lunch and breakfast occasions, less physical activity, not meeting the recommendations for vegetable and soda consumption as well as hours of television watching. Sufficient sleep (≥9 hours/night) was associated with better grades, meeting the recommended hours of daily television watching and video game playing, being more physically active and increased breakfast and lunch frequency. Percentage of serving free/reduced lunch, soda consumption, breakfast frequency, amount of physical activity, and television watching were associated with academic performance. More positive health behaviors generally were associated with better academic performance. Promoting healthy behaviors in schools might improve not only students' health academic performance as well. © 2013, American School Health Association.

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

    Science.gov (United States)

    Roso-Bas, Fátima; Pades Jiménez, Antonia; García-Buades, Esther

    2016-02-01

    The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success. Copyright © 2015 Elsevier Ltd. All rights reserved.

  4. The Use of the LASSI (The Learning and Study Strategies Inventory) to Predict and Evaluate the Study Habits and Academic Performance of Students in a Learning Assistance Program

    Science.gov (United States)

    Dill, Anna L.; Justice, Cheryl A.; Minchew, Sue S.; Moran, Laura M.; Wang, Chih-hsuan; Weed, Candace B.

    2014-01-01

    The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academic performance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…

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

    OpenAIRE

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

    2017-01-01

    The present study examined the role of working memory in the association between childhood obesity and academic performance, and further determined whether memory deficits in obese children are domain-specific to certain tasks or domain-general. A total of 227 primary school students aged 10–13 years were analyzed for weight and height, of which 159 children (44 “obese,” 23 “overweight,” and 92 “normal weight”) filled out questionnaires on school performance and socioeconomic status. And then...

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

    Science.gov (United States)

    Owens, Jayanti; Massey, Douglas S.

    2013-01-01

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

  7. Sodium bicarbonate improves swimming performance.

    Science.gov (United States)

    Lindh, A M; Peyrebrune, M C; Ingham, S A; Bailey, D M; Folland, J P

    2008-06-01

    Sodium bicarbonate ingestion has been shown to improve performance in single-bout, high intensity events, probably due to an increase in buffering capacity, but its influence on single-bout swimming performance has not been investigated. The effects of sodium bicarbonate supplementation on 200 m freestyle swimming performance were investigated in elite male competitors. Following a randomised, double blind counterbalanced design, 9 swimmers completed maximal effort swims on 3 separate occasions: a control trial (C); after ingestion of sodium bicarbonate (SB: NaHCO3 300 mg . kg (-1) body mass); and after ingestion of a placebo (P: CaCO3 200 mg . kg (-1) body mass). The SB and P agents were packed in gelatine capsules and ingested 90 - 60 min prior to each 200 m swim. Mean 200 m performance times were significantly faster for SB than C or P (1 : 52.2 +/- 4.7; 1 : 53.7 +/- 3.8; 1 : 54.0 +/- 3.6 min : ss; p bicarbonate were all elevated pre-exercise in the SB compared to C and P trials (p < 0.05). Post-200 m blood lactate concentrations were significantly higher following the SB trial compared with P and C (p < 0.05). It was concluded that SB supplementation can improve 200 m freestyle performance time in elite male competitors, most likely by increasing buffering capacity.

  8. Bitumen nanocomposites with improved performance

    KAUST Repository

    Kosma, Vasiliki

    2017-11-29

    Bitumen-clay nanocomposite binders with styrene-butadienestyrene triblock copolymer, SBS, and combinations of SBS and crumb rubber (CR) with different CR/SBS ratios have been synthesized and characterized. In addition to the binder, samples containing the binder and concrete sand (with a weight ratio 1:9) were prepared. The modified binders were studied in terms of filler dispersion, storage stability, mechanical performance and water susceptibility. We demonstrate that the samples containing nanoclays consistently outperform those based only on the polymer additives. We also find that nanocomposite samples based on a combination of SBS and CR are best, since in addition to other improvements they show excellent storage stability. Our work shows that substituting CR with SBS as a bitumen additive and combining it with inexpensive nanoclays leads to new materials with enhanced performance and improved stability for practical asphalt applications.

  9. EDUCATIONAL POLICIES AND INITIATIVES FOR IMPROVED PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Flavia, CAIA

    2015-03-01

    Full Text Available According to Gartner estimates, due to increased variety, speed and data volume, by 2015 there will be a global demand of 4.4 million professionals for real-time analysis of data from sources with different structures, but only one third of the demand will be met. The purpose of this research is to identify possible solutions for improved academic results in the IT domain, considering the time management policies, the content and the student motivations, as well as the business strategy tendencies. These proposals are targeted toward meeting the IT specialists demand. The research is composed of two parts: the first explores the Romanian IT labour market characteristics, while the second investigates the academic education policies that can help mitigate deficiencies and attain higher performance. The deficiencies are identified through a series of statistical research and analysis based on national level databases, adopting a quantitative approach. The policies proposed are supported by a flow model developed considering the students' activity, motivation, traits and results, measured and analysed quantitatively.

  10. Applied TICs in Education and its correlation in Academic Performance

    Directory of Open Access Journals (Sweden)

    Jenny Maritza Rosero Lozano

    2016-08-01

    Full Text Available In the present study, we want to determinate the correlation between educational TICS application and the academic effiency in the subject of programmation in Structured languages which lasted 10 months and It was developed with 5 educators, 73 legal representatives and 103 students who belong to the services Technician bachelor, speciality in Informatic applications. It is based in the Constructivism by Jean Piaget, in the techniques focused in the personalized teaching in the significant learning theory by D´ıaz Barriga. The correlation coefficient by Pearson was used for measuring the different variables. The results revealed the low academic effiency of the students in the subject. It motivated the development of a propose which was a ”WEBQUEST”designed in Exelearning that allows to create learning materials which combine text with multimedia elements and It does not require internet to execute the functions with the purpose of facilitating the student body development in its abilities, capacities and skills, the educator can use it as a didatic strategy because It helps to keep an active and creative participation of the students and It allows to the users to acquire knowledge and skills in the computer programms creation. The software was tested and validated by the educational community, It has as a result a big acceptance, good perspectives in its use and the improvement in the students academic effiency.

  11. Improving operating room efficiency in academic children's hospital using Lean Six Sigma methodology.

    Science.gov (United States)

    Tagge, Edward P; Thirumoorthi, Arul S; Lenart, John; Garberoglio, Carlos; Mitchell, Kenneth W

    2017-06-01

    Lean Six Sigma (LSS) is a process improvement methodology that utilizes a collaborative team effort to improve performance by systematically identifying root causes of problems. Our objective was to determine whether application of LSS could improve efficiency when applied simultaneously to all services of an academic children's hospital. In our tertiary academic medical center, a multidisciplinary committee was formed, and the entire perioperative process was mapped, using fishbone diagrams, Pareto analysis, and other process improvement tools. Results for Children's Hospital scheduled main operating room (OR) cases were analyzed, where the surgical attending followed themselves. Six hundred twelve cases were included in the seven Children's Hospital operating rooms (OR) over a 6-month period. Turnover Time (interval between patient OR departure and arrival of the subsequent patient) decreased from a median 41min in the baseline period to 32min in the intervention period (p<0.0001). Turnaround Time (interval between surgical dressing application and subsequent surgical incision) decreased from a median 81.5min in the baseline period to 71min in the intervention period (p<0.0001). These results demonstrate that a coordinated multidisciplinary process improvement redesign can significantly improve efficiency in an academic Children's Hospital without preselecting specific services, removing surgical residents, or incorporating new personnel or technology. Prospective comparative study, Level II. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. Valuing the human asset - the impact of university placements on academic performance and graduate employment amongst management students

    Science.gov (United States)

    Brooks, R.

    2012-05-01

    The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

  13. Perceptions matter: faculty caring, campus racial climate and academic performance.

    Science.gov (United States)

    Torregosa, Marivic B; Ynalvez, Marcus Antonius; Morin, Karen H

    2016-04-01

    Examine the influence of students' perception of faculty caring on academic performance and the moderating role of students' perceptions of campus racial climate. There is limited knowledge on how students' perceptions of faculty caring, campus racial climate and academic performance are linked. Understanding this nexus is crucial to improving nursing education. Secondary analysis of a cross-sectional data obtained from seven undergraduate nursing programs in Texas, USA. Data were from 385 students enrolled in Medical-Surgical 1 over three semesters (March 2010-December 2010). Six sets of factor analytic scores derived from 31 original perceptions of faculty caring items served as predictors; one set of scores derived from seven original perceptions of campus racial climate items served as moderating variable in a regression model. Numeric grade was the outcome variable. Perception of faculty having a positive outlook/compassion had an enhancing effect on performance. As students' perceptions of campus racial climate became increasingly discriminating, the positive association between perceptions of faculty's trust in students' judgment and academic performance became increasingly strong. Results highlight ways by which students' perception of micro-level social reality (dyadic interaction) might interact with their perception of meso-level social reality (social environment) to influence their academic performance. © 2016 John Wiley & Sons Ltd.

  14. Discipline and Academic Performance (A Study of Selected secondary Schools in Lagos, Nigeria)

    OpenAIRE

    O. Stanley Ehiane

    2014-01-01

    Disciplines and academic performances are the core of our today’s education. Some scholars have attributed poor performance of students in academic to high level of indiscipline among students while others disagreed. Nevertheless, it becomes imperative in recent times that many schools have traded away discipline and as a result led to poor academic performance of students. This study was carried out to establish the relationships between schools discipline and students’ academic performance....

  15. The Impact of Self-Esteem and Internet Use on Academic Performance

    OpenAIRE

    Juwono, Edhi; Winarta, I. Hardhy

    2017-01-01

    The students' academic performance is one of important evaluation factors in accreditation. It is interesting to explore the factors which give impact to the academic achievement or performance. This research put academic performance as the research problem. Since this research was combining two disciplines: information systems (IS) and educational management (EM), it set Internet Use (representing IS) and self-esteem (representing EM) as factors impacting the academic performance. Moreover, ...

  16. [Private education and academic performance among medical students].

    Science.gov (United States)

    Hansen, Marianne Nordli

    2005-08-25

    A large proportion of Norwegian medical students have some private education behind them. The question raised here is whether the educational performance of these students is lower than that of other students. The analysis is based on data from the National Educational Database, which includes information on the total population. The dependent variable is grades obtained early in medical training. The impact of private education is estimated by linear regression models. The analysis controls for time between completing secondary school and entering medical school, as well as university, gender and social background. Students with a background from private schools have a lower level of academic performance in medical school than other students. This also holds true when we compare students who have waited equally long for admission to medicine, and who had the same level of performance in secondary school. A likely explanation is that private schools tend to put emphasis on preparation for examinations. By doing this, they raise the level of performance among students who do not necessarily score highest with respect to academic abilities.

  17. Student academic performance outcomes of a classroom physical activity ıntervention: A pilot study

    Directory of Open Access Journals (Sweden)

    Heather Erwin

    2012-06-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA.

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

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2012-01-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities forstudents throughout the school day. The purpose of this study was to determine the effect of aclassroom PA intervention on student academic performance outcomes. Intervention participants(n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized testscores were collected. Effects of the intervention were examined using mixed-design ANOVAs.Intervention students had significantly higher reading fluency and mathematics scores postinterventionand higher means for standardized reading and mathematics scores as well as grades.Short bouts of PA are important for improving CBM math and reading fluency scores. Classroomteachers should be encouraged to devote time during academic learning to incorporate PA.

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

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2013-03-01

    Full Text Available Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA

  20. Variable School Start Times and Middle School Student's Sleep Health and Academic Performance.

    Science.gov (United States)

    Lewin, Daniel S; Wang, Guanghai; Chen, Yao I; Skora, Elizabeth; Hoehn, Jessica; Baylor, Allison; Wang, Jichuan

    2017-08-01

    Improving sleep health among adolescents is a national health priority and implementing healthy school start times (SSTs) is an important strategy to achieve these goals. This study leveraged the differences in middle school SST in a large district to evaluate associations between SST, sleep health, and academic performance. This cross-sectional study draws data from a county-wide surveillance survey. Participants were three cohorts of eighth graders (n = 26,440). The school district is unique because SST ranged from 7:20 a.m. to 8:10 a.m. Path analysis and probit regression were used to analyze associations between SST and self-report measures of weekday sleep duration, grades, and homework controlling for demographic variables (sex, race, and socioeconomic status). The independent contributions of SST and sleep duration to academic performance were also analyzed. Earlier SST was associated with decreased sleep duration (χ 2  = 173, p academic performance, and academic effort. Path analysis models demonstrated the independent contributions of sleep duration, SST, and variable effects for demographic variables. This is the first study to evaluate the independent contributions of SST and sleep to academic performance in a large sample of middle school students. Deficient sleep was prevalent, and the earliest SST was associated with decrements in sleep and academics. These findings support the prioritization of policy initiatives to implement healthy SST for younger adolescents and highlight the importance of sleep health education disparities among race and gender groups. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.