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Sample records for academic performance participants

  1. Longitudinal Links Between Gambling Participation and Academic Performance in Youth: A Test of Four Models.

    Science.gov (United States)

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

    2018-01-11

    Gambling participation and low academic performance are related during adolescence, but the causal mechanisms underlying this link are unclear. It is possible that gambling participation impairs academic performance. Alternatively, the link between gambling participation and low academic performance could be explained by common underlying risk factors such as impulsivity and socio-family adversity. It could also be explained by other current correlated problem behaviors such as substance use. The goal of the present study was to examine whether concurrent and longitudinal links between gambling participation and low academic performance exist from age 14 to age 17 years, net of common antecedent factors and current substance use. A convenience sample of 766 adolescents (50.6% males) from a longitudinal twin sample participated in the study. Analyses revealed significant, albeit modest, concurrent links at both ages between gambling participation and academic performance. There was also a longitudinal link between gambling participation at age 14 and academic performance at age 17, which persisted after controlling for age 12 impulsivity and socio-family adversity as well as current substance use. Gambling participation predicts a decrease in academic performance during adolescence, net of concurrent and antecedent personal and familial risk factors.

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

    Science.gov (United States)

    Rees, Daniel I.; Sabia, Joseph J.

    2010-01-01

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

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

    Science.gov (United States)

    Ewing, Maureen; Howell, Jessica

    2015-01-01

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

  4. 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'…

  5. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    Science.gov (United States)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

  6. Women's Participation in Academic Conferences in Israel

    Science.gov (United States)

    Eden, Devorah

    2016-01-01

    This article examines the participation of women in academic conferences in Israel, a country in which women are under-represented in academia vertically and horizontally. Data were retrieved from announcements of academic conferences in Israel, for one academic year, covering 56 conferences that attracted 997 participants. Participation was…

  7. Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance.

    Science.gov (United States)

    de Araujo Guerra Grangeia, Tiago; de Jorge, Bruno; Franci, Daniel; Martins Santos, Thiago; Vellutini Setubal, Maria Silvia; Schweller, Marcelo; de Carvalho-Filho, Marco Antonio

    2016-01-01

    Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases. Three consecutive classes (2013-2015) of sixth-year medical students (n = 304) participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation. Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load) to 7 (maximum load), the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(pcognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to manage the cognitive challenges involved in clinical care and

  8. Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance.

    Directory of Open Access Journals (Sweden)

    Tiago de Araujo Guerra Grangeia

    Full Text Available Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired by real clinical cases.Three consecutive classes (2013-2015 of sixth-year medical students (n = 304 participated in the course, during a curricular and essentially practical emergency rotation. "Virtual Rounds" provided weekly virtual patients in narrative format and meaningful schemata to chief complaints, in order to simulate real rounds at Emergency Unit. Additional activities such as Extreme Decisions, Emergency Quiz and Electrocardiographic challenge offered different views of emergency care. Authors assessed student´s participation and its correlation with their academic performance. A survey evaluated students´ opinions. Students graduating in 2015 answered an online questionnaire to investigate cognitive load and motivation.Each student produced 1965 pageviews and spent 72 hours logged on. Although Clinical Emergency rotation has two months long, students accessed the online course during an average of 5.3 months. Virtual Rounds was the most accessed activity, and there was positive correlations between the number of hours logged on the platform and final grades on Emergency Medicine. Over 90% of students felt an improvement in their clinical reasoning and considered themselves better prepared for rendering Emergency care. Considering a Likert scale from 1 (minimum load to 7 (maximum load, the scores for total cognitive load were 4.79±2.2 for Virtual Rounds and 5.56±1.96 for real medical rounds(p<0,01.A real-world inspired online course, based on cognitive and motivational conceptual frameworks, seems to be a strong tool to engage students in learning. It may support them to

  9. Academic Work and Performativity

    Science.gov (United States)

    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…

  10. 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.

  11. 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

  12. 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.

  13. 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,…

  14. 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…

  15. Entrepreneurship Education and Academic Performance

    Science.gov (United States)

    Johansen, Vegard

    2014-01-01

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

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

    African Journals Online (AJOL)

    PROMOTING ACCESS TO AFRICAN RESEARCH ... Students' Academic Performance: Academic Effort Is an Intervening Variable ... This study was designed to seek explanations for differences in academic performance among junior ...

  17. Academic Work and Performance

    Science.gov (United States)

    Gunter, Helen M.

    2012-01-01

    Reading current accounts of higher education demonstrates the flux and damage of rapid neoliberal changes to the type and conduct of academic work. Opening the Times Higher Education magazine on the 28 April 2011 shows articles about cuts in staffing and undergraduate provision in England, concerns about the quality of for-profit higher education…

  18. 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...

  19. 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.

  20. Student Participation and Parental Involvement in Relation to Academic Achievement

    Science.gov (United States)

    Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats

    2015-01-01

    This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…

  1. 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...

  2. 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…

  3. Academic performance and behavioral patterns

    DEFF Research Database (Denmark)

    Kassarnig, Valentin; Mones, Enys; Bjerre-Nielsen, Andreas

    2018-01-01

    Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect...

  4. 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…

  5. Academic performance and behavioral patterns

    DEFF Research Database (Denmark)

    Kassarnig, Valentin; Mones, Enys; Bjerre-Nielsen, Andreas

    2018-01-01

    Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect...... and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which...... the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties...

  6. Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

    Directory of Open Access Journals (Sweden)

    Yongyan Li

    2015-06-01

    Full Text Available In this paper I discuss some constraints and implications in accessing fellow academics as research participants, a topic that has rarely been addressed thus far in the literature. I will point out that a lack of cooperation from fellow academics may defeat our research purposes, and will survey some studies involving U.S., European, and Chinese academics as research participants to illustrate education researchers’ efforts to work with fellow academics against the odds. By referencing my personal experience of engaging with Chinese academics, I will then discuss the role of personal contacts in research and reflect upon various constraints in accessing fellow academics as research participants. I will suggest that, when we do participate in a fellow researcher’s project, the incentive is a desire to support our peers in the spirit of “academic citizenship.”

  7. 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 ...

  8. Noncognitive Predictors of Student Athletes' Academic Performance.

    Science.gov (United States)

    Simons, Herbert D.; Van Rheenen, Derek

    2000-01-01

    Examines the role of four noncognitive variables in predicting academic performance in 200 Division I athletes. Studies the noncognitive variables of athletic-academic commitment, feelings of being exploited, academic self-worth, self-handicapping excuses as well as several background and academic preparation variables. Finds all four noncognitive…

  9. 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

  10. 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

  11. Effects of Extracurricular Participation during Middle School on Academic Motivation and Achievement at Grade 9

    Science.gov (United States)

    Im, Myung Hee; Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

    2016-01-01

    We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting…

  12. Student Engagement and Academic Performance in the Colombian University Context.

    Directory of Open Access Journals (Sweden)

    Pineda-Báez, Clelia

    2014-11-01

    Full Text Available Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students’ academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE that measures students’ level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students’ academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students.

  13. 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)

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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 ...

  19. 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…

  20. 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…

  1. 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…

  2. 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 ...

  3. Academic and Occupational Performance: A Quantitative Synthesis.

    Science.gov (United States)

    Samson, Gordon E.; And Others

    1984-01-01

    A synthesis of results from 35 studies of the association between academic and occupational performance in various fields indicated that academic indicators such as grades and test scores account for only 2.4 percent of the variance in occupational performance criteria such as income, job satisfaction, and effectiveness ratings. (Author/BW)

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

    African Journals Online (AJOL)

    AFRREV IJAH: An International Journal of Arts and Humanities ... Performance in Vocational Education in Tertiary Institutions in Lagos State. GO Ojo ... title Home- School Factors and Students' Academic Performance in Vocational Education ...

  5. 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.

  6. 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.

  7. 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…

  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. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

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

    African Journals Online (AJOL)

    Internet Usage and Academic Performance of Undergraduate Students in University of Ilorin, Nigeria. ... PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN JOURNALS ... This study adopted descriptive survey method. Six faculties ...

  11. 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.

  12. Etnic background and academic performance in Colombia

    Directory of Open Access Journals (Sweden)

    Andrés Sanchez-Jabba

    2011-12-01

    Full Text Available In Colombia, students from an ethnic group have a lower academic achievement with respect totheir non-ethnic peers in standardized test scores on math and language. This gap is persistentat a state level, especially in high ethnic density states. Using information from the state academictest (SABER 11, this study corroborates the existence of an academic gap between ethnicand non-ethnic students and, additionally, decomposes it in factors related to observable characteristics,such as family and school; and non-observable factors. The methodology proposed byBlinder and Oaxaca applied to quantile regression is used in order to determine the existence oftest score gaps throughout the distribution of academic performance. Results indicate that forstates where there is a statistically significant gap, a sizeable portion of it is attributed to nonobservablefactors. Nonetheless, at distinct levels of academic performance, the gap size and theextent to which it can be attributed non-observable factors vary according to the state

  13. Facebook and Academic Performance: A Positive Outcome

    OpenAIRE

    González Ramírez, María Reyes; Gascó Gascó, José Luis; Llopis Taverner, Juan

    2016-01-01

    The objective sought with the present paper consists in analyzing the literature about Facebook in order to know the conclusions of the different works with regard to its influence on those results. The examination of 37 papers devoted to this thematic area allows us to know which journals publish more about the impacts that Facebook has on academic performance, which data collection methods are more often used, which topics emerge in parallel to the use of Facebook in the academic context, a...

  14. 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…

  15. 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 ...

  16. 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…

  17. Analysis of academic performance of Bachelor of Science in ...

    African Journals Online (AJOL)

    AFRICAN JOURNALS ONLINE (AJOL) · Journals · Advanced Search · USING AJOL · RESOURCES ... Journal Home > Vol 10, No 3S (2018) > ... The present study was designed to analyze the academic performance of ... Management and Human Resource Development and Management are the participants of the study.

  18. The negative effect of child labour on academic performance of ...

    African Journals Online (AJOL)

    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 assumption of adult roles on the part of children; working long hours for low wages in the ...

  19. 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 ...

  20. 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.…

  1. Peer Mentors Can Improve Academic Performance

    Science.gov (United States)

    Asgari, Shaki; Carter, Frederick, Jr.

    2016-01-01

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

  2. 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...... is very limited, because studies have focused on rewards instead. This article investigates how publication command systems (and especially the perception of them) affect individual researchers’ productivity. The typical publication command system consists of rules concerning the minimum number of journal...... articles required from each researcher and procedures for monitoring and sanctioning. Principal Agent Theory expects command systems to induce agents to work harder and perform better, whereas motivation crowding theory claims that the agents’ perception of the command system is the important factor...

  3. 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.

  4. Parent involvement and student academic performance: a multiple mediational analysis.

    Science.gov (United States)

    Topor, David R; Keane, Susan P; Shelton, Terri L; Calkins, Susan D

    2010-01-01

    Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

  5. Academic Self-Perception and Its Relationship to Academic Performance

    Science.gov (United States)

    Stringer, Ronald W.; Heath, Nancy

    2008-01-01

    One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children's self-perceptions of academic competence accounted…

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

    Science.gov (United States)

    Wright, D. J.

    2013-12-01

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

  7. 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.

  8. 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

  9. 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...

  10. Indirect Effects of Extracurricular Participation on Academic Adjustment via Perceived Friends’ Prosocial Norms

    Science.gov (United States)

    Hughes, Jan N.; Cao, Qian; Kwok, Oi-man

    2016-01-01

    Students who participate in extracurricular activities in middle school exhibit higher levels of academic motivation and achievement, including graduation from high school. However, the mechanisms responsible for these beneficial effects are poorly understood. Guided by the bioecological models of development, this study tested the indirect effects of participation in grade 8 in school sports or performance arts and clubs on grade 9 academic achievement, academic competence beliefs, and school belonging, via adolescents’ perceptions of their friends’ prosocial norms. Participants were 495 (45% female) ethnically diverse students (mean age at grade 8 = 13.9 years; SD =.58) who were recruited into a longitudinal study on the basis of below average literacy in grade 1. Using weighted propensity score analyses to control for potential confounders, results of longitudinal SEM found indirect effect of participation in sports, but not of participation in performance arts and clubs, on grade 9 outcomes noted above. Implications of findings for improving educational attainment of at-risk youth are discussed. PMID:27299761

  11. 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 ...

  12. 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 ...

  13. 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

  14. 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 ...

  15. 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 ...

  16. 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

  17. 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…

  18. 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…

  19. 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.

  20. 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…

  1. 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…

  2. 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…

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

    African Journals Online (AJOL)

    ... in order to reduce the parasite reservoir in man, and also breaking the man-fly contact either by use of repellents or through proper covering of the body during outdoor activities. Key Words: Onchocerciasis, manifestation, academic performance, weighted average, visual impairment. Bio-Research Vol.1(2) 2003: 77-85 ...

  4. The Perceived Impact of Peer Leadership Experiences on College Academic Performance

    Science.gov (United States)

    Skipper, Tracy L.; Keup, Jennifer R.

    2017-01-01

    Open-ended data from the 2009 National Survey of Peer Leaders were analyzed to explore the impact of peer leadership on academic performance. While most participants suggested the experience had no effect on academics, perceptions varied by role. Peer leaders in academic and community service roles described increased skills and understanding 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 to ......:   Oral cleft type rather than number and timing of anesthesia and operations associate to poorer academic performance. Although a potential neurotoxic effect due to anesthetic agents is not reflected in the data, it cannot be completely excluded.......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. 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.

  7. 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.

  8. 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.

  9. Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

    Science.gov (United States)

    Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

    2017-02-13

    This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p motivation had a positive impact on academic performance (β = .38; p motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p students' achievement motivation.

  10. Participating in International Academic Publishing: A Taiwan Perspective

    Science.gov (United States)

    Min, Hui-Tzu

    2014-01-01

    There has been growing concern among researchers and scholars about how nonnative-English-speaking academics in the "expanding circle" (Kachru, 2001, p. 520) cope with challenges while publishing in English in international refereed journals in the center. Most found that academics from peripheral countries where English is a foreign…

  11. The Apples of Academic Performance: Associations Between Dietary Patterns and Academic Performance in Australian Children.

    Science.gov (United States)

    Pearce, Karma; Golley, Rebecca; Lewis, Lucy; Cassidy, Leah; Olds, Timothy; Maher, Carol

    2018-06-01

    The purpose of this study was to determine whether there was an association between dietary patterns and children's academic performance. This cross-sectional study involved 315 children aged 9-11 years from 26 schools in Australia. Academic performance was measured in 4 domains (reading, writing, numeracy, and language-subdomains: spelling, grammarm and punctuation) using the National Assessment Program in Literacy and Numeracy (NAPLAN). A self-reported child questionnaire collected dietary intake data. "Core" (healthy) and "noncore" (unhealthy) dietary patterns were derived using principal components analysis. The noncore pattern was associated with lower NAPLAN scores across all academic domains (mean: -12.6, 95% CI: -18.7 to -6.4, r 2 = .073, p Academic performance was deleteriously associated with a nutrient-poor, energy-dense diet, yet not associated with a nutritious diet. © 2018, American School Health Association.

  12. 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.

  13. Foreign-born Peers and Academic Performance.

    Science.gov (United States)

    Conger, Dylan

    2015-04-01

    The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance.

  14. The effect of subconscious performance goals on academic performance

    NARCIS (Netherlands)

    Bipp, T.; Kleingeld, P.A.M.; van Mierlo, H.; Kunde, W.

    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

  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. 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.

  17. 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…

  18. 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

    Astigmatism is an important refractive condition in children. However, the functional impact of uncorrected astigmatism in this population is not well established, particularly with regard to academic performance. This study investigated the impact of simulated bilateral astigmatism on academic-related tasks before and after sustained near work in children. Twenty visually normal children (mean age: 10.8 ± 0.7 years; six males and 14 females) completed a range of standardised academic-related tests with and without 1.50 D of simulated bilateral astigmatism (with both academic-related tests and the visual condition administered in a randomised order). The simulated astigmatism was induced using a positive cylindrical lens while maintaining a plano spherical equivalent. Performance was assessed before and after 20 min of sustained near work, during two separate testing sessions. Academic-related measures included a standardised reading test (the Neale Analysis of Reading Ability), visual information processing tests (Coding and Symbol Search subtests from the Wechsler Intelligence Scale for Children) and a reading-related eye movement test (the Developmental Eye Movement test). Each participant was systematically assigned either with-the-rule (WTR, axis 180°) or against-the-rule (ATR, axis 90°) simulated astigmatism to evaluate the influence of axis orientation on any decrements in performance. Reading, visual information processing and reading-related eye movement performance were all significantly impaired by both simulated bilateral astigmatism (p  0.05). Simulated astigmatism led to a reduction of between 5% and 12% in performance across the academic-related outcome measures, but there was no significant effect of the axis (WTR or ATR) of astigmatism (p > 0.05). Simulated bilateral astigmatism impaired children's performance on a range of academic-related outcome measures irrespective of the orientation of the astigmatism. These findings have

  19. 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.

  20. Motivation, learning strategies, participation and medical school performance.

    Science.gov (United States)

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2012-07-01

    Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

  1. Olympic participation and performance since 1896

    OpenAIRE

    Kuper, Gerard; Sterken, Elmer

    2003-01-01

    We analyze the decision to participate and performance at the Modern Olympic Summer Games at the country level. We use an unbalanced panel of 118 countries over all 24 editions of the Summer Games since 1896. The main focus of the paper is on economic, geographic and demographic determinants of Olympic participation and success. We estimate the impact of income per capita, population size, home advantage, and some fixed country factors on participation and success rates. We present separate r...

  2. Olympic participation and performance since 1896

    NARCIS (Netherlands)

    Kuper, Gerard; Sterken, Elmer

    2001-01-01

    Abstract We analyze the decision to participate and Olympic performance at the country level. We use an unbalanced panel of 118 countries over 24 editions of the Olympic Summer Games. The main focus of the paper is on economic, geographic and demographic explanations of Olympic participation and

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

    Science.gov (United States)

    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.

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

    African Journals Online (AJOL)

    User

    percentage (11%) of students seeking academic advising and students' needs .... Students at different years of study experience different and unique problems ..... sociocultural and clinical literature with particular reference to depression.

  5. Academic outcomes and cognitive performance in problematic Internet users.

    Science.gov (United States)

    Marín Vila, María; Carballo Crespo, José Luis; Coloma Carmona, Ainhoa

    2018-04-15

    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.

  6. 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.

  7. Worker participation and job satisfaction amongst academic and administrative staff at a South African university

    Directory of Open Access Journals (Sweden)

    Thuli Ngonyama

    2015-01-01

    Full Text Available The aim of the study was twofold. Firstly it investigated the relationship between worker participation and job satisfaction amongst academic staff and administrative staff at a South African university. Secondly it investigated if there is a statistically significant difference between worker participation levels of academic and non-academic staff. Most empirical work on worker participation has focused on workers in the industrial and manufacturing sectors of the economy, with limited focus on worker participation in the services sector. This study aims to address this gap through this exploratory study of the impact of worker participation on job satisfaction at a South African University.

  8. Why Kids Need to Be Bored: A Case Study of Self-Reflection and Academic Performance

    Science.gov (United States)

    Williams, James D.

    2006-01-01

    This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5,…

  9. 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…

  10. 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…

  11. Peer Observation of Teaching: Enhancing Academic Engagement for New Participants

    Science.gov (United States)

    Carroll, Conor; O'Loughlin, Deirdre

    2014-01-01

    This research aims to uncover key motivations, barriers and outcomes associated with first-time users of peer observation of teaching within an Irish higher level academic context. Following preliminary research, a peer observation process was piloted on five self-selected peer observation faculty pairs involving peer observation training and…

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

    DEFF Research Database (Denmark)

    Christensen, Kaare; Petersen, Inge; Skytthe, Axel

    2006-01-01

    deviations for twins and singletons (8.02 v 8.02 and 1.05 v 1.06) despite the twins weighing on average 908 g (95% confidence interval 886 to 930 g) less than the singletons at birth. Controlling for birth weight, gestational age at birth, age at test, and parents' age and education confirmed the similarity......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...... sample of singletons (n=7796) born in Denmark during 1986-8. MAIN OUTCOME MEASURES: Test scores in ninth grade (age 15 or 16), birth weight, gestational age at birth, parents' age, and parents' education. RESULTS: Ninth grade test scores were normally distributed, with almost identical mean and standard...

  13. Business performance and participation of foreign capital

    OpenAIRE

    Merková, Martina; Rajnoha, Rastislav; Dobrovič, Ján

    2016-01-01

    This paper analyzes business performance based on the return on equity indicator, and reveals certain common aspects for companies with better business performance. The results of statistical testing proved positive dependences between turnover, performance and foreign ownership as well as the importance of foreign capital origin for companies. Certain signs typical for companies with participation of foreign capital against local firms are identified. © Martina Merkova, Rastislav Rajnoha, Ja...

  14. 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 ...

  15. academic performance of less endowed high school students

    African Journals Online (AJOL)

    User

    girls) who obtained the basic requirements for courses that they ... Academic performance of students from less endowed senior high ... 106 ... only pay academic facility user fees. The second ..... certificate education, Pro is senior executive.

  16. STUDENT ACADEMIC PERFORMANCE PREDICTION USING SUPPORT VECTOR MACHINE

    OpenAIRE

    S.A. Oloruntoba1 ,J.L.Akinode2

    2017-01-01

    This paper investigates the relationship between students' preadmission academic profile and final academic performance. Data Sample of students in one of the Federal Polytechnic in south West part of Nigeria was used. The preadmission academic profile used for this study is the 'O' level grades(terminal high school results).The academic performance is defined using student's Grade Point Average(GPA). This research focused on using data mining technique to develop a model for predicting stude...

  17. 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.

  18. 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…

  19. The Big Five and tertiary academic performance: A systematic review and meta-analysis

    DEFF Research Database (Denmark)

    Vedel, Anna

    2014-01-01

    This article reports a systematic review and meta-analysis of the relationships between the Big Five personality traits and tertiary academic performance. Five frequently used personality measures formed a restricted inclusion criteria pertaining to predictor variables: NEO Personality Inventory...... with Agreeableness, Conscientiousness, and Openness. Conscientiousness was the strongest predictor of GPA by far with a weighted summary effect of .26. Subgroup analyses tested a potential moderator variable not explored hitherto: academic major of study participants. Academic major was indeed found to moderate...

  20. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

    Science.gov (United States)

    Sansgiry, Sujit S.; Ukwe, Chinwe V.

    2015-01-01

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  1. 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.

  2. 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…

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

    Science.gov (United States)

    Pettit, Michele L.; DeBarr, Kathy A.

    2011-01-01

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

  4. 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 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.

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

    Science.gov (United States)

    Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

    2015-01-01

    This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and academic performance was explained by the studied variables. Hence, efficacious mechanisms should be designed to combat the intervenable determinants of self-reported academic performance, like substance use and a low medical school entrance examination result. Further studies should also be undertaken to gain a better understanding of other unstudied determinants, like personality, learning style, cognitive ability, and the system used for academic evaluation.

  6. 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.

  7. 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 ...

  8. 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.

  9. 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....

  10. Differential impacts of participation in organized activities and maltreatment types on adolescent academic and socioemotional development.

    Science.gov (United States)

    Kwak, Yoonyoung; Mihalec-Adkins, Brittany; Mishra, Aura A; Christ, Sharon L

    2018-04-01

    Participation in organized activities has been largely regarded as beneficial for academic and socioemotional development for adolescents, but the impacts of various types of organized activities for adolescents at risk for maltreatment have been rarely tested. In this study, we investigated the differential impacts of five types of maltreatment exposure (physical maltreatment, sexual maltreatment, neglect, other type, and multiple types) on the associations between four types of organized activities (mentored groups, art and music clubs, sport clubs, and academic clubs) and academic and socioemotional development (school engagement, delinquency, depressive symptoms, and trauma symptoms) of adolescents who were investigated by Child Protective Services (CPS) for maltreatment exposure. Data came from a national, longitudinal sample of 790 adolescents in contact with CPS in the U.S. After controlling for demographic characteristics of participants and prior levels of each outcome, multiple linear regression models were fitted to the data with interactions between the organized activities and the maltreatment types. The main findings of this study included: 1) adolescents who participated in mentored groups, sport clubs, and academic clubs reported higher levels of school engagement; 2) adolescents who participated in academic clubs reported fewer depressive symptoms; 3) adolescents who participated in art and music clubs reported more trauma symptoms compared to non-participants; and 4) the effects of participation in mentored groups on delinquency and trauma symptoms differed by maltreatment type. These results indicate both possible benefits and risks of organized activity participation for adolescents with certain maltreatment exposures. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. 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…

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

    Science.gov (United States)

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

    2013-01-01

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

  13. Life context of pharmacological academic performance enhancement among university students--a qualitative approach.

    Science.gov (United States)

    Hildt, Elisabeth; Lieb, Klaus; Franke, Andreas Günter

    2014-03-07

    Academic performance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academic performance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students' experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academic performance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academic performance enhancement: Context of stimulant use beyond academic performance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The answers reveal that academic performance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academic performance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase motivation and to cope with memorizing

  14. 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;}

  15. 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%.

  16. 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 = learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

  17. Test anxiety and academic performance in chiropractic students.

    Science.gov (United States)

    Zhang, Niu; Henderson, Charles N R

    2014-01-01

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

  18. teachers' competence and students' academic performance

    African Journals Online (AJOL)

    This study investigated the influence of teacher's competence on students; academic ... Recommendations were made on how to promote further development of science teachers in Nigeria. ... physical sciences like chemistry, engineering and.

  19. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    Science.gov (United States)

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

  20. French academic's views on financial compensation of participants.

    Science.gov (United States)

    Dualé, Christian; Breysse, Gaétan; Bories-Azeau, Béatrice; Cornu, Catherine

    2016-07-01

    Whether and how participants in biomedical research should receive financial compensation is debated. We wished to explore how this issue was perceived by French professionals, focusing on different conditions of research. We surveyed referent responders of Clinical Investigation Centres, Research Ethics Committees and hospital administrative departments for clinical research, via referent responders who completed an online questionnaire on behalf of their respective teams. Financial compensation was addressed in terms of general perception, justifications, interpretation of French law, concrete clinical situations and compensation of incurred expenses. Descriptive analyses and correlations were carried out based on scalar responses. The questionnaire was answered by 54/116 (45·6%) centres. The ethical aspects of compensation were viewed differently by Clinical Investigation Centres and Research Ethics Committees, whereas the practical aspects were viewed similarly. Agreement to compensation for patients was lower than for healthy volunteers (74·1 vs. 98·2%). The most frequently cited justifications for compensation apart from the inconveniences of research were the potential risk and the absence of medical benefit. Most of the proposed expenses incurred were to be compensated, but agreement to reimbursement of petrol bills or childcare expense was lower. Although some of the responses align with previous surveys in other countries, this information may help French professionals to harmonise their practices. We also addressed practical issues which could be studied in other European countries, for professionals and participants. Finally, the reluctance to compensate patients requires further study, taking into account welfare environment and consequences for recruitment. © 2016 Stichting European Society for Clinical Investigation Journal Foundation.

  1. 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.

  2. Participation and performance trends in ultracycling

    Directory of Open Access Journals (Sweden)

    Abou Shoak M

    2013-02-01

    Full Text Available Mohannad Abou Shoak,1 Beat Knechtle,1,2 Patrizia Knechtle,2 Christoph Alexander Rüst,1 Thomas Rosemann,1 Romuald Lepers31Institute of General Practice and Health Services Research, University of Zurich, Zurich, Switzerland; 2Gesundheitszentrum St Gallen, St Gallen, Switzerland; 3INSERM U1093, Faculty of Sport Sciences, University of Burgundy, Dijon, FranceBackground: Participation and performance trends have been investigated in ultramarathons and ultratriathlons but not in ultracycling. The aim of the present study was to investigate (1 participation and performance trends in ultraendurance cyclists, (2 changes in cycling speed over the years, and (3 the age of the fastest male and female ultraendurance cyclists.Methods: Participation and performance trends in the 5000 km Race Across America (RAAM and in two RAAM-qualifier races – the 818 km Furnace Creek 508 in the United States and the 715 km Swiss Cycling Marathon in Europe – were investigated using linear regression analyses and analyses of variance.Results: On average, ~41% of participants did not finish either the RAAM or the Furnace Creek 508, whereas ~26% did not finish the Swiss Cycling Marathon. Female finishers accounted for ~11% in both the RAAM and the Furnace Creek 508 but only ~3% in the Swiss Cycling Marathon. The mean cycling speed of all finishers remained unchanged during the studied periods. The winner’s average speed was faster for men than for women in the RAAM (22.6 ± 1.1 km · h-1 versus 18.4 ± 1.7 km · h-1, respectively; average speed difference between male and female winners, 25.0% ± 11.9%, the Swiss Cycling Marathon (30.8 ± 0.8 km · h-1 versus 24.4 ± 1.9 km · h-1, respectively; average speed difference between male and female winners, 27.8% ± 9.4%, and the Furnace Creek 508 (27.4 ± 1.6 km · h-1 versus 23.4 ± 3.0 km · h-1, respectively; average speed difference between male and female winners, 18.4% ± 13.9%. In both the Furnace Creek 508 and

  3. The implementation of Mask-Ed: reflections of academic participants.

    Science.gov (United States)

    Reid-Searl, Kerry; Levett-Jones, Tracy; Cooper, Simon; Happell, Brenda

    2014-09-01

    This paper profiles the findings from a study that explored the perspectives and experiences of nurse educators who implemented a novel simulation approach termed Mask-Ed. The technique involves the educator wearing a silicone mask and or body parts and transforming into a character. The premise of this approach is that the masked educator has domain specific knowledge related to the simulation scenario and can transmit this to learners in a way that is engaging, realistic, spontaneous and humanistic. Nurse educators charged with the responsibility of implementing Mask-Ed in three universities were invited to participate in the study by attending an introductory workshop, implementing the technique and then journaling their experiences, insights and perspectives over a 12 month period. The journal entries were then thematically analysed. Key themes were categorised under the headings of Preparation, Implementation and Impact; Reflexivity and Responsiveness; Student Engagement and Ownership; and Teaching and Learning. Mask-Ed is a simulation approach which allows students to interact with the 'characters' in humanistic ways that promote person-centred care and therapeutic communication. This simulation approach holds previously untapped potential for a range of learning experiences, however, to be effective, adequate resourcing, training, preparation and practice is required. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. The relationship between sleep habits and academic performance in dental students in Croatia.

    Science.gov (United States)

    Valic, M; Pecotic, R; Lusic, L; Peros, K; Pribudic, Z; Dogas, Z

    2014-11-01

    It is well accepted that sleep and lifestyle habits affect academic success in students. However, sleep patterns and sleep problems amongst dental students have been insufficiently addressed in the literature. The purpose of this study was to evaluate sleep habits of dental students and the relationship between sleep habits and academic performance. A self-administered questionnaire on sleep habits, academic performance and lifestyle was administered. The participants were 447 dental students from Split University Dental Medicine School and Zagreb University Dental Medicine School from the six academic years. The subjects were classified into two groups based on academic success (high-performing vs. low-performing students) for comparison of sleep and lifestyle habits. Amongst the whole group of students, average bedtime and wake time during weekday was significantly earlier compared with weekend. Main findings indicate that students with high academic performance had earlier bedtimes during weekdays and weekends, earlier wake times during weekends and shorter sleep latency compared with low academic performing students. Self-reported academic performance of dental students in Croatia is associated with timing of sleep and wakefulness, rather than with total sleep time duration. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  5. 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 ...

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

    African Journals Online (AJOL)

    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 backgrounds, also there is no significant difference between the academic performance of students form intact homes and the broken homes.

  8. 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 ...

  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. 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…

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

    African Journals Online (AJOL)

    Determinants of Academic Performance in Public Day Secondary Schools, Manga District, Kenya. ... Journal of Technology and Education in Nigeria ... student's discipline, student's entry mark, teacher's teaching experience and level of education among others have significant impact in academic performance of a child.

  12. 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.

  13. 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…

  14. 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 moderating effect of gender on attendance and academic performance. Data was collected through expo-facto survey involving real time documentation of ...

  15. 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…

  16. Strategic communication related to academic performance: Evidence from China.

    Science.gov (United States)

    Zhao, Li; Chen, Lulu; He, Luwei; Heyman, Gail D

    2017-09-01

    We examined a range of forms of strategic communication relevant to academic performance among 151 seventh- and eleventh-grade adolescents in China. Participants were asked to rate the frequency of their engagement of strategic communication and to evaluate the possible motives for each strategy. The most commonly adopted strategy was to give a vague response about one's own performance, and the predominant motives for strategic communication were the desires to outcompete others, to be prosocial, and to be modest. Males were more likely than females to focus on gaining social approval, and eleventh graders were more likely than seventh graders to focus on being prosocial and modest when engaging in strategic communication. These findings provide insight into the development of strategic communication beyond Western culture. Statement of contribution What is already known on this subject? Adolescents in the West often hide their effort to appear more competent or to gain social acceptance. Little is known about other communication strategies related to academic performance. Little is known about the development of these strategies in non-Western samples. What does this study add? We show that in China, as in Western cultures, children often engage in strategic communication. We demonstrate links between different forms of strategic communication and specific motives. We demonstrate that strategic communication can be motivated by outcompeting others, by being prosocial, and by being modest. © 2017 The British Psychological Society.

  17. Understanding the Effect of Loneliness on Academic Participation and Success among International University Students

    Science.gov (United States)

    Bek, Hafiz

    2017-01-01

    The purpose of this study was to assess the effect of loneliness on academic participation and success among 213 students studying at Usak University. A total of 213 international students studying at Usak University, including 151 males and 62 females, were selected and participated in the research voluntarily. In the study, feelings of…

  18. Bonding, Achievement, and Activities: School Bonding, Academic Achievement, and Participation in Extracurricular Activities

    Science.gov (United States)

    Howard, Anissa K.; Ziomek-Daigle, Jolie

    2009-01-01

    Utilizing a single-group interrupted time series design (Creswell, 2003), this pilot study examined the relationship between academic achievement, school bonding, and the extracurricular activity participation of "uninvolved" students (n=11) who participated in a voluntary support group at a suburban high school in the southeast. Results…

  19. Association between Frequency of Breakfast Consumption and Academic Performance in Healthy Korean Adolescents

    OpenAIRE

    SO, Wi-YOUNG

    2013-01-01

    Background The purpose of this study was to examine whether the frequency of breakfast consumption was related to academic performance in healthy Korean adolescents. Methods: We analyzed data from the seventh Korea Youth Risk Behavior Web-based Survey conducted in 2011, in which 75,643 adolescents from school grades 7?12 participated. We assessed the association between the frequency of breakfast consumption (per week) and academic performance using multivariate logistic regression analysis a...

  20. 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.

  1. 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…

  2. 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…

  3. Differences in medical students' academic interest and performance across career choice motivations.

    Science.gov (United States)

    Kim, Kyong-Jee; Hwang, Jee Y; Kwon, Bum S

    2016-02-15

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

  4. Participation of academics with disabilities in science using the example of AKTIF project

    Directory of Open Access Journals (Sweden)

    Ulutas Sinem

    2017-01-01

    Full Text Available This paper discusses the participation in the scientific world by referring to the AKTIF project. It introduces how the research team of AKTIF takes on the problems of academics with disabilities and reflects on the participation in one’s own team. AKTIF project suggests that for a successful outcome of the participation in the academy, conditions of the recruitment process, employment intake, as well as the cooperation within the course of the project should be changed.

  5. Leisure-Time Physical Activity and Academic Performance : Cross-Lagged Associations from Adolescence to Young Adulthood

    OpenAIRE

    Aaltonen, Sari; Latvala, Antti; Rose, Richard J.; Kujala, Urho; Kaprio, Jaakko; Silventoinen, Karri

    2016-01-01

    Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 1...

  6. 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 ...

  7. 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…

  8. Relationships between academic performance of medical students and their workplace performance as junior doctors.

    Science.gov (United States)

    Carr, Sandra E; Celenza, Antonio; Puddey, Ian B; Lake, Fiona

    2014-07-30

    Little recent published evidence explores the relationship between academic performance in medical school and performance as a junior doctor. Although many forms of assessment are used to demonstrate a medical student's knowledge or competence, these measures may not reliably predict performance in clinical practice following graduation. This descriptive cohort study explores the relationship between academic performance of medical students and workplace performance as junior doctors, including the influence of age, gender, ethnicity, clinical attachment, assessment type and summary score measures (grade point average) on performance in the workplace as measured by the Junior Doctor Assessment Tool. There were two hundred participants. There were significant correlations between performance as a Junior Doctor (combined overall score) and the grade point average (r = 0.229, P = 0.002), the score from the Year 6 Emergency Medicine attachment (r = 0.361, P gender or ethnicity on the overall combined score of performance of the junior doctor. Performance on integrated assessments from medical school is correlated to performance as a practicing physician as measured by the Junior Doctor Assessment Tool. These findings support the value of combining undergraduate assessment scores to assess competence and predict future performance.

  9. 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.

  10. Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students

    Directory of Open Access Journals (Sweden)

    Nick John B. Solar

    2015-08-01

    Full Text Available This is a descriptive study aimed to determine the attributions of academic performance of third year and fourth year biology major students in the College of Education, West Visayas State University, School Year 2013-2014. The academic performance were categorized or measured in terms of test, projects, workbooks, and laboratory experiments, class participation, and attendance. The Attributions in academic performance were evaluated using the closed-form questionnairechecklist,categorized intoin termsof ability, effort, luck, or task difficulty. Mean frequency, mean percentage, Mann-Whitney U-test, two-sampled test set at 0.05 level of significance were used to determine if there were significant difference in the attribution when the students were taken according to their year level. The result of the study revealed that the Third Year biology majors attributed their academic performance to effort which is shown to have the highest percentage attribution in overall rank. There was no significant difference in the attributions of academic performance for third year and fourth year biology major students in termsof test, whilethe result forprojects, workbooks, and laboratory experiment and class participation and attendance categories,was found out to havea significant difference in the attributionfor the third and fourth years biology Major students’ academic performances.

  11. 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.

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

    OpenAIRE

    Heather ERWIN; Alicia FEDEWA; Soyeon AHN

    2012-01-01

    Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15) received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention st...

  13. Anxiety and Depression in Academic Performance: An Exploration of the Mediating Factors of Worry and Working Memory

    Science.gov (United States)

    Owens, Matthew; Stevenson, Jim; Hadwin, Julie A.; Norgate, Roger

    2012-01-01

    Anxiety and depression are linked to lower academic performance. It is proposed that academic performance is reduced in young people with high levels of anxiety or depression as a function of increased test-specific worry that impinges on working memory central executive processes. Participants were typically developing children (12 to…

  14. 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.

  15. 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.

  16. Fitness, fatness, and academic performance in seventh-grade elementary school students

    Science.gov (United States)

    2014-01-01

    Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

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

    Directory of Open Access Journals (Sweden)

    Gedefaw A

    2015-04-01

    Full Text Available Abel Gedefaw,1 Birkneh Tilahun,2 Anteneh Asefa3 1Department of Gynecology and Obstetrics, 2Department of Pediatrics and Child Health, 3School of Public and Environmental Health, College of Medicine and Health Sciences, Hawassa University, Hawassa, Ethiopia Background: This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods: An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results: The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47 and clinical I (mean GPA 2.71 years, respectively. One hundred and fifty-eight (26.7% of the participants had ever been delayed, 37 (6.2% had ever re-sat for examination, and two (0.3% had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95

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

    African Journals Online (AJOL)

    epilepsy is associated with impairment in academic performance,3-7 which may limit .... investigated children and adolescents with mental retardation and so could have ... direct brain damage with resultant cognitive deficits. In addition, an.

  19. class attendance and academic performance of second year

    African Journals Online (AJOL)

    Temechegn

    Data was collected through expo-facto survey involving real time ... still a major concern for educators and educational researchers all over the world ..... attendance on students' academic performance using association rule mining technique.

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

    African Journals Online (AJOL)

    The primary objective of this study was to investigate the relationship between pre- ... for increased public investment in Early Child Development (ECD) as a strategic ..... students' academic performance: A case study of Islamia University sub-.

  1. 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

  2. the negative effect of child labour on academic performance of ...

    African Journals Online (AJOL)

    PROF EKWUEME

    This could be done through the use of mass media, schools and social ... KEYWORDS: Child labour, Abuse, Academic performance and Effect. ... have overtime given the researcher a cause for ... Child labour is not significantly dependent.

  3. 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.

  4. 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.

  5. ORIGINAL ARTICLE Internet Usage and Academic Performance of ...

    African Journals Online (AJOL)

    Fola

    and counselors should provide proper guidance to students on appropriate ways of using the internet to positively ... Ilorin. Key words: Internet, Academic performance, Undergraduate Student ..... students did not differ in their perception.

  6. 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 ...

  7. Prediction of Children's Academic Competence from Their Effortful Control, Relationships, and Classroom Participation

    Science.gov (United States)

    Valiente, Carlos; Lemery-Chalfant, Kathryn; Swanson, Jodi; Reiser, Mark

    2008-01-01

    The authors examined the relations among children's effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children's effortful control, and teachers and children reported on children's school relationships and classroom…

  8. Becoming Academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies

    Science.gov (United States)

    Teeuwsen, Phil; Ratkovic, Snežana; Tilley, Susan A.

    2014-01-01

    An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens,…

  9. Many Labs 3 : Evaluating participant pool quality across the academic semester via replication

    NARCIS (Netherlands)

    Ebersole, Charles R.; Atherton, Olivia E.; Belanger, Aimee L.; Skulborstad, Hayley M.; Allen, Jill M.; Banks, Jonathan B.; Baranski, Erica; Bernstein, Michael J.; Bonfiglio, Diane B. V.; Boucher, Leanne; Brown, Elizabeth R.; Budiman, Nancy I.; Cairo, Athena H.; Capaldi, Colin A.; Chartier, Christopher R.; Chung, J.M.H.; Cicero, David C.; Coleman, Jennifer A.; Conway, John G.; Davis, William E.; Devos, Thierry; Fletcher, Melody M.; German, Komi; Grahe, Jon E.; Hermann, Anthony D.; Hicks, Joshua A.; Honeycutt, Nathan; Humphrey, Brandon; Janus, Matthew; Johnson, David J.; Joy-Gaba, Jennifer A.; Juzeler, Hannah; Keres, Ashley; Kinney, Diana; Kirshenbaum, Jacqeline; Klein, Richard A.; Lucas, Richard E.; Lustgraaf, Christopher J. N.; Martin, Daniel; Menon, Madhavi; Metzger, Mitchell; Moloney, Jaclyn M.; Morse, Patrick J.; Prislin, Radmila; Razza, Timothy; Re, Daniel E.; Rule, Nicholas O.; Sacco, Tdonald F.; Sauerberger, Kyle; Shrider, Emily; Shultz, Megan; Siemsen, Courtney; Sobocko, Karin; Sternglanz, R. Weylin; Summerville, Amy; Tskhay, Konstantin O.; van Allen, Zack; Vaughn, Leigh Ann; Walker, Ryan J.; Weinberg, Ashley; Wilson, John Paul; Wirth, James H.; Wortman, Jessica; Nosek, Brian A.

    2016-01-01

    The university participant pool is a key resource for behavioral research, and data quality is believed to vary over the course of the academic semester. This crowdsourced project examined time of semester variation in 10 known effects, 10 individual differences, and 3 data quality indicators over

  10. 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....

  11. Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

    OpenAIRE

    Badura, Petr; Sigmund, Erik; Madarasova Geckova, Andrea; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P.; Reijneveld, Sijmen A.

    2016-01-01

    Background Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family....

  12. 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...

  13. ASSESMENT OF PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE OF SCHOOL CHILDREN

    OpenAIRE

    Himanshu Tripathi

    2017-01-01

    There is a need to find out the association between school-based physical activity, including physical education and academic performance among school-aged youth. To better understand these connections, this research paper first finds out the independent variables upon which academic performance depends. Study is from a range of physical activity contexts, including school-based physical education, recess, classroom-based physical activity and extracurricular physical activity. In his attempt...

  14. Science learning motivation as correlate of students’ academic performances

    OpenAIRE

    Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

    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 their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

  15. 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 ...

  16. 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 ...

  17. Accounting Student's Learning Approaches And Impact On Academic Performance

    OpenAIRE

    Ismail, Suhaiza

    2009-01-01

    The objective of the study is threefold. Firstly, the study explores the learning approaches adopted by students in completing their Business Finance. Secondly, it examines the impact that learning approaches has on the student's academic performance. Finally, the study considers gender differences in the learning approaches adopted by students and in the relationship between learning approaches and academic performance. The Approaches and Study Skills Inventory for Students (ASSIST) was used...

  18. 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…

  19. Assessing the relationship between perceived emotional intelligence and academic performance of medical students

    Science.gov (United States)

    Rajasingam, Uma; Suat-Cheng, Peh; Aung, Thidar; Dipolog-Ubanan, Genevieve; Wei, Wee Kok

    2014-12-01

    This study examines the association between emotional intelligence and its influence on academic performance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academic performance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academic performance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academic performance; however, the Attention subscale is significantly correlated to academic performance. Therefore even though PEI has to be ruled out as an influencer on academic performance for this particular sample, the fact that Attention has a significant relationship with academic performance may give some insight into the factors that possibly influence medical students' academic performance.

  20. 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.

  1. Leisure-Time Physical Activity and Academic Performance: Cross-Lagged Associations from Adolescence to Young Adulthood.

    Science.gov (United States)

    Aaltonen, Sari; Latvala, Antti; Rose, Richard J; Kujala, Urho M; Kaprio, Jaakko; Silventoinen, Karri

    2016-12-15

    Physical activity and academic performance are positively associated, but the direction of the association is poorly understood. This longitudinal study examined the direction and magnitude of the associations between leisure-time physical activity and academic performance throughout adolescence and young adulthood. The participants were Finnish twins (from 2,859 to 4,190 individuals/study wave) and their families. In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted higher leisure-time physical activity at subsequent time-points (standardized path coefficient at age 14: 0.07 (p academic performance. A cross-lagged model of co-twin differences suggested that academic performance and subsequent physical activity were not associated due to the environmental factors shared by co-twins. Our findings suggest that better academic performance in adolescence modestly predicts more frequent leisure-time physical activity in late adolescence and young adulthood.

  2. [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.

  3. Psychological Determinants of University Students' Academic Performance: An Empirical Study

    Science.gov (United States)

    Gebka, Bartosz

    2014-01-01

    This study utilises an integrated conceptual model of academic performance which captures a series of psychological factors: cognitive style; self-theories such as self-esteem and self-efficacy; achievement goals such as mastery, performance, performance avoidance and work avoidance; study-processing strategies such as deep and surface learning;…

  4. Anxiety and Academic Reading Performance among Malay ESL Learners

    Science.gov (United States)

    Mohd. Zin, Zuhana; Rafik-Galea, Shameem

    2010-01-01

    Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of…

  5. Motivation, learning strategies, participation and medical school performance

    NARCIS (Netherlands)

    Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

    Medical Education 2012: 46:678688 Context Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation

  6. 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.

  7. Effects of daily energy expenditure on academic performance of elementary students in Taiwan.

    Science.gov (United States)

    Wang, Peng-Sheng; Huang, Yi-Ching; Wu, Shu-Fang Vivienne; Wang, Kuo-Ming

    2014-01-01

    The objective of the study was to investigate the potential effects of daily energy expenditure on the academic performance (AP) of elementary schoolchildren, the results of which will be used as the basis of planning physical activity (PA) for children in the future. Participants were collected from 4th to 6th grade children at an elementary school in southern Taiwan. The effective sample data size was 1065 (79.8%; 528 boys and 537 girls). Daily mean energy expenditure was obtained using the 3 Day Physical Activity Recall (3-DPAR), and the intensive activities degrees of physical activity were categorized into lowest PA, middle PA, and highest PA group, and academic performance assessed with weighted academic score. The significant effect on the academic performance of schoolchildren was only in energy expenditure but not for sexes and tutorials attended. All students in the middle PA group performed better academically than those in the highest PA group. After controlling sexes, male students in the middle PA group performed better than other groups; female students in the lowest PA group performed better than other groups. These results may be consulted by schools, academic faculties, and parents in setting up exercise plans for children. © 2012 The Authors. Japan Journal of Nursing Science © 2012 Japan Academy of Nursing Science.

  8. 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.

  9. 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.

  10. 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

  11. 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

  12. Undergraduate Academic Achievement as an Indicator of Fleet Performance and Retention

    National Research Council Canada - National Science Library

    Gremillion, John

    1998-01-01

    ...) and retention in the Navy. Understanding the relationship between college academic performance and job performance is important because of the organizational and cultural emphasis placed on academic grades...

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

    Science.gov (United States)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

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

  14. 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.

  15. 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.

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

    Science.gov (United States)

    Knifsend, Casey A; Graham, Sandra

    2012-03-01

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

  17. Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

    NARCIS (Netherlands)

    Badura, Petr; Sigmund, Erik; Madarasova Geckova, Andrea; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P; Reijneveld, Sijmen A

    2016-01-01

    Background Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these

  18. 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/

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

    DEFF Research Database (Denmark)

    Giones, Ferran; Billström, Anders; Rasmussen, Einar

    Academic Spin-Offs (ASOs) are born with the mission to bring to market science and technology innovations. Nevertheless, their relative weak financial performance has been a focus of discussion. Prior research has explored factors that explain part of the performance diversity, including aspects...... source of performance heterogeneity. Academic spin-offs transition from a research to a market context is complex. The technology novelty in ASOs generates a staged challenge for the academic entrepreneur. First, identifying a market and activating the first sale; second, generating a sustainable revenue...... stream that brings growth to the ASO. However, we have still a limited knowledge on the relationship between technology innovativeness and firm performance in the ASOs context. This study tests the relationship between innovativeness dimensions, across different industries, and the observed firm (ASOs...

  20. Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

    Science.gov (United States)

    Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

    2018-01-01

    This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule.…

  1. Effects of Family Functioning and Parenting Style on Early Entrants' Academic Performance and Program Completion

    Science.gov (United States)

    Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N.

    2013-01-01

    The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…

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

    Science.gov (United States)

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

    2016-01-01

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

  3. 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,…

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

    Science.gov (United States)

    Nadler, Dustin R.; Komarraju, Meera

    2016-01-01

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

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

    Science.gov (United States)

    Al-Alwan, Ahmed F.

    2014-01-01

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

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

    Science.gov (United States)

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

    2006-01-01

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

  7. 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...

  8. 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.

  9. 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.

  10. The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities

    Science.gov (United States)

    Fleming, Madalay; Wated, Guillermo

    2016-01-01

    The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

  11. Overseas Chinese Student Agency: Academic norm, Oral Participation and Discursive Practices for Change

    OpenAIRE

    Zeng, Tianjiao

    2011-01-01

    Participatory practice of overseas Asian students has been much deliberated over these two decades. Recent studies on the international higher education have proposed new perspectives and analytical framework in looking at their classroom participation, which put the essentialising notion of culture and ongoing misunderstandings under attack. Among these alternative approaches, the proposal for a view on ―small culture‖ and ―academic transition‖ are useful in the exploration of student agency...

  12. 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

  13. 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 ...

  14. 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…

  15. 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.

  16. Who Are the "Journalism Kids"? Academic Predictors of Journalism Participation in Secondary Schools

    Science.gov (United States)

    Bobkowski, Piotr S.; Cavanah, Sarah B.; Miller, Patrick R.

    2017-01-01

    Prior scholastic journalism research did not adequately address the possibility that journalism students perform better academically because of their backgrounds and inherent abilities. Using Education Longitudinal Study of 2002 data, this study shows that high school journalism attracts better students. Although for-credit and extracurricular…

  17. 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 ...

  18. 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...

  19. 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.

  20. Science learning motivation as correlate of students’ academic performances

    Directory of Open Access Journals (Sweden)

    Nhorvien Jay P. Libao

    2016-09-01

    Full Text Available 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 their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

  1. 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.

  2. 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).

  3. 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...

  4. Gender difference in academic performance of nursing students in a Malaysian university college.

    Science.gov (United States)

    Wan Chik, W Z; Salamonson, Y; Everett, B; Ramjan, L M; Attwood, N; Weaver, R; Saad, Z; Davidson, P M

    2012-09-01

    To examine differences in academic performance between male and female nursing students, and to identify whether professional identity and language usage were explanatory factors of academic performance. Although the numbers of men entering the nursing profession are increasing, societal stereotypes and the lack of male role models in nursing may have a negative impact on motivation, and hence, academic performance. A total of 147 students who were enrolled in an undergraduate nursing programme in Peninsula Malaysia were surveyed in January 2011. In addition to demographic and academic data, three instruments were administered to measure language acculturation and professional identity. The mean age of participants was 20.0 (SD: 1.5) years with 81% being female. Almost all students spoke the Malay language at home. Although there were no differences between male and female nursing students in relation to professional identity (P=0.496), male nursing students reported a lower mean English language usage score (9.9 vs. 10.9, P=0.011) and a higher mean Malay language usage score (20.4 vs. 18.8, P=0.017). Males were also found to have lower academic performance than female students, as measured by grade point average (GPA) (2.7 vs. 3.2, Pgender was the only significant predictor of academic performance (β=-0.44, P<0.001). Males represent less than 10% of the nursing workforce in developed countries, with some developing countries experiencing even lower participation rates. Promoting academic support of male nursing students may assist in increasing the number of male registered nurses in the nursing workforce. © 2012 The Authors. International Nursing Review © 2012 International Council of Nurses.

  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. 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

  7. Factors associated with academic performance in psychology students of UNMSM

    OpenAIRE

    García Ampudia, Lupe; Orellana Manrique, Oswaldo; Canales Quevedo, Isaac

    2014-01-01

    In the present job is studied the factors related to the academic performance in to university group of students of the Faculty of Psychology of the UN MSM, among the factors has been considered the motivation, the strategies of learning and the self-esteem and in it pertaining to the academic performance the average of notices there is been considered obtained by the students in the three first cycles of study. The sample studied was constituted by the ingresantes in the year 1,999 to the Fa...

  8. 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

  9. 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.

  10. Barriers to participation in global surgery academic collaborations, and possible solutions: a qualitative study.

    Science.gov (United States)

    Fallah, Parisa Nicole; Bernstein, Mark

    2018-04-06

    OBJECTIVE There is a global lack of access to surgical care, and this issue disproportionately affects those in low- and middle-income countries. Global surgery academic collaborations (GSACs) between surgeons in high-income countries and those in low- and middle-income countries are one possible sustainable way to address the global surgical need. The objective of this study was to examine the barriers to participation in GSACs and to suggest ways to increase involvement. METHODS A convenience sample of 86 surgeons, anesthesiologists, other physicians, residents, fellows, and nurses from the US, Canada, and Norway was used. Participants were all health care providers from multiple specialties and multiple academic centers with varied involvement in GSACs. More than half of the participants were neurosurgeons. Participants were interviewed in person or over Skype in Toronto over the course of 2 months by using a predetermined set of open-ended questions. Thematic content analysis was used to evaluate the participants' responses. RESULTS Based on the data, 3 main themes arose that pointed to individual, community, and system barriers for involvement in GSACs. Individual barriers included loss of income, family commitments, young career, responsibility to local patients, skepticism of global surgery efforts, ethical concerns, and safety concerns. Community barriers included insufficient mentorship and lack of support from colleagues. System barriers included lack of time, minimal academic recognition, insufficient awareness, insufficient administrative support and organization, and low political and funding support. CONCLUSIONS Steps can be taken to address some of these barriers and to increase the involvement of surgeons from high-income countries in GSACs. This could lead to a necessary scale-up of global surgery efforts that may help increase worldwide access to surgical care.

  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. The Relation between Binge Drinking and Academic Performance: Considering the Mediating Effects of Academic Involvement

    Science.gov (United States)

    An, Brian P.; Loes, Chad N.; Trolian, Teniell L.

    2017-01-01

    Using longitudinal data from multiple institutions, we focused on the relation between binge drinking and academic performance. Binge drinking exerts a negative influence on grade point average, even after accounting for a host of precollege confounding variables. Furthermore, the number of times a student binge drinks in college is less…

  13. 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.

  14. Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

    Science.gov (United States)

    Charlevoix, D. J.; Morris, A. R.

    2015-12-01

    Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

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

    Science.gov (United States)

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

    2013-03-01

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

  16. 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.

  17. [How medical students perform academically by admission types?].

    Science.gov (United States)

    Kim, Se-Hoon; Lee, Keumho; Hur, Yera; Kim, Ji-Ha

    2013-09-01

    Despite the importance of selecting students whom are capable for medical education and to become a good doctor, not enough studies have been done in the category. This study focused on analysing the medical students' academic performance (grade point average, GPA) differences, flunk and dropout rates by admission types. From 2004 to 2010, we gathered 369 Konyang University College of Medicine's students admission data and analyzed the differences between admission method and academic achievement, differences in failure and dropout rates. Analysis of variance (ANOVA), ordinary least square, and logistic regression were used. The rolling students showed higher academic achievement from year 1 to 3 than regular students (p dropout rate by admission types, regular admission type students showed higher drop out rate than the rolling ones which demonstrates admission types gives significant effect on flunk or dropout rates in medical students (p students tend to show lower flunk rate and dropout rates and perform better academically. This implies selecting students primarily by Korean College Scholastic Ability Test does not guarantee their academic success in medical education. Thus we suggest a more in-depth comprehensive method of selecting students that are appropriate to individual medical school's educational goal.

  18. Level of and motivation for extracurricular activity are associated with academic performance in the veterinary curriculum.

    Science.gov (United States)

    Jones, Meredyth L; Rush, Bonnie R; Elmore, Ronnie G; White, Brad J

    2014-01-01

    The objectives of this project were to determine the number of school-sanctioned extracurricular opportunities available to veterinary students and characterize the policies of school administrations toward extracurricular involvement and academic standing. Further, we sought to describe the level of extracurricular involvement of veterinary students, determine the association between extracurricular activity involvement and academic performance, and determine the motivation for extracurricular involvement of veterinary students. Survey data were obtained from 18 associate deans of colleges of veterinary medicine regarding the number of extracurricular student organizations within their school and administrative recommendations regarding student involvement. Another survey was administered and responded to by 665 veterinary students enrolled in curricular years 1-3 at Kansas State University and Texas A&M University regarding their extracurricular involvement. Associate deans of 11 schools responded that they make formal or informal recommendations to students about extracurricular activities, workload, and academic priority (61.1%). In a multivariate model, students who participated two times per week or more had a significantly higher overall grade point average (GPA) than students participating once per week (pStudents for whom the primary reason for participation was networking or social enhancement had a significantly lower overall GPA than students for whom the primary reason was gaining new knowledge and skills (pstudent extracurricular involvement is a consideration for administrators when counseling students in academic difficulty. Moderate levels of extracurricular involvement can contribute to the academic success of students, but students should temper their level of involvement based upon their own motivations.

  19. Cyberstalking Victimization, Depression, and Academic Performance: The Role of Perceived Social Support from Parents.

    Science.gov (United States)

    Wright, Michelle F

    2018-02-01

    Little attention has been given to adolescents' experience of cyberstalking and how such experiences relate to their depression and academic performance. It is less clear how other variables, such as perceived social support, might impact these associations. Addressing these gaps in the literature, this study investigated the potential moderating effect of perceived social support from parents on the association between cyberstalking victimization and depression and academic performance, each assessed 1 year later, from 11th to 12th grade. Participants were 413 adolescents (ages 17-19 years old; 54 percent female; M = 17.39 years, SD = 0.53) in the 12th grade from a Midwestern city in the United States. They completed questionnaires on their self-reported face-to-face and cyberstalking victimization, depression, and perceived social support from parents. Adolescents' academic performance was also assessed using their school records. During the 12th grade, depression and academic performance were examined again. The findings indicated that the association between cyberstalking victimization and Time 2 depression was much more positive at lower levels of perceived social support, while such an association was more negative at higher levels of perceived social support. Opposite patterns were found for Time 2 academic performance. The results indicate the need for additional research focused on cyberstalking about adolescents.

  20. 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…

  1. 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 ...

  2. 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 ...

  3. 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 ...

  4. 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 ...

  5. 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, ...

  6. 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…

  7. 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 ...

  8. 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 ...

  9. 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…

  10. 314 A Study of Secondary School Students' Academic Performance ...

    African Journals Online (AJOL)

    User

    Students' Academic Performance in English Language and Mathematics ... passed at credit level by secondary schools students in public examinations. A credit level ..... ls O n lin e: www.a jo l.in fo. T ab le 1. : P ercen tage of p asses and failu.

  11. 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

  12. 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.

  13. 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 ...

  14. 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 ...

  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. Child Abuse and Academic Performance of Secondary School ...

    African Journals Online (AJOL)

    The need to provide research information about the prevalence of street hawking, its effects and educational factors was the focus of this research. 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 ...

  17. 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 ...

  18. Influence of motivation on academic library employees' performance ...

    African Journals Online (AJOL)

    Influence of motivation on academic library employees' performance and productivity in ... Information Impact: Journal of Information and Knowledge Management ... motivated from time to time to boost their morale for efficiency and higher productivity. ... for Researchers · for Librarians · for Authors · FAQ's · More about AJOL ...

  19. 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…

  20. 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…

  1. 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.…

  2. [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.

  3. 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 ...

  4. 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…

  5. A Study of Secondary School Students' Academic Performance at ...

    African Journals Online (AJOL)

    This study assessed and investigated the academic performance of secondary school students in two principal subjects (English Language and. Mathematics) at the Senior School Certificate Examinations (SSCE) in ten secondary schools typical of urban and rural locations in five randomised. Local Government Areas of ...

  6. 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…

  7. 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…

  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. 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 ...

  10. 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…

  11. 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…

  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. 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 ...

  14. the influence of instructional materials on academic performance

    African Journals Online (AJOL)

    students' academic performance in senior secondary school Chemistry in Cross River State. ... the motivation on the teaching-learning process. ... Today advances in technology have ... retention. A truism often heard in teaching is that if you have not learnt, I have not taught. A .... resources have significant effect on students'.

  15. 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…

  16. 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 ...

  17. Can Near-Peer Teaching Improve Academic Performance?

    Science.gov (United States)

    Williams, Brett; Fowler, James

    2014-01-01

    Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

  18. 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.

  19. 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 ...

  20. Relationship between academic performance with physical, psychosocial, lifestyle, and sociodemographic factors in female undergraduate students

    Directory of Open Access Journals (Sweden)

    Marie-Maude Dubuc

    2017-01-01

    Full Text Available Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old. All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA, handgrip strength, estimated maximal oxygen consumption (VO2max (Bruce Protocol and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2max (r = 0.32, intrinsic motivation toward knowledge (r = 0.23, intrinsic motivation toward accomplishment (r = 0.27 and external regulation (r = -0.30, P = 0.002. In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P < 0.05. Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

    The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO 2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Significant correlations were observed between GPA with estimated VO 2 max ( r = 0.32), intrinsic motivation toward knowledge ( r = 0.23), intrinsic motivation toward accomplishment ( r = 0.27) and external regulation ( r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance ( P breakfast explained 28.5 % of the variation in the GPA in our cohort. Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.

  3. Perceptions of pre-clerkship medical students and academic advisors about sleep deprivation and its relationship to academic performance: a cross-sectional perspective from Saudi Arabia.

    Science.gov (United States)

    AlFakhri, Lama; Sarraj, Jumana; Kherallah, Shouq; Kuhail, Khulood; Obeidat, Akef; Abu-Zaid, Ahmed

    2015-12-01

    The medical student population is believed to be at an increased risk for sleep deprivation. Little is known about students' perceptions towards sleep deprivation and its relationship to academic performance. The aim of study is to explore the perceptions of medical students and their academic advisors about sleep deprivation and its relationship to academic performance. The study took place at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. An online, anonymous, cross-sectional, self-rating survey was administered to first-, third-year students and their academic advisors. Two-tailed Mann-Whitney U test was used to compare the mean 5-point Likert scale responses between students according to gender, academic year and cumulative grade point average (cGPA). A total of 259 students and 21 academic advisors participated in the survey (response rates: 70.6 and 84%, respectively). The vast majority of students agreed that sleep deprivation negatively affects academic performance (78.8%) and mood (78.4%). Around 62.2 and 73.7% of students agreed that the demanding medical curriculum and stress of final exams lead to sleep deprivation, respectively. While 36.7% of students voiced the need for incorporation of curricular separate courses about healthy sleep patterns into medical curriculum, a much greater proportion of students (45.9%) expressed interest in extracurricular activities about healthy sleep patterns. Interestingly, only 13.5% of students affirmed that they were counselled about sleep patterns and academic performance by their academic advisors. There were several statistically significant differences of means of students' perceptions according to gender, academic year and cGPA. Despite almost all academic advisors (95.5%) asserted the importance of sleep patterns to academic performance, none (0%) inquired about sleep patterns when counselling students. Nineteen academic advisors (90.5%) recommended incorporation of sleep patterns related

  4. 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.

  5. Perfectionism moderates stereotype threat effects on STEM majors' academic performance.

    Science.gov (United States)

    Rice, Kenneth G; Lopez, Frederick G; Richardson, Clarissa M E; Stinson, Jennifer M

    2013-04-01

    Using a randomized, between-subjects experimental design, we tested hypotheses that self-critical perfectionism would moderate the effects of subtle stereotype threat (ST) for women and students in underrepresented racial/ethnic groups who are pursuing traditional degrees in science, technology, engineering, or math (STEM). A diverse sample of freshmen students (N = 294) was recruited from 2 major universities. Students were blocked by gender and race/ethnicity and randomly assigned to experience subtle ST or no ST. Participants in the subtle ST condition were primed to consider their gender, race, and ethnicity prior to completing measures of science self-efficacy. Those in the control condition completed the measures without such priming. Controlling for prior academic performance and university context, ST priming significantly interacted (a) with self-critical perfectionism to predict coping self-efficacy scores and (b) with race/ethnicity to predict end-of-semester STEM grades. A 3-way interaction of ST priming, sex, and self-critical perfectionism also predicted students' grades in courses wherein women and men were more proportionally represented. The Sex × Self-Critical Perfectionism interaction was not significant for those in the ST group but was for those in the control group. Men in the control group had higher grade-point averages (GPAs) at low levels of self-critical perfectionism than they had at higher levels of perfectionism. In contrast, women had lower GPAs when self-critical perfectionism was low, but their GPAs were higher when self-critical perfectionism was high. The findings are discussed in terms of their implications for self-efficacy and performance in the pursuit of a STEM major.

  6. 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.

  7. 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.

  8. Adding to the Education Debt: Depressive Symptoms Mediate the Association between Racial Discrimination and Academic Performance in African Americans

    Science.gov (United States)

    English, Devin; Lambert, Sharon F.; Ialongo, Nicholas S.

    2015-01-01

    Although the United States faces a seemingly intractable divide between white and African American academic performance, there remains a dearth of longitudinal research investigating factors that work to maintain this gap. The present study examined whether racial discrimination predicted the academic performance of African American students through its effect on depressive symptoms. Participants were a community sample of African American adolescents (N = 495) attending urban public schools from grade 7 to grade 9 (Mage = 12.5). Structural equation modeling revealed that experienced racial discrimination predicted increases in depressive symptoms 1 year later, which, in turn, predicted decreases in academic performance the following year. These results suggest that racial discrimination continues to play a critical role in the academic performance of African American students and, as such, contributes to the maintenance of the race-based academic achievement gap in the United States. PMID:27425564

  9. Determinants of Malaysian and Singaporean Economics Undergraduates' Academic Performance

    OpenAIRE

    Chang Da Wan; Roland K. Cheo

    2012-01-01

    This study examines the determinants of economics undergraduates' academic performance in the top national universities of Singapore and Malaysia: the National University of Singapore (NUS) and the University of Malaya (UM). Using three basic components of economics as the dependent variable, i.e. basic microeconomics, basic macroeconomics and statistics/econometrics, it was found that students' pre-university grade is the most important determinant in undergraduates' performance. However, un...

  10. 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.

  11. 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.

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

    Science.gov (United States)

    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.

  13. Student's perception of school bullying and its impact on academic performance: A longitudinal look.

    Science.gov (United States)

    Zalba, Julieta; Durán, Lucas G; Carletti, Diego R; Zavala Gottau, Patxi; Serralunga, María G; Jouglard, Ezequiel F; Esandi, María E

    2018-04-01

    Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year. Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades. The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed. No association was found between bullying and academic performance. Sociedad Argentina de Pediatría.

  14. 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.

  15. Relation between intelligence, emotional intelligence, and academic performance among medical interns

    Directory of Open Access Journals (Sweden)

    Subhashish Nath

    2015-07-01

    Full Text Available Background: There is a dearth of research on the correlation between emotional quotient (EQ and intelligence quotient (IQ, and specifically among medical students and interns. So, we in our study aim to find out the correlation between these two variants of intelligence, and their relation to academic performance among medical interns as well as the gender differences between EQ, IQ, and academic performance. Methodology: EQ Test Questionnaire developed by Chadha and Singh was used for testing the EQ of the participants (n=50; males=34, females=16; mean age=24.1 years. IQ was tested by an experienced clinical psychologist using Wechsler’s Adult Intelligence Test. The academic achievement was determined from the percentage of marks secured in tenth standard, 12th standard, and Final MBBS. GraphPad InStat version 3.05 was used for data entry and analysis. Results: A statistically high significant negative correlation was found between EQ and IQ of our total study sample as well as among the male participants. The mean EQ was higher among females and mean IQ among males. The females were academically better than the males and this difference was statistically highly significant. No significant correlation of EQ and IQ to academic performance was found in the total sample group. Conclusion: EQ and IQ are negatively correlated to each other, and there is no significant correlation of EQ and IQ to academic performance. Based on the current findings, further studies need to be built in larger samples. Limitation of the study is a small sample population.

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

    Science.gov (United States)

    Kim, Sun Hyo; Kim, Woo Kyoung; Kang, Myung-Hee

    2016-04-01

    A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P learning strategy total," "testing technique," and "resources management technique" scores (P learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

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

    Science.gov (United States)

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

    2015-01-01

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

  18. 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.

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

    Science.gov (United States)

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

    2016-01-01

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

  20. 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.

  1. Inflammatory biomarkers and academic performance in youth. The UP & DOWN Study.

    Science.gov (United States)

    Esteban-Cornejo, Irene; Martinez-Gomez, David; Gómez-Martínez, Sonia; Del Campo-Vecino, Juan; Fernández-Santos, Jorge; Castro-Piñero, Jose; Marcos, Ascensión; Veiga, Oscar L

    2016-05-01

    Inflammation influences cognitive development in infants and older adults, however, how inflammation may affect academic development during childhood and adolescence remains to be elucidated. This study aimed to examine the association between inflammatory biomarkers and academic performance in children and adolescents. A total of 494 youth (238 girls) aged 10.6 ± 3.4 years participated in the study. Four inflammatory biomarkers were selected: C-reactive protein (CRP), interleukin-6 (IL-6), tumor necrosis factor-α (TNF-α) and white blood cell (WBC) count. An inflammatory index was created using the above mentioned biomarkers. Academic performance was assessed through schools records. Results showed that three of the four inflammatory biomarkers (CRP, IL-6 and WBC) and the inflammatory index were negatively associated with all academic indicators (β values ranging from -0.094 to -0.217, all Pacademic indicators compared with youth in the middle tertile (scores ranging from -0.578 to -0.344) and in the lowest tertile (scores ranging from -0.678 to -0.381). In conclusion, inflammation may impair academic performance independently of body fat levels in youth. Our results are of importance because the consequences of childhood and adolescence inflammation tend to continue into adulthood. Lifestyle interventions in youth may be promising in reducing levels of inflammation beyond the reduction in body fat in order to achieve cognitive benefits. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Knowledge, attitude and performance of academic members regarding effective communication skills in education.

    Science.gov (United States)

    Sharifirad, Gholam R; Rezaeian, Mohsen; Jazini, Akram; Etemadi, Zinat S

    2012-01-01

    Communication is the most important part of any educational process, the aim of which is to transfer or exchange ideas and thoughts. It would be provided appropriately if academic members had the communication skills. Considering the important role of academic members in the educational process, in this study, the knowledge, attitude and performance of academic members of School of Health, Isfahan University of Medical Sciences, were investigated with regard to effective communication skills. In this descriptive-analytic study, all academic members of the School of Public Health, Isfahan University of Medical Sciences, were studied during the second academic semester of 2006-2007. The data were collected by a valid and reliable three-part questionnaire including knowledge (8 questions and maximum score of 8), attitude (31 questions and maximum score of 155) and observational communication skills checklist (20 questions and maximum score of 20). The obtained data were analyzed by calculating central indices using SPSS software. The mean knowledge score of studied people in terms of communicational skills, attitude and performance were 4.1 out of 8, 114.4 out of 155 and 16.3 out of 20, respectively. Although the information of the participants of this study in terms of communication skills was not sufficient, they seemed to have a positive attitude and relatively acceptable performance in communication skills.

  3. Organized leisure-time sport participation and academic achievement in preadolescents.

    Science.gov (United States)

    Sævarsson, Elvar Smari; Svansdottir, Erla; Sveinsson, Thorarinn; Asgeirsdottir, Tinna Laufey; Arngrimsson, Sigurbjorn Arni; Johannsson, Erlingur

    2017-12-01

    The aims of this study were to study the correlation between lifestyle-related factors, such as organized leisure-time sport participation (OLSP), cardiorespiratory fitness, and adiposity, and academic achievement among preadolescents. A cross-sectional study involving 248 nine-year-old school children was carried out. OLSP was self-reported with parental assistance, categorized as ≤ 1× a week, 2-3× a week, and ≥ 4× times a week or more. Academic achievement was estimated with results from standardized test scores in Icelandic and math. Cardiorespiratory fitness was estimated using a maximal cycle ergometer test. The sum of four skinfolds was used to estimate adiposity. Tests of between-subjects effect indicated that OLSP significantly correlated with achievement in math only (F(2,235) = 3.81, p = 0.024). Further analysis showed that the two less active groups had significantly lower scores in math compared to the most active group with OLSP ≥ 4× times a week or more (2-3× times a week, unstandardized coefficient (b) = -4.08, 95% confidence interval (CI) [-7.09, -1.07]; ≤ 1× a week, b = -3.84, 95% CI [-7.59, -0.08]), independent of sex, age, maturity level (age to/from peak height velocity), family structure, and parental education. Neither cardiorespiratory fitness nor adiposity significantly correlated with academic achievements. The study's result indicates that frequent (four times per week or more often) sport participation is not harmful but may be beneficial to learning. However, further intervention-based study of this topic is needed to determine if this relationship is causal.

  4. 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…

  5. 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.

  6. 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.

  7. Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

    Directory of Open Access Journals (Sweden)

    Melina Sevlever

    2010-07-01

    Full Text Available This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104 and non-premedical (N = 76 undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA. For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

  8. 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%.

  9. 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%.

  10. The Influence of Self-Efficacy and Motivational Factors on Academic Performance in General Chemistry Course: A Modeling Study

    Science.gov (United States)

    Alci, Bulent

    2015-01-01

    This study aims to determine the predictive and explanatory model in terms of university students' academic performance in "General Chemistry" course and their motivational features. The participants were 169 university students in the 1st grade at university. Of the participants, 132 were female and 37 were male students. Regarding…

  11. Exercise and academic performance among nursing and kinesiology students at US colleges.

    Science.gov (United States)

    Bellar, David; Judge, Lawrence W; Petersen, Jeffrey; Bellar, Ann; Bryan, Charity L

    2014-01-01

    Lack of physical activity is a contributor to the obesity epidemic and is speculated to relate to reduced academic performance; however, this link has yet to be examined within the college population. The purpose of this study in a group of undergraduate students, was to determine if aerobic exercise activity was related to academic performance. The participants for this study included 740 students at multiple universities enrolled in nursing and kinesiology studies. The participants completed the Leisure and Physical Activity Questionnaire. Pearson's χ(2) analysis revealed differences in grade point average with aerobic activity (χ(2) = 44.29, P ≤ 0.001) as well as a trend toward differences in grade point average with weightlifting activity (χ(2) = 22.69, P = 0.61). Based on these findings it can be suggested that college students engage in greater aerobic exercise.

  12. Academic performance in blended learning in higher education

    OpenAIRE

    Moreira, J. António; Mendes, Alexandra

    2011-01-01

    Institutions of Higher Education in Portugal face today unique challenges. Aware of the change, in general, these institutions have presented reform initiatives covering in their strategic plans new frames ofoperation, where e-learning and/or b-learning are recognized. The present study aims mainly to know the impact that b-learning and the implementation of some pedagogical models adapted to these environments may have on academic performance of students in higher education. Data analysis, r...

  13. 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...

  14. 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...

  15. Do foreclosures affect Boston public school student academic performance?

    OpenAIRE

    Bradbury, Katharine L.; Burke, Mary A.; Triest, Robert K.

    2013-01-01

    Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show that students who live at an address that experiences a foreclosure tend to score substantially lower on standardized tests (math and English) and al...

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

    Science.gov (United States)

    Banai, Benjamin; Perin, Višnja

    2016-01-01

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

  18. 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.

  19. Neurotological symptoms and academic performance of university students.

    Science.gov (United States)

    Marques, Marcia Mattos; Ganança, Mauricio Malavasi; Marques, Carolina Mattos; Ganança, Fernando Freitas; Caovilla, Heloisa Helena

    2010-02-01

    To compare the academic performance of university students with or without neurotological symptoms. 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. 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, nausea /dizziness when in moving vehicle (37.0%), fainting (27.0%), nausea (26.0%), sensation of fullness in the ear (26.0%), hypersensitivity to sounds (26.0%), tinnitus (22.0%), vertigo and other kinds of dizziness (21.0%), imbalance when walking (21.0%), difficulty in hearing (21.0%), imminent sensation of fainting (11.0%) and vomiting (8.0%), alone or in different associations; convulsion was not mentioned. The final academic performance score ranged from 5.1 to 10.0. University students with or without neurotological symptoms have manifested similar academic performance.

  20. 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.

  1. Guiding People to Interpret Their Experienced Difficulty as Importance Highlights Their Academic Possibilities and Improves Their Academic Performance

    Science.gov (United States)

    Oyserman, Daphna; Elmore, Kristen; Novin, Sheida; Fisher, Oliver; Smith, George C.

    2018-01-01

    Does experiencing difficulty bolster or undermine future self-images, strategies to get there and actual performance? We build on four insights from prior research to predict that accessible interpretation-of-experienced-difficulty mindset shapes identity and performance. First, people have two different interpretation-of-experienced-difficulty mindsets available in memory; their difficulty-as-impossibility mindset focuses attention on difficulty as implying low odds and their difficulty-as-importance mindset focuses attention on difficulty as implying high value. Second, people are sensitive to contextual cues as to which mindset to apply to understand their experienced difficulty. Third, people apply the mindset that comes to mind unless they have reason to question why it is “on-the-mind.” Fourth, social class can be thought of as a chronic context influencing how much people endorse each interpretation-of-experienced-difficulty mindset. We used subtle primes to guide participants’ attention toward either a difficulty-as-importance or a difficulty-as-impossibility mindset (N = 591). Participants guided toward a difficulty-as-importance mindset performed better on difficult academic tasks (Studies 1, 2) than participants guided toward a difficulty-as-impossibility mindset; whether they had more school-focused possible identities and linked strategies depended on sample (Studies 3, 4). For college students, the effect of guided interpretation-of-experienced-difficulty mindset was not moderated by how much participants agreed with that mindset (Studies 1, 3, 4). College students mostly disagreed with a difficulty-as-impossibility mindset, but making that mindset accessible undermined their performance and sometimes their possible identities anyway. In contrast, middle school students (a younger and lower social class sample) were more likely to agree with a difficulty-as-impossibility mindset. In this sample (Study 2), we found an effect of mindset

  2. 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.

  3. 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.

  4. 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

  5. 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.

  6. Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

    Science.gov (United States)

    Badura, Petr; Sigmund, Erik; Geckova, Andrea Madarasova; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P; Reijneveld, Sijmen A

    2016-01-01

    Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family. The sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes. Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17-1.54) for lower school-related stress to 1.97 (95% CI 1.73-2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds. Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.

  7. Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

    Directory of Open Access Journals (Sweden)

    Petr Badura

    Full Text Available Organized leisure-time activities (OLTA have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family.The sample concerned 10,483 adolescents (49.2% boys aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes.Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI 1.17-1.54 for lower school-related stress to 1.97 (95% CI 1.73-2.25 for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds.Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.

  8. 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

  9. 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.

  10. 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.

  11. 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.

  12. A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

    Directory of Open Access Journals (Sweden)

    Jason H. Sharp

    2017-08-01

    Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

  13. 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

  14. 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.

  15. The relationship between habitual breakfast consumption frequency and academic performance in British adolescents

    Directory of Open Access Journals (Sweden)

    Katie eAdolphus

    2015-05-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Does Participative Decision Making Affect Lecturer Performance in Higher Education?

    Science.gov (United States)

    Sukirno, D. S.; Siengthai, Sununta

    2011-01-01

    Purpose: The relationship between participation and job performance has captured the interest of not only business researchers but also education researchers. However, the topic has not gained significant attention in the educational management research arena. The purpose of this paper is to empirically examine the impact of participation in…

  18. How academic career and habits related to the school environment influence on academic performance in the physical education subject

    Directory of Open Access Journals (Sweden)

    Vizuete Carrizosa, Manuel

    2012-01-01

    Full Text Available The main objective of this study was to analyze the degree of influence of some school habits and scholar trayectory on academic achievement in physical education (PE students in secondary education (ESO in the city of Badajoz. A total sample of 1197 students in compulsory secondary education 49.9% men, and 50.1% women, participated in the study. They spent a questionnaire filled out by the river questions about major school habits, of which eight variables were analyzed also included the final course in the subject of EF as a variable for analysis of academic performance. Through statistical analysis with ANOVA, Mann-Whitney U, and Kruskal Wallis H, there are significant differences in PE scores in all variables analyzed (p d».001, among which being repetitive, being truant, the time to read and study daily. In the variable environment perceived in class, there is a degree of significance (p d».05. Pupils who were repeaters, missing more classes or were delayed more times than read and studied less and earned a worse environment in their classes, are those who obtained poorer performance on EF.

  19. Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

    Science.gov (United States)

    Berk, Saban

    2018-01-01

    Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

  20. A Structural Model of Stress, Motivation, and Academic Performance in Medical Students

    Science.gov (United States)

    Park, Jangho; An, Hoyoung; Park, Seungjin; Lee, Chul; Kim, Seong Yoon; Lee, Jae-Dam; Kim, Ki-Soo

    2012-01-01

    Objective The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis. Methods One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables. Results Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, p<0.01) response categories on the Academic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academic performance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation. Conclusion The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression. PMID:22707964

  1. A structural model of stress, motivation, and academic performance in medical students.

    Science.gov (United States)

    Park, Jangho; Chung, Seockhoon; An, Hoyoung; Park, Seungjin; Lee, Chul; Kim, Seong Yoon; Lee, Jae-Dam; Kim, Ki-Soo

    2012-06-01

    The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis. One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables. Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, pAcademic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academic performance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation. The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression.

  2. Pattern of alcoholic beverage consumption and academic performance among college students

    Directory of Open Access Journals (Sweden)

    Aline Silva de Aguiar Nemer

    2013-01-01

    Full Text Available BACKGROUND: Alcoholic beverages are widely available in the university environment, particularly at the parties. There are few studies addressing the relationship between alcohol consumption and academic performance among college students. OBJECTIVE: This study evaluated the behavior of college students regarding the profile of alcohol consumption and its academic consequences. METHODS: The volunteers (343 students answered a questionnaire about their pattern of alcohol consumption and possible related behaviors, especially academic performance. Participants were classified as "non-drinkers" (ND, "non-binge drinkers" (nBD, "binge drinkers" (BD and "heavy drinkers" (HD. RESULTS: 88.1% of the students reported ingesting alcoholic beverages, 44% as BD. Most of the drinker students (75.5% - nBD, BD or HD stated getting intoxicated at least once a month. Binge drinking was the predominant pattern (66.2% of those who drank. HD students presented a risk 9.2 times higher of not being in the ideal period of the course. DISCUSSION: The college students evaluated presented high rates of alcohol abuse. Binge drinking might have interfered in their academic performance. Organic, social and behavioral consequences were also reported.

  3. Association Between Dental Students' Emotional Intelligence and Academic Performance: A Study at Six Dental Colleges in India.

    Science.gov (United States)

    Kumar, Amit; Puranik, Manjunath P; Sowmya, K R

    2016-05-01

    Since the role of emotional intelligence (EI) in achieving academic excellence requires further research, the aims of this cross-sectional study were to assess EI and its associated factors and to determine any association between EI and academic performance among final-year dental students in Bengaluru, India. In 2015, 208 dental students from six dental colleges in Bengaluru were invited to participate in the study. Their demographic and lifestyle data were collected, and EI was assessed with the 30-item Emotional Quotient Self-Assessment Checklist developed by Sterrett. Academic performance was assessed using grades obtained in the final-year undergraduate examination. The response rate was 96% (N=200). Overall, 54.5% of the participants had high EI scores (≥120), although only 51 (25.5%) had a high EI score in all the domains (≥20). EI was significantly greater in females than males. Gender, sleep, meeting friends, physical exercise, recreational activities, and academic performance were significantly associated with EI and accounted for 42% variance in hierarchical regression analysis. EI was also positively associated with academic performance. Gender and healthy lifestyle habits were positively associated with EI, which in turn influenced these students' academic performance. These findings suggest a possible need for attention to developing dental students' EI.

  4. The Role of Vision in Academic School Performance

    Science.gov (United States)

    Dirani, Mohamed; Zhang, Xiaoe; Goh, Liang Ke; Young, Terri L.; Lee, Paul; Saw, Seang Mei

    2014-01-01

    Purpose To determine whether presenting distance visual acuity is related to subsequent academic school performance in Singaporean children between 9 to 10 years of age. Methods Singapore children (n = 1143 children) were examined during their visits at ages 9 to 10 years (grades 3 to 4) as part of the Singapore Cohort Study of the Risk Factors for Myopia (SCORM) longitudinal study. Each child underwent an annual comprehensive eye examination, including the assessment of presenting logarithm of the minimum angle of resolution (LogMAR) distance visual acuity (VA). The individual marks of a nation-wide standard examination in grade 4 were used as the outcome measure for academic school performance. Children with any known eye disease, (such as media opacities) were excluded from the analysis. Results The mean presenting distance VA of the better eye was 0.10 and 0.08 when the children were in grades 3 and 4, respectively. There was a statistically significant difference for mean presenting VA with 9 and 10 year old boys scoring better (0.08 and 0.07) compared to girls (0.12 and 0.09) for the same ages, (p = 0.001 and p = 0.007), respectively. After adjusting for gender, ethnicity, school, reading, intelligence quotient and father’s education, no significant relationships were found between average examination marks at the end of grade 4 and presenting VA obtained (better eye and worst eye) in grade 3 (p = 0.38 and p = 0.98) and 4 (p = 0.27 and p = 0.16). Conclusion In our sample of Singaporean children without ocular disease, distance VA did not play a significant role in predicting academic school performance. PMID:20100096

  5. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    Science.gov (United States)

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

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

    Science.gov (United States)

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

    2016-01-01

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

  7. Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year University Students

    Science.gov (United States)

    Alegre, Alberto A.

    2014-01-01

    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…

  8. Evaluation of Academic Performance, Academic Motivation, Hope for the Future and Life Satisfaction of Pharmacy Students of a Medical School

    Directory of Open Access Journals (Sweden)

    Armaghan Eslami

    2017-09-01

    Full Text Available Background: This study sought to investigate the evaluation of academic achievement, academic motivation and hope for the future and life satisfaction of Pharmacy Students of the Medical Sciences University of Ahvaz and their relationship with the school years passed.Methods: The samples in this study were all pharmacy students studying in the College of Pharmacy, the Medical University of Ahvaz in the year 93-94. Moreover, standard questionnaires were used by this study for collecting data. In order to collect data with regard to hope, life satisfaction, motivation and academic satisfaction, the questionnaire of Snyder hope Scale (1991, Satisfaction with Life Scale questionnaire (SWLS, lepper motivation scale (2005 and Bahrani and Jokar questionnaire (1378 were used respectively.Moreover, data on Academic performance were acquired using the score of the students and the number of students dropping out in each entry and the data were analysed by using SPSS 20.Results: The results did not indicate any significant different in an investigation of five class of students and from four variables of hope, Academic motivation, academic achievement, life satisfaction. But contrast test for combined group showed that academic motivation and academic performance in freshmen students are significantly higher than the other four inputs.Third-year students possess less Academic motivation than other students.Senior students' Academic performance was also significantly lower than of students from other school years.Conclusion: freshmen students face challenges of the new environment, and this affects their academic performance. Besides in the third year of pharmacy school curriculum, pharmacy students pass the basic exam and the main pharmaceutical courses start for them, this might be the reason that their intrinsic motivation increase.  

  9. YUCSA: A CLIPS expert database system to monitor academic performance

    Science.gov (United States)

    Toptsis, Anestis A.; Ho, Frankie; Leindekar, Milton; Foon, Debra Low; Carbonaro, Mike

    1991-01-01

    The York University CLIPS Student Administrator (YUCSA), an expert database system implemented in C Language Integrated Processing System (CLIPS), for monitoring the academic performance of undergraduate students at York University, is discussed. The expert system component in the system has already been implemented for two major departments, and it is under testing and enhancement for more departments. Also, more elaborate user interfaces are under development. We describe the design and implementation of the system, problems encountered, and immediate future plans. The system has excellent maintainability and it is very efficient, taking less than one minute to complete an assessment of one student.

  10. Academic research as human activity: Occupational Therapy contributions for consumer participation

    Directory of Open Access Journals (Sweden)

    Tatiana Dimov

    2016-07-01

    Full Text Available The involvement of consumers in research is a recent trend in the world. Involving consumers in researches on health services, therapeutic approaches, effectiveness of support groups, mutual help groups, and even on medication is crucial for obtaining academic results that are representative of the group of consumers, and influence public policies that are effective and functional for consumers. This paper presents an analysis of how consumers can get involved in a research and what can be the role of an occupational therapist in such activity. When governed by the principles of autonomy, empowerment, and recovery, researches with consumer participation promote the principles of equality and recognition, allowing inclusion in the research process, and promoting the recognition of consumer knowledge. As an activity, research can be a motivator, mobilizing wills and desires. It can also be a possibility of leaving stagnation and making decisions. The occupational therapist can help this process. Occupational therapy focus on activities that are significant to the life of individuals. Participation in research becomes a focus for the therapeutic process to the extent that it presents itself as a demand for the client.

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

    Science.gov (United States)

    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.

  12. 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

    2017-09-01

    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 molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  13. 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.

  14. Academic performance profiles: The importance of family expectations

    Directory of Open Access Journals (Sweden)

    Mónica Bravo Sanzana

    2017-07-01

    Full Text Available This study explored some of the factors that explain school performance. To attain this, Chilean students’ profiles of eighth year of primary school were identified and characterized (13.65 year old mean/ds 0.74. This was done according to their academic performance in the History, Ge­ography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (simce. The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart. Parents’ high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.

  15. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

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    Francisco Javier Hinojo-Lucena

    2018-04-01

    Full Text Available This research analyzed Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

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

    Science.gov (United States)

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

    2015-01-01

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

  17. Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance

    Science.gov (United States)

    Brotman, Laurie Miller; Dawson-McClure, Spring; Kamboukos, Dimitra; Huang, Keng-Yen; Calzada, Esther J.; Goldfeld, Keith; Petkova, Eva

    2017-01-01

    IMPORTANCE Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. OBJECTIVE To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. DESIGN, SETTING, AND PARTICIPANTS This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. INTERVENTIONS ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). MAIN OUTCOMES AND MEASURES Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. RESULTS A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the

  18. Contextualizing Performances: Comparing Performances during TOEFL iBT™ and Real-Life Academic Speaking Activities

    Science.gov (United States)

    Brooks, Lindsay; Swain, Merrill

    2014-01-01

    In this study we compare test takers' performance on the Speaking section of the TOEFL iBT™and their performances during their real-life academic studies. Thirty international graduate students from mixed language backgrounds in two different disciplines (Sciences and Social Sciences) responded to two independent and four integrated speaking tasks…

  19. Association between Frequency of Breakfast Consumption and Academic Performance in Healthy Korean Adolescents.

    Science.gov (United States)

    So, Wi-Young

    2013-01-01

    The purpose of this study was to examine whether the frequency of breakfast consumption was related to academic performance in healthy Korean adolescents. We analyzed data from the seventh Korea Youth Risk Behavior Web-based Survey conducted in 2011, in which 75,643 adolescents from school grades 7-12 participated. We assessed the association between the frequency of breakfast consumption (per week) and academic performance using multivariate logistic regression analysis after adjusting for covariates such as age, body mass index, frequency of smoking, frequency of drinking, parents' education level, family economic status, frequency of vigorous physical activity (PA), frequency of moderate PA, frequency of muscular strength exercises, and level of mental stress. For male adolescents, the odds ratios (ORs) for achieving average or higher academic performance according to the breakfast frequency per week were once per week, 1.004 (P=0.945); twice per week, 0.915 (P=0.153); 3 days per week, 0.928 (P=0.237); 4 days per week, 1.087 (P=0.176); 5 days per week, 1.258 (Pacademic performance according to the breakfast frequency were once per week, 1.068 (P=0.320); twice per week, 1.140 (P=0.031); 3 days per week, 1.179 (P=0.004); 4 days per week, 1.339 (Pacademic performance in both male and female healthy adolescents in Korea.

  20. Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents.

    Science.gov (United States)

    Cosgrove, Jonathan M; Chen, Yen T; Castelli, Darla M

    2018-01-01

    The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Adolescents ( N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Adolescents with higher grit scores ( r s = 0.21, P < 0.001) and less total absences ( r s = -0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP ( β = 0.13, P < 0.01 and β = -0.35, P < 0.001, resp.). Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

  1. Symptoms of sleep disorders and objective academic performance.

    Science.gov (United States)

    de Carvalho, Luciane Bizari Coin; do Prado, Lucila Bizari Fernandes; Ferrreira, Vanessa Ruotolo; da Rocha Figueiredo, Mariana Bezerra; Jung, Aline; de Morais, José Fausto; do Prado, Gilmar Fernandes

    2013-09-01

    We aimed to compare the academic performance of children with and without symptoms of sleep disorders (SSD). We distributed 5400 questionnaires (Sleep Disturbance Scale for Children [SDSC], Brazilian version) to 7- to 10-year-old children at public elementary schools in São Paulo, Brazil. We analyzed the academic grades of Portuguese (Port) and Mathematics (Math) in 2384 children (1224 girls; 51%). Grades were assigned on a scale of 0-10 and five was considered a passing grade. Children with symptoms of sleep disorders (SSD) and symptoms of sleep-breathing disorders (SSBD) were compared to children with no symptoms of SSD (no-SSD). Mean Port (6.6±2.2) and Math (6.3±2.2) grades were lower in children with SSD or sleep-breathing disorders (SBD) than those among children with no-SSD (Port, 7.1±2.1 and Math, 7.1±2.1; Pacademic performance in Math and Port. Copyright © 2013 Elsevier B.V. All rights reserved.

  2. How Participation Creates Citizens: Participatory Governance as Performative Practice

    Directory of Open Access Journals (Sweden)

    Esther Turnhout

    2010-12-01

    Full Text Available Participation is a prominent feature of many decision-making and planning processes. Among its proclaimed benefits is its potential to strengthen public support and involvement. However, participation is also known for having unintended consequences which lead to failures in meeting its objectives. This article takes a critical perspective on participation by discussing how participation may influence the ways in which citizens can become involved. Participation unavoidably involves (1 restrictions about who should be involved and about the space for negotiation, (2 assumptions about what the issue at stake is, and (3 expectations about what the outcome of participation should be and how the participants are expected to behave. This is illustrated by a case study about the Dutch nature area, the Drentsche Aa. The case study demonstrates how the participatory process that took place and the restrictions, assumptions, and expectations that were involved resulted in six forms of citizen involvement, both intended and unintended, which ranged between creativity, passivity, and entrenchment. Based on these findings, the article argues that participation does not merely serve as a neutral place in which citizens are represented, but instead creates different categories of citizens. Recognizing this means reconceiving participation as performative practice. Such a perspective goes beyond overly optimistic views of participation as a technique whose application can be perfected, as well as pessimistic views of participation as repression or domination. Instead, it appreciates both intended and unintended forms of citizen involvement as meaningful and legitimate, and recognizes citizenship as being constituted in interaction in the context of participation.

  3. Performance or appearance? Young female sport participants' body negotiations.

    Science.gov (United States)

    Lunde, Carolina; Gattario, Kristina Holmqvist

    2017-06-01

    The aim of this qualitative study was to examine young female sport participants' experiences and thoughts in terms of sport, their bodies, and social appearance norms. Six focus groups with female sport participants (N=25) from Sweden were conducted. Participants raised many positive experiences in relation to their sport participation, but they also witnessed a conflict in the intersection between the culture within their sport (emphasizing physical performance) and the culture outside their sport (emphasizing physical appearance). Through thematic analysis, four themes illustrating the balancing act between these two cultures were formed: (a) the performing body versus the objectified body, (b) food as fuel versus source of shame, (c) appreciation of body type diversity versus appearance prejudice, and (d) empowerment and agency versus disempowerment and restraints. The findings of this study indicate that young women who engage in sport have to face complex, ambiguous, and restricting norms and notions. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2012-10-01

    The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  5. Passion in the performing arts: clarifying active occupational participation.

    Science.gov (United States)

    Mullen, Rachel; Davis, Jane A; Polatajko, Helene J

    2012-01-01

    Active participation in daily occupations is a vital part of everyday life, social participation and healthy life long human development; however, enablers of active participation are not well understood. Passion, a strong tendency towards an activity that a person finds meaningful and spends a lot of time doing, is a potential enabler. Accordingly, it is important to understand how an individual's passion for a specific occupation plays out across the occupational life course. To explore the experience of passion across the life course of older adults involved in the performing arts. Seven older adults involved in, or retired from, the performing arts, who consider themselves passionate about their occupation. A constructivist grounded theory approach was used to explore, through interviews with older adults, passion for performing arts across the life course. Emerging themes supported development of an initial theoretical framework explicating active participation and passion. It centers on passion as an enabler of occupational participation through different modes, and suggests barriers to that enablement process. Findings suggest that passion has an important role in continued active participation in an occupation; however, barriers, such as social and financial, can derail the pursuit of a passionate occupation.

  6. Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

    Science.gov (United States)

    Mehra, Devika; Kyagaba, Emmanuel; Östergren, Per-Olof; Agardh, Anette

    2014-01-01

    Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

  7. Association between self-reported academic performance and risky sexual behavior among Ugandan university students- a cross sectional study.

    Science.gov (United States)

    Mehra, Devika; Kyagaba, Emmanuel; Ostergren, Per-Olof; Agardh, Anette

    2014-04-16

    Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

  8. 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.

  9. Macular pigment optical density is positively associated with academic performance among preadolescent children.

    Science.gov (United States)

    Barnett, Sasha M; Khan, Naiman A; Walk, Anne M; Raine, Lauren B; Moulton, Christopher; Cohen, Neal J; Kramer, Arthur F; Hammond, Billy R; Renzi-Hammond, Lisa; Hillman, Charles H

    2017-05-23

    Macular pigment optical density (MPOD) - a non-invasive indicator of retinal xanthophylls and correlate of brain lutein - has been associated with superior cognitive function among adult populations. Given that lutein accumulation in the brain occurs in early life, it is possible that the cognitive implications of greater MPOD may be evident in childhood. Participants aged 8-9 years (n = 56) completed MPOD measurements via heterochromatic flicker photometry. Academic performance was assessed using the Kaufman Test of Academic and Educational Achievement II (KTEA). Habitual dietary intake of L and Z was measured among a subsample of participants (n = 35) using averaged 3-day food records. Stepwise hierarchical regression models were developed to determine the relationship between MPOD and academic achievement tests, following the adjustment of key covariates including sex, aerobic fitness, body composition, and intelligence quotient (IQ). The regression analyses revealed that MPOD improved the model, beyond the covariates, for overall academic achievement (ΔR 2  = 0.10, P mathematics (ΔR 2  = 0.07, P = 0.02), and written language composite standard scores (ΔR 2  = 0.15, P < 0.01). This is the first study to demonstrate that retinal L and Z, measured as MPOD, is positively related to academic achievement in children, even after accounting for the robust effects of IQ and other demographic factors. These findings extend the positive associations observed between MPOD and cognitive abilities to a pediatric population. Trail registration: The Fitness Improves Thinking in Kids 2 (FITKids2) trial was registered at www.clinicaltrials.gov as NCT01619826.

  10. Perception of difficulty and glucose control: Effects on academic performance in youth with type I diabetes.

    Science.gov (United States)

    Potts, Tiffany M; Nguyen, Jacqueline L; Ghai, Kanika; Li, Kathy; Perlmuter, Lawrence

    2015-04-15

    To investigate whether perceptions of task difficulty on neuropsychological tests predicted academic achievement after controlling for glucose levels and depression. Participants were type 1 diabetic adolescents, with a mean age = 12.5 years (23 females and 16 males), seen at a northwest suburban Chicago hospital. The sample population was free of co-morbid clinical health conditions. Subjects completed a three-part neuropsychological battery including the Digit Symbol Task, Trail Making Test, and Controlled Oral Word Association test. Following each task, individuals rated task difficulty and then completed a depression inventory. Performance on these three tests is reflective of neuropsychological status in relation to glucose control. Blood glucose levels were measured immediately prior to and after completing the neuropsychological battery using a glucose meter. HbA1c levels were obtained from medical records. Academic performance was based on self-reported grades in Math, Science, and English. Data was analyzed using multiple regression models to evaluate the associations between academic performance, perception of task difficulty, and glucose control. Perceptions of difficulty on a neuropsychological battery significantly predicted academic performance after accounting for glucose control and depression. Perceptions of difficulty on the neuropsychological tests were inversely correlated with academic performance (r = -0.48), while acute (blood glucose) and long-term glucose levels increased along with perceptions of task difficulty (r = 0.47). Additionally, higher depression scores were associated with poorer academic performance (r = -0.43). With the first regression analysis, perception of difficulty on the neuropsychological tasks contributed to 8% of the variance in academic performance after controlling for peripheral blood glucose and depression. In the second regression analysis, perception of difficulty accounted for 11% of the variance after

  11. Factors affecting the academic performance of optometry students in Mozambique.

    Science.gov (United States)

    Shah, Kajal; Naidoo, Kovin; Bilotto, Luigi; Loughman, James

    2015-06-01

    The Mozambique Eyecare Project is a higher education partnership for the development, implementation, and evaluation of a model of optometry training at UniLúrio in Mozambique. There are many composite elements to the development of sustainable eye health structures, and appropriate education for eye health workers remains a key determinant of successful eye care development. However, from the first intake of 16 students, only 9 students graduated from the program, whereas only 6 graduated from the second intake of 24 students. This low graduation rate is attributable to a combination of substandard academic performance and student dropout. The aim of this article was to identify factors affecting the academic performance of optometry students in Mozambique. Nine lecturers (the entire faculty) and 15 students (9 from the first intake and 6 from the second) were recruited to the study. Clinical competency assessments were carried out on the students, semistructured individual interviews were conducted with the course lecturers, and a course evaluation questionnaire was completed by students. The results were combined to understand the complexities surrounding the optometry student training and performance. One student out of nine from the first intake and three students out of six from the second were graded as competent in all the elements of the refraction clinical competency examination. Analysis of data from the interviews and questionnaire yielded four dominant themes that were viewed as important determinants of student refraction competencies: student learning context, teaching context, clinic conditions and assessment, and the existing operating health care context. The evaluations have helped the university and course partners to better structure the teaching and adapt the learning environments by recommending a preparatory year and a review of the curriculum and clinic structure, implementing more transparent entry requirements, increasing awareness of

  12. How different types of participant payments alter task performance

    Directory of Open Access Journals (Sweden)

    Gary L. Brase

    2009-08-01

    Full Text Available Researchers typically use incentives (such as money or course credit in order to obtain participants who engage in the specific behaviors of interest to the researcher. There is, however, little understanding or agreement on the effects of different types and levels of incentives used. Some results in the domain of statistical reasoning suggest that performance differences --- previously deemed theoretically important --- may actually be due to differences in incentive types across studies. 704 participants completed one of five variants of a statistical reasoning task, for which they received either course credit, flat fee payment, or performance-based payment incentives. Successful task completion was more frequent with performance-based incentives than with either of the other incentive types. Performance on moderately difficult tasks (compared to very easy and very hard tasks was most sensitive to incentives. These results can help resolve existing debates about inconsistent findings, guide more accurate comparisons across studies, and be applied beyond research settings.

  13. The Effects of Different Types of Environmental Noise on Academic Performance and Perceived Task Difficulty in Adolescents With ADHD.

    Science.gov (United States)

    Batho, Lauren P; Martinussen, Rhonda; Wiener, Judith

    2015-07-28

    To examine the effects of environmental noises (speech and white noise) relative to a no noise control condition on the performance and difficulty ratings of youth with ADHD (N = 52) on academic tasks. Reading performance was measured by an oral retell (reading accuracy) and the time spent reading. Writing performance was measured through the proportion of correct writing sequences (writing accuracy) and the total words written on an essay. Participants in the white noise condition took less time to read the passage and wrote more words on the essay compared with participants in the other conditions, though white noise did not improve academic accuracy. The participants in the babble condition rated the tasks as most difficult. Although white noise appears to improve reading time and writing fluency, the findings suggest that white noise does not improve performance accuracy. Educational implications are discussed. © 2015 SAGE Publications.

  14. The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred

    2014-01-01

    Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their…

  15. Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance.

    NARCIS (Netherlands)

    Kappe, F.R.; van der Flier, H.

    2010-01-01

    Multiple and specific academic performance criteria were used to examine the predictive validity of the Big Five personality traits. One hundred thirty-three students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The results of the NEO-FFI were

  16. The Effect of Dietary Pattern and Body Mass Index on the Academic Performance of In-School Adolescents

    Science.gov (United States)

    Ogunsile, Seyi Elizabeth

    2012-01-01

    The main objective of this study was to determine the effects of dietary pattern and body mass index on the academic performance of in-school adolescents in Ekiti State. One hundred and twenty eight students (10-19 years) selected from three senior secondary schools in Ekiti State Nigeria, formed the participants for this study. Questionnaire was…

  17. Perceived control, academic performance and well-being of Ghanaian college students with disability

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    Frances E. Owusu-Ansah

    2012-10-01

    Objectives: This study examined the relationship between perceptions of control and the academic and subjective well-being of students with disabilities. Method: A total of 69 students with disabilities participated in this cross-sectional descriptive study. Using trusted control and subjective well-being scales, data were subject to descriptive analyses. Results: Consistent with previous works, perceived control increased with increased subjective well-being, moderated by gender. In addition, forms of secondary control appeared to aid primary control in the tenacious pursuit of goals. However, neither perceived control nor self-esteem was predictive of academic performance. Conclusion: Limitations of sample size notwithstanding, the findings of the study can be considered provocative. Implications for clinical utility in facilitating context-specific interventions for this marginalised group are discussed. Replication with a larger sample size in other tertiary institutions is suggested for future work.

  18. Managers’ Perception on Budget Participation, Procedural Justice and Managerial Performance

    Directory of Open Access Journals (Sweden)

    Sady Mazzioni

    2014-08-01

    Full Text Available The purpose of this paper is analyzing the influence of budget participation on the relationship between procedural justice and managerial performance in organizations in Santa Catarina. In order to achieve the objective, a descriptive quantitative research was carried out, based on a questionnaire, with 5 and 7-pont Likert scale, answered by 44 managers. For data treatment, it was used the statistical package Smart PLS to determine, by regression technique, the contribution of each variable (participation and procedural justice on the dependent variable (performance. Descriptive statistics points to a greater awareness regarding the possibility of participation in budgeting process and a less meaningful feeling regarding superiors’ procedural justice, leaving the assessment of managerial performance in an intermediate condition. Initially, it was found that the correlations between independent (procedural justice and intervening (budget participation variables, and between intervening and dependent (managerial performance variables are statistically meaningful. However, the correlation between independent and dependent variables was not statistically meaningful. The results of using structural equation (path analysis indicated that one of the assumptions of the indirect effect was not confirmed, that is, the relationship between independent and dependent variables should diminish after being controlled by the intervening variable. In the present study, the reverse situation was observed, starting from a non-significant correlation and reaching a significant negative correlation, after the effect of the intervening variable.

  19. The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors

    Science.gov (United States)

    Martin, Andrew J.; Mansour, Marianne; Anderson, Michael; Gibson, Robyn; Liem, Gregory A. D.; Sudmalis, David

    2013-01-01

    This longitudinal study draws on positive youth development frameworks and ecological models to examine the role of school-, home- and community-based arts participation in students' academic (e.g., motivation, engagement) and nonacademic (e.g., self-esteem, life satisfaction) outcomes. The study is based on 643 elementary and high school students…

  20. Association between health-related physical fitness and academic performance in adolescents

    Directory of Open Access Journals (Sweden)

    Fábio Jorge Santos de Castro

    2016-09-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n4p441   This study aimed to verify the association between health-related physical fitness and academic performance in adolescents. Overall, 326 students aged 15-18 years of the Federal Institute of Sergipe (IFS participated in this cross-sectional study. Data relating to physical fitness were collected by applying the following tests: body mass index, sit and reach, abdominal in one minute and one mile running, which comprise the American Alliance for Health, Physical Education, Recreation and Dance testing battery. Academic performance was measured by the grades of two-month period in the disciplines that comprise the following areas of knowledge: languages and codes, natural sciences and humanities, obtained from the IFS school record. Students with average grades ≥ 6.0 were considered on satisfactory academic performance. The prevalence of physical unfitness in the sample was 15.8% (girls 15.4%; boys 16.4% in body composition, 32.3% (girls 23.1%; boys 41.5% in flexibility, 93.0% (95.8% girls; 90.2% boys in muscular strength and 86.9% (85.3% girls; 88.5% boys in cardiorespiratory endurance. On academic performance, the prevalence of adolescents below the average grade was 8.8% (girls 5.6%; boys 12.0% in languages and codes, 24.5% (girls 19.5%; boys 29.5% in natural sciences and 12.8% (girls 11.9%; boys 13.7% in humanities. Adolescents with low cardiorespiratory endurance levels were more likely to have worse academic performance (OR=2.39; CI95%=1.05 to 5.44. It was concluded that low cardiorespiratory endurance levels were associated with worse academic performance.

  1. Measures of Success: Cruel Optimism and the Paradox of Academic Women's Participation in Australian Higher Education

    Science.gov (United States)

    Lipton, Briony

    2017-01-01

    This paper examines the reworking of gender in the measured university and the impact this has on gender equality in academia. Neoliberal market rationalities and measurements embedded in academic publishing, funding and promotion have transformed Australian higher education and impacts upon the careers of academic women in ways that are gendered.…

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

    Science.gov (United States)

    Kiss, Jessica E.

    2017-01-01

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

  3. child abuse and academic performance of secondary school

    African Journals Online (AJOL)

    SECONDARY SCHOOL STUDENTS IN CENTRAL ... performance of children who participate in it as a routine scholars and people have defined child labour in several ways. ... children particularly those from low-income parents. ... dependent on the socio-economic status ... sensitize the family/guardians and relevant.

  4. Knowledge Management Society to Optimize Teaching Academic Performance

    Directory of Open Access Journals (Sweden)

    María Mercedes Carrillo

    2016-08-01

    Full Text Available Society is undergoing rapid changes as a result of the waves of change with the passing of the years. Each day brings new challenges to managers of organizations. Hence, this paper aims to "identify the importance of Management and Knowledge Society to Optimize Teaching Academic Performance". Methodologically article is based on an investigation of documentary-descriptive, based on recognized authors reading; bibliographic texts to support the theoretical literature review. In conclusion, there are: The new management faces a change of learning; It reflects information society, knowledge; We are facing a landscape of challenges, such as the creation of knowledge; Education is a crucial factor in this social transformation. Finally, analyzing the results was evident in the treated subject that the texts consulted and contributions of investigated theoretical gave support and scientific relevance article presented.

  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. Determiners of the students’ academic performance in accounting courses in distance education

    Directory of Open Access Journals (Sweden)

    Brenda Cristina de Oliveira Rodrigues

    2016-08-01

    Full Text Available In Brazil, the education scenario has undergone many changes in recent decades, among the main ones is the expansion of higher education. Within this context, distance teaching has gained a significant importance due to the increase in enrollment presented in recent years, which increased 1.16 % of higher education enrollments in 2002 to 15.8 % in 2012 (INEP, 2013. It is necessary to pay attention to the quality of education offered on this accelerated growth. Thus, the aim of this study was to identify and analyze determiners of student achievement in Accounting courses in ENADE 2012, distance education. The guiding theory was the educational production function. To this end, it was selected a sample of 4.387 students from the Accounting courses, participants of ENADE 2012. For statistical tests, we used the Variance Component Model. According to the results, the variables related to the student, such as gender, marital status, ethnicity, income, scholarship or funding, high school, type of high school, hours of study, support conditions and participation in monitoring, are the ones which most strongly explain the academic performance. On the other hand, the variables: age, paid employment, internship, how the student was approved, parents’ education, number of books read, scientific research and extension participation didn’t show influence on the students’ academic performance in the distance education. These results suggest the need to monitor the development of teaching distance.

  7. Learning approaches as predictors of academic performance in first year health and science students.

    Science.gov (United States)

    Salamonson, Yenna; Weaver, Roslyn; Chang, Sungwon; Koch, Jane; Bhathal, Ragbir; Khoo, Cheang; Wilson, Ian

    2013-07-01

    To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Academically Buoyant Students Are Less Anxious about and Perform Better in High-Stakes Examinations

    Science.gov (United States)

    Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

    2015-01-01

    Background: Prior research has shown that test anxiety is negatively related to academic buoyancy, but it is not known whether test anxiety is an antecedent or outcome of academic buoyancy. Furthermore, it is not known whether academic buoyancy is related to performance on high-stakes examinations. Aims: To test a model specifying reciprocal…

  9. Adjustment to University and Academic Performance: Brief Report of a Follow-Up Study

    Science.gov (United States)

    Petersen, Il-haam; Louw, Johann; Dumont, Kitty; Malope, Nomxolisi

    2010-01-01

    This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study.…

  10. Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior

    DEFF Research Database (Denmark)

    Zettler, Ingo

    2011-01-01

    Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed...... that students' self-control impacts university citizenship behavior positively and counterproductive academic behavior negatively. Two correlative field studies, at which one is predictive, using different questionnaires to assess self-control support both hypotheses....

  11. 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

  12. The association between body mass index and academic performance

    Directory of Open Access Journals (Sweden)

    Khaled A. Alswat

    2017-02-01

    Full Text Available 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 smoking were recorded. Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved >90% of the overall grade compared with those who achieved 90% overall grade are more likely to attend private school (p<0.05, live with their parents (p=0.013, having educated parents (p=0.037, getting optimal sleep (p<0.05, and they rarely eat their food outside their home (p<0.05. Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students.

  13. Association of Ego Defense Mechanisms with Academic Performance, Anxiety and Depression in Medical Students: A Mixed Methods Study.

    Science.gov (United States)

    Waqas, Ahmed; Rehman, Abdul; Malik, Aamenah; Muhammad, Umer; Khan, Sarah; Mahmood, Nadia

    2015-09-30

     Ego defense mechanisms are unconscious psychological processes that help an individual to prevent anxiety when exposed to a stressful situation. These mechanisms are important in psychiatric practice to assess an individual's personality dynamics, psychopathologies, and modes of coping with stressful situations, and hence, to design appropriate individualized treatment. Our study delineates the relationship of ego defense mechanisms with anxiety, depression, and academic performance of Pakistani medical students.  This cross-sectional study was done at CMH Lahore Medical College and Fatima Memorial Hospital Medical and Dental College, both in Lahore, Pakistan, from December 1, 2014 to January 15, 2015. Convenience sampling was used and only students who agreed to take part in this study were included. The questionnaire consisted of three sections: 1) Demographics, documenting demographic data and academic scores on participants' most recent exams; 2) Hospital Anxiety and Depression Scale (HADS); and 3) Defense Style Questionnaire-40 (DSQ-40). The data were analyzed with SPSS v. 20. Mean scores and frequencies were calculated for demographic variables and ego defense mechanisms. Bivariate correlations, one-way ANOVA, and multiple linear regression were used to identify associations between academic scores, demographics, ego defense mechanisms, anxiety, and depression.  A total of 409 medical students participated, of whom 286 (70%) were females and 123 (30%) were males. Mean percentage score on the most recent exams was 75.6% in medical students. Bivariate correlation revealed a direct association between mature and neurotic ego defense mechanisms and academic performance, and an indirect association between immature mechanisms and academic performance. One-way ANOVA showed that moderate levels of anxiety (P academic performance.  There was a significant association between academic performance and ego defense mechanisms, anxiety, and depression levels in our

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

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Aaron Drummond

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

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

    Science.gov (United States)

    Drummond, Aaron; Sauer, James D.

    2014-01-01

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

  17. A Western Dietary Pattern Is Associated with Poor Academic Performance in Australian Adolescents

    Directory of Open Access Journals (Sweden)

    Anett Nyaradi

    2015-04-01

    Full Text Available The aim of this study was to investigate cross-sectional associations between dietary patterns and academic performance among 14-year-old adolescents. Study participants were from the Western Australian Pregnancy Cohort (Raine Study. A food frequency questionnaire was administered when the adolescents were 14 years old, and from the dietary data, a ‘Healthy’ and a ‘Western’ dietary pattern were identified by factor analysis. The Western Australian Literacy and Numeracy Assessment (WALNA results from grade nine (age 14 were linked to the Raine Study data by The Western Australian Data Linkage Branch. Associations between the dietary patterns and the WALNA (mathematics, reading and writing scores were assessed using multivariate linear regression models adjusting for family and socioeconomic characteristics. Complete data on dietary patterns, academic performance and covariates were available for individuals across the different analyses as follows: n = 779 for mathematics, n = 741 for reading and n = 470 for writing. Following adjustment, significant negative associations between the ‘Western’ dietary pattern and test scores for mathematics (β = −13.14; 95% CI: −24.57; −1.76; p = 0.024 and reading (β = −19.16; 95% CI: −29.85; −8.47; p ≤ 0.001 were observed. A similar trend was found with respect to writing (β = −17.28; 95% CI: −35.74; 1.18; p = 0.066. ANOVA showed significant trends in estimated means of academic scores across quartiles for both the Western and Healthy patterns. Higher scores for the ‘Western’ dietary pattern are associated with poorer academic performance in adolescence.

  18. Influence of sleep disturbance, fatigue, vitality on oral health and academic performance in indian dental students.

    Science.gov (United States)

    Asawa, Kailash; Sen, Nandini; Bhat, Nagesh; Tak, Mridula; Sultane, Pratibha; Mandal, Aritra

    2017-01-01

    Oral health and academic performance are important contributing factors for a student's professional life. Countless factors affect both, among which sleep, vitality and fatigue are less explored areas that also have a strong impact. The objective of the study was to assess the association of sleep disturbances, fatigue and vitality with self reported oral health status, oral hygiene habits and academic performance of dental students of Udaipur. A descriptive cross-sectional study was conducted among undergraduate and postgraduate dental students of Udaipur. Self-administered structured questionnaire was used to assess the psychological factors, vitality, sleep quality, fatigue, self reported oral health status, habits and academic performance. Analysis of variance and stepwise multiple linear regression were utilized for statistical analysis with 95% confidence level and 5% level of significance. Of the 230 participants, 180 (78.3%) were undergraduates and 50 (21.7%) were postgraduates. Among them, females showed higher scores in disturbed sleep index (2.69±2.14) as compared to males (2.45±1.91). Respondents who had "Poor" dental health, scored more in disturbed sleep index (3.15±1.64) and fatigue scale (20.00±4.88). Subjects who flossed "everyday", were found to have good sleep and more energy (p=0.01) and those who assessed themselves as excellent students scored more in the Vitality Scale (p=0.01) and less in the Sleep index (p=0.01). The present study confirms that disturbed sleep, aliveness and fatigue, all are interlinked with each other and are imperative factors having the potential to alter the oral health status, habits and academics of dental students.

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

    Science.gov (United States)

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

    2015-01-01

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

  20. The prevalence of excessive daytime sleepiness among academic physicians and its impact on the quality of life and occupational performance.

    Science.gov (United States)

    Ozder, Aclan; Eker, Hasan Huseyin

    2015-01-01

    Sleep disorders can affect health and occupational performance of physicians as well as outcomes in patients. The purpose of this study was to assess the prevalence of excessive daytime sleepiness (EDS) measured by the Epworth Sleepiness Scale (ESS) among academic physicians at a tertiary academic medical center in an urban area in the northwest region of Turkey, and to establish a relationship between the self-perceived sleepiness and the quality of life using the EuroQol-5 dimensions (EQ-5D). A questionnaire prepared by the researchers after scanning the literature on the subject was e-mailed to the academic physicians of a tertiary academic medical center in Istanbul. The ESS and the EQ-5D were also included in the survey. The e-mail database of the institution directory was used to compile a list of active academic physicians who practiced clinical medicine. Paired and independent t tests were used for the data analysis at a significance level of p academic physicians were e-mailed and a total of 252 subjects replied resulting in a 63.6% response rate. There were 84 (33.3%) female and 168 (66.7%) male academic physicians participating in the study. One hundred and eight out of 252 (42.8%) academic physicians were taking night calls (p sleep and 84 (33.3%) reported napping daily (p 10) (p academic physicians was associated with a poorer quality of life (p academic physicians suffered from sleepiness. There was an association between the poor quality of life and daytime sleepiness. There was also a positive relationship between habitual napping and being sleepy during the day. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  1. Effects of Self-Efficacy on Students’ Academic Performance

    Directory of Open Access Journals (Sweden)

    Alay Ahmad

    2013-04-01

    Full Text Available Abstract Earlier studies show an effect of self-efficacy on students’ learning and achievement. Self efficacy has operationally defined as one’s belief that people can successfully perform a given task. The main purpose of the paper is to discuss how self-efficacy developed and the way it influences students’ academic performance in addition to social interaction with peers. A scenario was given to Pakistani high school students by solving mathematical problems. Present study was designed to study the impact of self-efficacy on 15 boys, students of the 5th grade of a local school. Hague’s (1990 Urdu Self-efficacy scale was administered. It was found that students with high self-efficacy obtained higher scores on 50 mathematical problems test. Further, content analysis of interviewees’ responses showed that students with high self-efficacy planned to study complex subjects in future. A cross-cultural study is strongly recommended in this issue that determines the students’ future.

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

    OpenAIRE

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

    2013-01-01

    Few studies have looked at the predictability of academic performance (i.e., cumulative grade point average [GPA]) using sleep when common nonsleep predictors of academic performance are included. The present project studied psychological, demographic, educational, and sleep risk factors of decreased academic performance in college undergraduates. Subjects (N = 867) completed a questionnaire packet and sleep diary. It was hypothesized that low total sleep time (TST), increased sleep onset lat...

  3. SLEEP PATTERN AND ACADEMIC PERFORMANCE OF MEDICAL STUDENTS OF A GOVERNMENT MEDICAL COLLEGE IN KERALA

    OpenAIRE

    Deepa Rajendran; Karthika M; Prathibha M. T; Vinod P. B

    2017-01-01

    BACKGROUND Relationship between sleep pattern and academic performance of students is well accepted. The studies relating the sleep pattern of medical students and academic performance is limited. This study was conducted to identify sleep pattern of medical students and find out any relationship between sleep pattern and academic performance. MATERIALS AND METHODS A questionnaire-based study was carried out to assess sociodemographic parameters, sleep/wake timing, sle...

  4. Research Policy and Academic Performativity: Compliance, Contestation and Complicity

    Science.gov (United States)

    Leathwood, Carole; Read, Barbara

    2013-01-01

    Research, a major purpose of higher education, has become increasingly important in a context of global economic competitiveness. In this paper, we draw on data from email interviews with academics in Britain to explore responses to current research policy trends. Although the majority of academics expressed opposition to current policy…

  5. Do Men and Women Perform Academic Work Differently?

    Science.gov (United States)

    González Ramos, Ana M.; Fernández Palacín, Fernando; Muñoz Márquez, Manuel

    2015-01-01

    Why is the gender gap so large in researchers' career progression? Do men and women have different priorities in their academic careers? This study explores men's and women's academic work to shed light on the strategies of male and female researchers. The online survey collected data on Andalusian researchers to determine possible differences in…

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

    Science.gov (United States)

    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…

  7. 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

    2017-01-01

    Background: 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.…

  8. Formation of homophily in academic performance: Students change their friends rather than performance.

    Directory of Open Access Journals (Sweden)

    Ivan Smirnov

    Full Text Available Homophily, the tendency of individuals to associate with others who share similar traits, has been identified as a major driving force in the formation and evolution of social ties. In many cases, it is not clear if homophily is the result of a socialization process, where individuals change their traits according to the dominance of that trait in their local social networks, or if it results from a selection process, in which individuals reshape their social networks so that their traits match those in the new environment. Here we demonstrate the detailed temporal formation of strong homophily in academic achievements of high school and university students. We analyze a unique dataset that contains information about the detailed time evolution of a friendship network of 6,000 students across 42 months. Combining the evolving social network data with the time series of the academic performance (GPA of individual students, we show that academic homophily is a result of selection: students prefer to gradually reorganize their social networks according to their performance levels, rather than adapting their performance to the level of their local group. We find no signs for a pull effect, where a social environment of good performers motivates bad students to improve their performance. We are able to understand the underlying dynamics of grades and networks with a simple model. The lack of a social pull effect in classical educational settings could have important implications for the understanding of the observed persistence of segregation, inequality and social immobility in societies.

  9. The association between body mass index and academic performance.

    Science.gov (United States)

    Alswat, Khaled A; Al-Shehri, Abdullah D; Aljuaid, Tariq A; Alzaidi, Bassam A; Alasmari, Hassan D

    2017-02-01

    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 smoking were recorded.  Result: A total of 14 schools included 424 students. 24.5% were either overweight or obese. The mean age was 15.44 year, 74.8% of the students were male, 53.8% were high school students, and 83.7% attended public schools. The mean overall GPA was 82.44% and the mean GPA for science subjects was 70.91%. No statically significant difference in the BMI was found between those who achieved greater than 90% of the overall grade compared with those who achieved less than 90%. Post hoc 1-way-analysis of variance showed that obese students were performing worse in physics than normal weight peers (p=0.049). Students who achieved greater than 90% overall grade are more likely to attend private school (p less than 0.05), live with their parents (p=0.013), having educated parents (p=0.037), getting optimal sleep (p less than 0.05), and they rarely eat their food outside their home (p less than 0.05).  Conclusion: There was no correlation between the BMI and school performance, except in physics results where obese students perform worse than normal-weight students.

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

    Science.gov (United States)

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

    2013-03-27

    Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.

  11. The association of snoring and risk of obstructive sleep apnea with poor academic performance among university students.

    Science.gov (United States)

    Khassawneh, Basheer Y; Alkhatib, Loiy L; Ibnian, Ali M; Khader, Yousef S

    2018-04-20

    Subjects with obstructive sleep apnea (OSA) have neurocognitive dysfunction. The aim of this study was to estimate the prevalence of symptoms and risk of OSA among university students and the association with academic performance. A cross-sectional study was conducted at Jordan University of Science and Technology. Students from faculties of engineering, medicine, nursing, pharmacy, and dentistry were asked to participate in this study. The Berlin Sleep Questionnaire was used to report symptoms and risk of OSA. Below average cumulative scores were considered poor academic performance. A total of 777 students (51% female; mean age, 20 years) completed the study questionnaire. According to the study definition, 42 students (5.4%) had high risk for OSA. Snoring was reported by 11% and daytime sleepiness and fatigue by 30%. Compared to female students, male students had more snoring (14.6 vs. 7.6%, p = 0.002) and higher risk for OSA (6.5 vs. 1.6%, p = 0.001). Both self-reported snoring and being at high risk for OSA were associated with poor academic performance (27.9 vs. 11.6% and 23.1 vs. 9.2%, respectively; p academic performance in students at high risk for OSA was 2.4 (CI 1.11-5.2, p = 0.027). Snoring and OSA were uncommon among university students. However, both were more common among male students and were associated with poor academic performance.

  12. The Influence of Reciprocal interactions in the Family on Academic Performance among Secondary School Students in Kenya

    Directory of Open Access Journals (Sweden)

    Rael Achieng Ogwari

    2014-08-01

    Full Text Available This study aimed to investigate the influence of reciprocal interactions in the family on academic performance among secondary school students in Siaya District. Stratified and purposive sampling techniques were used to select the study participants. The sample comprised of a total of 243 students (154 boys and 89 girls drawn from 27 public coeducational schools in the district.  Data was collected using student questionnaires. The researchers’ judgment of the representativeness of the items in the questionnaire to the study topic was used to determine content validity of the instrument while Cronbach’s alpha coefficient was used to ascertain validity and reliability of the instrument. Linear regression analysis and one way Analysis of Variance were used to analyze data. The results revealed significant relationship between reciprocal interactions in the family and academic performance of students. There was positive correlation between parental expectation, autonomy granting, cross-sex behaviour and students’ academic performance. Siblings’ sex dyads and birth order were also found to correlate with students’ academic performance. The findings may be used by policy makers to sensitize parents and students on the significance of specific interactions in the family on academic performance.

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

    Science.gov (United States)

    Olivares, Pedro R; García-Rubio, Javier

    2016-01-01

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

  14. The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years.

    Science.gov (United States)

    Van der Ende, Jan; Verhulst, Frank C; Tiemeier, Henning

    2016-08-01

    Internalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6-10 years at baseline and 14-18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

  15. Motivated strategies for learning and their association with academic performance of a diverse group of 1styear medical students

    Directory of Open Access Journals (Sweden)

    Shaista Hamid

    2016-05-01

    Full Text Available Background. Most instruments, including the well-known Motivated Strategies for Learning Questionnaire (MSLQ, have been designed in western homogeneous settings. Use of the MSLQ in health professions education is limited. Objective. To assess the MSLQ and its association with the academic performance of a heterogeneous group of 1st-year medical students. Methods. Eighty-three percent of 1st-year medical students consented to participate in this quantitative study. The MSLQ consisted of a motivation strategies component with six subscales, while the learning strategies component had nine subscales. Demographic and academic achievement information of the students was also collected. Stata version 13 (StataCorp LP, USA was used for the statistical analyses of all data. Results. Female students displayed significantly higher motivational scores. Students with prior educational experience and those who attended peer mentoring sessions had significantly higher learning strategy scores. Significant but moderate relationships were found between academic performance and the motivation strategies subsumed within the categories ‘task value’ and ‘self-efficacy for learning performance’. In terms of the ‘learning strategy component’, ‘critical thinking’, and ‘time and study environment’, the composite score was significantly but poorly correlated to academic performance. Conclusion. Overall, limited correlations were found between the MSLQ scores and academic performance. Further investigation of the use of the MSLQ and its association with academic achievement is recommended, with greater focus on specific learning events than on course outcomes. This study highlights the importance of evaluating an instrument in a specific context before accepting the findings of others with regard to the use of the instrument and its correlation with academic performance.

  16. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    Science.gov (United States)

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

  17. The impact of sleep on adolescent depressed mood, alertness and academic performance.

    Science.gov (United States)

    Short, Michelle A; Gradisar, Michael; Lack, Leon C; Wright, Helen R

    2013-12-01

    The present study developed and tested a theoretical model examining the inter-relationships among sleep duration, sleep quality, and circadian chronotype and their effect on alertness, depression, and academic performance. Participants were 385 adolescents aged 13-18 years (M = 15.6, SD = 1.0; 60% male) were recruited from eight socioeconomically diverse high schools in South Australia. Participants completed a battery of questionnaires during class time and recorded their sleep patterns in a sleep diary for 8 days. A good fit was found between the model and the data (χ(2)/df = 1.78, CFI = .99, RMSEA = .04). Circadian chronotype showed the largest association with on adolescent functioning, with more evening-typed students reporting worse sleep quality (β = .50, p Sleep quality was significantly associated with poor outcomes: adolescents with poorer sleep quality reported less sleep on school nights (β = -.28, p sleep quality and/or more evening chronotype were also more likely to report worse grades, through the association with depression. Sleep duration showed no direct effect on adolescent functioning. These results identified the importance of two lesser-studied aspects of sleep: circadian chronotype and sleep quality. Easy-to-implement strategies to optimize sleep quality and maintain an adaptive circadian body clock may help to increase daytime alertness, elevate mood, and improve academic performance. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. All rights reserved.

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

    Science.gov (United States)

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

    2013-05-01

    Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance. This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams. Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year. BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.

  19. Academic performance in terms of the applied assessment system

    Directory of Open Access Journals (Sweden)

    Arribas, José María

    2012-05-01

    Full Text Available This paper examines the academic performance depending on the evaluation and rating system used in the university. The sample under study consists of 30 subjects -taught by 35 professors to 2192 students from 7 different degrees at 14 universities of all Spain-. The results confirm that continuous assessment is the one that best results not only in terms of rate of return and success rate but also in terms of grades. En este trabajo se estudia el rendimiento académico en función del sistema de evaluación y calificación empleado en el ámbito universitario. La muestra objeto de estudio está formada por 30 asignaturas -impartidas por 35 profesores a 2192 alumnos de 7 titulaciones diferentes en 14 universidades de toda España-. Los resultados obtenidos confirman que la evaluación continua es la que propicia los mejores resultados no solo en cuanto a la Tasa de Rendimiento y a la Tasa de Éxito, sino también en cuanto a las calificaciones obtenidas.

  20. Sleep Duration and Academic Performance Among Student Pharmacists.

    Science.gov (United States)

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

    2015-06-25

    To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists. A cross-sectional design was used. An anonymous self-administered paper questionnaire was administered to first-year through third-year students at a pharmacy school. Questionnaires were completed by 364 student pharmacists (79.4% response rate and 93.8% cooperation rate). More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime sleepiness almost every day. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs). A majority of student pharmacists had suboptimal durations of sleep, defined as fewer than 7 hours. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.

  1. [ASSOCIATION BETWEEN FITNESS, NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE IN PHYSICAL EDUCATION STUDENTS].

    Science.gov (United States)

    Godoy Cumillaf, Andrés; Valdés Badilla, Pablo; Fariña Herrera, Custodio; Cárcamo Mora, Francisco; Medina Herrera, Bernice; Meneses Sandoval, Elías; Gedda Muñoz, Relmu; Durán Agüero, Samuel

    2015-10-01

    several studies demonstrated that regular physical exercise would impact positively on the academic performance of students. to determine the association between physical fitness, nutritional status and academic performance of students of Pedagogy in Physical Education from Temuco, Chile. the sample was selected on a non-probabilistic approach, which included 208 subjects (n = 153 women and n = 55 women). The variables studied were physical fitness (short Abs, long jump with feet together, forward trunk flexion, elbow flexion and extension and "course navette" test), nutritional status (BMI) and academic performance (classified as up and down the academic average). 87.5% of students have a satisfactory fitness and a BMI of 23.8 ± 2.9 kg/m2. The students with the best academic performance were those with the higher proportion of satisfactory physical condition (92.5 %). No association between academic performance and nutritional status was determined, but it was observed between low fitness and a great risk of low academic performance (OR = 2.8, 95% CI 1.0 to 8 1; p academic achievement and physical fitness among students is observed, but no for the nutritional status and the academic performance. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  2. Perception of academic examination stress: effects on serum leptin, cortisol, appetite and performance.

    Science.gov (United States)

    Inam, Qurrat-ul-Aen; Shireen, Erum; Haider, Saida; Haleem, Darakhshan Jabeen

    2011-01-01

    Examination stress is a psychological stress that activate hypothalamic-pituitary adrenocortical (HPA) axis to increase circulating levels of glucocorticoids. The fat derived hormone leptin is also released in response to stress-inducing condition. To workout the role of leptin and cortisol in response to perceived levels of examination stress and their effects on academic performance. The present study was designed to monitor the relationship of self reported perceived levels of examination stress on serum levels of cortisol and leptin in female students going to appear in university examination. Fifty-six female undergraduate students participated in the study. Examination stress, appetite levels were assessed by a questionnaire and blood samples were collected one hour before appearing in the examination. Performance was evaluated from the marks obtained in that particular examination. Serum cortisol levels increased with an increase in the intensity of perceived examination stress. Serum leptin levels increased only in the group under moderate stress while increases in mild and severe stress group were not significant. Mild to moderate stress enhanced performance but severe stress decreased it. The present study shows an inverted U-shaped relationship between self reported different levels of perceived examination stress and academic performance.

  3. Fit model between participation statement of exhibitors and visitors to improve the exhibition performance

    Directory of Open Access Journals (Sweden)

    Cristina García Magro

    2015-06-01

    Full Text Available Purpose: The aims of the paper is offers a model of analysis which allows to measure the impact on the performance of fairs, as well as the knowledge or not of the motives of participation of the visitors on the part of the exhibitors. Design/methodology: A review of the literature is established concerning two of the principal interested agents, exhibitors and visitors, focusing. The study is focused on the line of investigation referred to the motives of participation or not in a trade show. According to the information thrown by each perspectives of study, a comparative analysis is carried out in order to determine the degree of existing understanding between both. Findings: The trade shows allow to be studied from an integrated strategic marketing approach. The fit model between the reasons for participation of exhibitors and visitors offer information on the lack of an understanding between exhibitors and visitors, leading to dissatisfaction with the participation, a fact that is reflected in the fair success. The model identified shows that a strategic plan must be designed in which the reason for participation of visitor was incorporated as moderating variable of the reason for participation of exhibitors. The article concludes with the contribution of a series of proposals for the improvement of fairground results. Social implications: The fit model that improve the performance of trade shows, implicitly leads to successful achievement of targets for multiple stakeholders beyond the consideration of visitors and exhibitors. Originality/value: The integrated perspective of stakeholders allows the study of the existing relationships between the principal groups of interest, in such a way that, having knowledge on the condition of the question of the trade shows facilitates the task of the investigator in future academic works and allows that the interested groups obtain a better performance to the participation in fairs, as visitor or as

  4. Unraveling the Impact of the Big Five Personality Traits on Academic Performance: The Moderating and Mediating Effects of Self-Efficacy and Academic Motivation

    Science.gov (United States)

    De Feyter, Tim; Caers, Ralf; Vigna, Claudia; Berings, Dries

    2012-01-01

    The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance. We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. To clarify the mixed results of previous studies concerning…

  5. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

    Science.gov (United States)

    Helitzer, Deborah L; Newbill, Sharon L; Cardinali, Gina; Morahan, Page S; Chang, Shine; Magrane, Diane

    2016-04-01

    Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

  6. Good sleep quality is associated with better academic performance among Sudanese medical students

    OpenAIRE

    Mirghani, Hyder Osman; Mohammed, Osama Salih; Almurtadha, Yahia Mohamed; Ahmed, Moneir Siddig

    2015-01-01

    Background There is increasing awareness about the association of sleep quality and academic achievement among university students. However, the relationship between sleep quality and academic performance has not been examined in Sudan; this study assessed the relationship between sleep quality and academic performance among Sudanese medical students. Methods A case?control study was conducted among 165 male and female medical students at two Sudanese universities. Excellent (A) and pass (C) ...

  7. Influence of Facebook in Academic Performance of Sri Lankan University Students

    OpenAIRE

    Thuseethan, S.; Kuhanesan, S.

    2015-01-01

    Facebook is only an electronic communication between human but unfortunately it has become an addiction for all. This paper examines the usage of Facebook among university students and its influence in their academic performance. The impact of Facebook can either be good or bad on university students and in their academic activities. Even though a closer look on the real impact of Facebook reveals that it leads to several problems in university students academic performances. Today Facebook i...

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

    OpenAIRE

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

    2016-01-01

    Objective: To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academic performance of students. Methods: A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academic performance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GP...

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

    OpenAIRE

    Erkan Sahin

    2014-01-01

    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 e...

  10. 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 ... parents in the immediate daily aspect of education ... This study employed the descriptive .... on cognitive development. Journal of.

  11. Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

    Science.gov (United States)

    Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

    2017-07-01

    The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    Science.gov (United States)

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

    2016-02-01

    Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academic performance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, pemotional coping strategies (venting negative emotions, negative auto-focus) were linked to increased academic stress (β=0.34, prational and emotional coping strategies were, respectively, positively (β=0.16, prational coping) may help to reduce stress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academic performance.

  13. The Impact of Study Groups and Roommates on Academic Performance

    OpenAIRE

    Tarun Jain; Mudit Kapoor

    2015-01-01

    This paper uses random assignment of students to investigate the impact of study groups and roommates on academic achievement. We find that informal social interaction with roommates has a significant positive impact on academic achievement, while study group peers have no discernible impact, a result driven by group heterogeneity in ability. We also find that lower-ability students benefit from high-ability students but not vice versa. © 2015 The President and Fellows of Harvard College and...

  14. Open to Influence: What Counts as Academic Influence in Scholarly Networked "Twitter" Participation

    Science.gov (United States)

    Stewart, Bonnie

    2015-01-01

    Within the academy, signals of a scholar's academic influence are made manifest in indices like the "h"-index, which rank output. In open scholarly networks, however, signals of influence are less codified, and the ways in which they are enacted and understood have yet to be articulated. Yet the influence scholars cultivate in open…

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

    Science.gov (United States)

    Kayi-Aydar, Hayriye

    2014-01-01

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

  16. Predicting Academics' Willingness to Participate in Peer Review of Teaching: A Quantitative Investigation

    Science.gov (United States)

    White, Kiri; Boehm, Emilia; Chester, Andrea

    2014-01-01

    Peer review of teaching is a collegial process designed to help academics reflect on and improve their teaching practice. Considerable research supports the value of peer review of teaching. However, uptake of voluntary programs is typically low. Few studies have examined the predictors of engagement in voluntary peer review. This study surveyed…

  17. Sleep-disordered breathing, behavior, and academic performance in Taiwan schoolchildren.

    Science.gov (United States)

    Ting, Hua; Wong, Ruey-Hong; Yang, Hao-Jan; Lee, Shu-Ping; Lee, Shin-Da; Wang, Lee

    2011-01-01

    The behaviors of children may be affected by sleep-disordered breathing (SDB). This study adopts a cross-sectional approach to investigate the relationship between the sleep apneas-hypopneas index during sleep and the behavioral and academic performance of schoolchildren in Taiwan. A total of 138 children (85 boys and 53 girls), ages 6-11, were recruited from two elementary schools to participate in this study. Overnight polysomnographic examinations in hospital were performed to assess sleep quality, including total sleep time, arousal index, apneas-hypopneas index, desaturation index, and lowest oxygen saturation, as well as the percentage of total sleep time spent in rapid eye movement, stage 1, stage 2, stage 3, and stage 4. The children's parents and teachers were required to complete a Chinese version of the Child Behavior Checklist and Teacher's Report Form to assess child behavior and academic achievement. Compared with children without SDB (apneas-hypopneas index ≤1), those with severe SDB (apneas-hypopneas index >15) exhibited more irregular behavioral performance in somatic complaints (odds ratio (OR) = 9.43; 95% confidence interval (CI) = 1.04-85.71) and attention (OR = 9.95; 95% CI = 1.02-97.00). However, different severities of SDB groups did not show significant associations in academic performance. Our study suggests that children with severe SDB may predispose to somatic complaints and attention problems so that sleep examination or medical intervention might be provided at an early age in these children.

  18. Association of tic disorders with poor academic performance in central Spain: a population-based study.

    Science.gov (United States)

    Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián

    2013-07-01

    To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.

  19. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    Science.gov (United States)

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

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

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

    Science.gov (United States)

    Elizondo, Antonio

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

  1. Mental and Reproductive Health Correlates of Academic Performance among Debre Berhan University Female Students, Ethiopia: The Case of Premenstrual Dysphoric Disorder.

    Science.gov (United States)

    Alemu, Sisay Mulugeta; Habtewold, Tesfa Dejenie; Haile, Yohannes Gebreegziabhere

    2017-01-01

    Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance. Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance. Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience ( F -statistic = 0.08, p value = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses ( F -statistic = 5.15, p value = 0.006). There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance.

  2. Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

    Science.gov (United States)

    Valadez Sierra, Maria de los Dolores; Borges del Rosal, Maria Africa; Ruvalcaba Romero, Norma; Villegas, Karina; Lorenzo, Maryurena

    2013-01-01

    Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in…

  3. 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…

  4. Physical Fitness and Academic Performance in Primary School Children with and without a Social Disadvantage

    Science.gov (United States)

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

    2014-01-01

    This study examined the differences between children with a low socioeconomic status [socially disadvantaged children (SDC)] and children without this disadvantage (non-SDC) on physical fitness and academic performance. In addition, this study determined the association between physical fitness and academic performance, and investigated the…

  5. The Effect of Primary School Mergers on Academic Performance of Students in Rural China

    Science.gov (United States)

    Liu, Chengfang; Zhang, Linxiu; Luo, Renfu; Rozelle, Scott; Loyalka, Prashant

    2010-01-01

    We examine the impact of primary school mergers on academic performance of students using a dataset that we collected using a survey designed specifically to examine changes in the academic performance of students before and after their schools were merged. We use difference-in-differences and propensity score matching approaches and demonstrate…

  6. The Role of Peer Rejection in the Link between Reactive Aggression and Academic Performance

    Science.gov (United States)

    Fite, Paula J.; Hendrickson, Michelle; Rubens, Sonia L.; Gabrielli, Joy; Evans, Spencer

    2013-01-01

    Background: There is substantial evidence to suggest that aggressive behavior is associated with poor academic performance in school-aged children. However, less is known about how different subtypes of aggression are related to academic performance and what variables may account for this association. Objective: The current study examined unique…

  7. Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?

    Science.gov (United States)

    Duty, Susan M; Christian, Ladonna; Loftus, Jocelyn; Zappi, Victoria

    2016-01-01

    The cognitive component of test anxiety was correlated with academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety (CTA). High levels of CTA were associated with reduced academic performance.

  8. Student Bedtimes, Academic Performance, and Health in a Residential High School

    Science.gov (United States)

    Wernette, Maliah J.; Emory, Jan

    2017-01-01

    Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average…

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

    Science.gov (United States)

    Tamanja, Emmanuel Makabu J.

    2016-01-01

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

  10. 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

    2017-01-01

    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…

  11. Interdependence of Depressive Symptoms, School Involvement, and Academic Performance between Adolescent Friends: A Dyadic Analysis

    Science.gov (United States)

    Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane

    2015-01-01

    Background: Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Aims: Using cross-sectional data, we examined whether the link between…

  12. Intelligence and Scientific-Creative Thinking: Their Convergence in the Explanation of Students' Academic Performance

    Science.gov (United States)

    Ruiz, Maria Jose; Bermejo, Rosario; Ferrando, Mercedes; Prieto, Maria Dolores; Sainz, Marta

    2014-01-01

    Introduction: Academic performance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academic performance. Among these forms of…

  13. Business Studies Academic Performance Differences of Secondary School Juniors in Akwa Ibom State of Nigeria

    Science.gov (United States)

    Udoukpong, Bassey E.; Emah, Ime E.; Umoren, Shirley E.

    2012-01-01

    The research examined the differences in the academic performance in Business Studies of a sampled secondary school junior students in Akwa Ibom State of Nigeria. A sample of 290 (138 male and 152 female) Junior Secondary Three (9th grade) students was surveyed. The students' variables' being examined vis-à-vis academic performance in Business…

  14. The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

    Science.gov (United States)

    Friedman, Barry A.; Mandel, Rhonda G.

    2010-01-01

    Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college…

  15. Personality Factors in Elementary School Children: Contributions to Academic Performance over and above Executive Functions?

    Science.gov (United States)

    Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.

    2013-01-01

    Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…

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

    Science.gov (United States)

    Cheng, Vivienne; Catling, Jonathan

    2015-01-01

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

  17. Test anxiety in medical school is unrelated to academic performance but correlates with an effort/reward imbalance.

    Science.gov (United States)

    Hahn, Henry; Kropp, Peter; Kirschstein, Timo; Rücker, Gernot; Müller-Hilke, Brigitte

    2017-01-01

    During their early years at medical school, students repeatedly criticize their workload, time constraints and test associated stress. At the same time, depressiveness and anxiety among first and second year medical students are on the rise. We therefore hypothesized that test anxiety may be related to depressiveness and considered cognitive and academic performances as confounders for the former and psychosocial distress for the latter. A whole class of 200 second year students was invited to participate in the study. Anxiety as a trait, depressiveness, crystallized intelligence, verbal fluency and psychosocial distress were assessed using validated tests and questionnaires. Acute state anxiety and sympathetic stress parameters were measured in real life situations immediately before an oral and a written exam and paired tests were used to compare the individual anxieties at the various time points. Previous academic performances were self-reported, the results of the impending exams were monitored. Finally, correlations were performed to test for interrelatedness between academic performances and the various personal, cognitive and psychosocial factors. Acute test anxiety did not correlate with depressiveness nor did it correlate with previous nor impending academic performances nor any of the expected confounders on academic performance. However both, depressiveness and test anxiety strongly correlated with the perceived imbalance between efforts spent and rewards received. Moreover, anxiety as a trait not only correlated with acute state anxiety before an exam but was also significantly correlated to the feeling of over-commitment. Depressiveness during the early years of medical school seems unrelated to test anxiety and academic performance. Instead, it strongly correlated with the psychosocial distress emanating from attending medical school and points at a perceived imbalance between efforts spent and rewards received.

  18. Self-Control and Academic Performance: Two Field Studies on University Citizenship Behavior and Counterproductive Academic Behavior

    Science.gov (United States)

    Zettler, Ingo

    2011-01-01

    Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed that students' self-control impacts university…

  19. Academic performance and talent school: Importance of motivation in education

    Directory of Open Access Journals (Sweden)

    Izamara da Silva

    2010-06-01

    it to be sustained during the performance of the tasks, favoring the achievement of positive and satisfactory results, creating a pleasant and healthy atmosphere during the fulfillment academic performance of each student.

  20. Does Academic Training Change Intentions? Drawing upon the Theory of Planned Behaviour to Improve Academic Performance

    Science.gov (United States)

    Hodge, Brad; Wright, Brad; Bennett, Pauleen

    2017-01-01

    In order to improve transfer following training, it is important to understand what the training alters for each individual. We sought to develop a better understanding of the underlying mechanisms implicated in successful training. A questionnaire modelled on the Theory of Planned Behaviour (ToPB) was used to compare two distinct, academic skills…

  1. Understanding academic performance of international students: the role of ethnicity, academic and social integration

    NARCIS (Netherlands)

    Rientjes, B.; Beausaert, S.; Grohnert, T.; Niemantsverdriet, S.; Kommers, Petrus A.M.

    2012-01-01

    More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of

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

    Science.gov (United States)

    Reysen, Rebekah H.

    2013-01-01

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

  3. Academic performance and correspondences with indicators of physical and psychological health

    Directory of Open Access Journals (Sweden)

    Alberto Portoles Ariño

    2015-05-01

    Full Text Available Academic performance of the teenagers is influenced and determined by numerous factors. Life style and the conducts of health adopted in this period relate to the academic performance of direct form, in such a way that the teenagers with ways of life and more healthy conducts, can present a more adapted academic performance. Equally, to support correct indicators of psychological health relates to the academic adapted performance. The results obtained with a sample of 1210 teenagers of the Region of Murcia, with a normal age of 15.13 years it allows to value the importance of the indicators of health as determinants of the academic performance, for what they should develop programs directed to supporting positive levels of said

  4. 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.

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

    Directory of Open Access Journals (Sweden)

    Lavinia Flueckiger

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

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

    Science.gov (United States)

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

    2014-01-01

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

  7. Autonomy support environment and autonomous motivation on nursing student academic performance: An exploratory analysis.

    Science.gov (United States)

    Bronson, Sevilla

    2016-09-01

    In the U.S., enrollment and graduation rates of baccalaureate nursing programs are slowly increasing. Rigorous program requirements can be overwhelming for students who may have difficulty adjusting to curriculum demands. Faculty who help students to adjust may also build a supportive learning environment that promotes autonomous motivation, improves engagement, and strengthens academic performance. Students may also experience well-being and autonomy when they feel supported and when their needs are met. The aim of this study was to investigate nursing students' autonomy support environments and autonomous motivation (measured as spirituality), and the influence on engagement and academic performance. A cross-sectional correlational design using a convenience sample of 150 nursing students in the last year of a baccalaureate nursing program was used. Participants were recruited from four universities in Florida and data collection occurred over three months. All participants were enrolled in the last year of their baccalaureate nursing program with an average Grade Point Average (GPA) of 3.36. The learning climate alone was moderately supportive of student motivation (M=70.60, SD=18.99). No significant relationship between the autonomy support environment and autonomous motivation (r=.034, p=.676) was found. Correlations and regression analysis of autonomous motivation and work engagement were significant (F (2, 147)=28.28, p=.000). Comparison of participant groups from each university independently revealed supportive learning environments. Strategies to promote autonomy must be developed and implemented as a means of ensuring a favorable learning environment. Future research may include the investigation of spirituality and autonomous motivation as two separate variables. Copyright © 2016 Elsevier Ltd. All rights reserved.

  8. The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

    Science.gov (United States)

    Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

    2018-05-19

    The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

  9. Influence of sedentary lifestyle on academic performance in adolescence: a bibliographical review

    Directory of Open Access Journals (Sweden)

    José Carlos Escámez Baños

    2018-02-01

    Full Text Available Adolescence proves to be a key age for acquiring and maintaining healthy habits. Nowadays, numerous research studies link physical activity practice with academic performance, as well as the physical fitness state and the body composition with academic achievement. Objective: Review the grade of influence of physical-sport activity on the variable academic performance and to know the influence of sedentary lifestyle on academic performance. Method: For this purpose, various databases were analyzed, including PubMed and Google Scholar, choosing a total of 75 articles in the first selection, using a total of 18 finally. Results and Conclusions: In terms of results and conclusions, we can see how physical activity practice has a positive influence on academic performance, being the recommended time 30-60 minutes daily.

  10. Impact of VANA academic-practice partnership participation on educational mobility decisions and teaching aspirations of nurses.

    Science.gov (United States)

    Wyte-Lake, Tamar; Bowman, Candice; Needleman, Jack; Dougherty, Mary; Scarrott, Diana N; Dobalian, Aram

    2014-01-01

    This study reports findings assessing the influence of the Department of Veterans Affairs Nursing Academy (VANA) academic-practice partnership program on nurse decision making regarding educational mobility and teaching aspirations. We conducted national surveys with nursing faculty from VANA partnership sites in 2011 (N = 133) and 2012 (N = 74). Faculty who spent more hours per week in the VANA role and who reported an increase in satisfaction with their participation in VANA were more likely to have been influenced by their VANA experience in choosing to pursue a higher degree (p academic-practice partnerships grows and their list of benefits is further enumerated, motivating nurses to pursue both higher degrees and faculty roles should be listed among them based on results reported here. Published by Elsevier Inc.

  11. THE PUZZLE TECHNIQUE, COOPERATIVE LEARNING STRATEGY TO IMPROVE ACADEMIC PERFORMANCE

    Directory of Open Access Journals (Sweden)

    M.ª José Mayorga Fernández

    2012-04-01

    Full Text Available This  article  presents  an  innovative  experience  carried  out  in  the  subject Pedagogical Bases of Special Education, a 4.5 credit core subject taught at the second year of the Degree in Physical Education Teacher Training (to be extinguish, based on the use of a methodological strategic in accordance with the new demands of the EEES. With the experience we pursue a double purpose: firstly, to present the technique of jigsaw or puzzle as a useful methodological strategy for university learning and, on the other hand, to show whether this strategy improves students results. Comparing the results with students previous year results shows that the performance of students who participated in the innovative experience has improved considerably, increasing their motivation and involvement towards the task.

  12. Is breakfast consumption related to mental distress and academic performance in adolescents?

    Science.gov (United States)

    Lien, Lars

    2007-04-01

    To examine the relationship between mental distress, academic performance and regular breakfast consumption across gender and immigration status. Cross-sectional population-based study. Two four-page questionnaires were filled in during two school sessions. All junior high schools in Oslo, Norway using the classroom as the setting for the study. All 10th grade students 15-16 years olds in 2000 and 2001. Of 8316 eligible students, 7343 (88.3%) participated in the study. All immigrant groups, except the Western countries group, are skipping breakfast more often than Norwegian students, and girls more often than boys (27 versus 19%). After adjustment for possible confounding factors, the odds ratio (OR) for being mentally distressed when eating breakfast seldom/never compared with every day was 3.0 (2.0-4.5) for boys, 1.6 (1.2-2.1) for girls and 1.6 (1.5-2.6) for the immigrant group. The comparable OR for having low school grades was similar for boys and girls, 2.0 (1.3-3.0), and 1.6 (1.5-2.6) for the immigrant groups. Skipping breakfast is a common feature among 10th grade students. The implications of skipping breakfast on mental distress and academic performance are stronger for boys than girls and stronger for Norwegians compared with immigrants.

  13. Influence of Counselling Services on Perceived Academic Performance of Secondary School Students in Lagos State

    Directory of Open Access Journals (Sweden)

    Foluke Nike Bolu-Steve

    2017-04-01

    Full Text Available This study aimed at looking at the influence of counseling services on perceived academic performance of secondary school students in Lagos State. At the first stage, the researchers purposively selected Ikorodu L.G.A in Lagos State. At the researchers selected two schools (1 Private schools, & 1 Public schools, using simple random technique. Thus, a total of two schools were picked in each of the L.G.A. Finally, simple random sampling was used in selecting eighty students in each L.G.A, thus making a total of two hundred and forty Senior Secondary students that participated in the study. Six hypotheses were generated for the purpose of this study. Data were gathered using a researcher designed instrument tagged “Influence of Counselling Service on Academic Performance of Students Questionnaire (ICAPSQ. The findings of this study showed that there was no significant difference on the basis of age, class level and school type. However a significant difference was found on the basis of respondent’s religion, gender and the number of times the students visited the counselor. It was therefore recommended that the ministry of education should ensure that guidance and counselling units are established in all public and private secondary schools in Nigeria.

  14. Gender differences in learning styles and academic performance of medical students in Saudi Arabia.

    Science.gov (United States)

    Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada

    2013-01-01

    Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.

  15. Instant messaging addiction among teenagers in China: shyness, alienation, and academic performance decrement.

    Science.gov (United States)

    Huang, Hanyun; Leung, Louis

    2009-12-01

    This exploratory research proposes the concept of instant messaging (IM) addiction and examines (a) whether IM addiction exists among Chinese teenagers and, if so, who the addicts are, what their symptoms are, and to what extent they are addicted; (b) whether psychological variables such as shyness and alienation can predict IM use or addiction among teenagers; and (c) whether IM use or IM addiction can impair the academic performance of teenagers. Using Young's classic definition of Internet addiction, results of a stratified random sample of 330 teenagers in China in 2007 found 95.8% of participants use IM, and 9.8% of them can be classified as IM addicts. Factor analysis identified four major IM addiction symptoms among teenagers: preoccupation with IM, loss of relationships due to overuse, loss of control, and escape. Results also showed that shyness and alienation from family, peers, and school are significantly and positively associated with levels of IM addiction. As expected, both the level of IM use and level of IM addiction are significantly linked to teenagers' academic performance decrement.

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

    Science.gov (United States)

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

    2014-01-01

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

  17. Academic Performance and Type of Early Childhood Care

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne

    2015-01-01

    This is one of the few studies that estimates the effects of type of childhood care on academic achievement at higher grade levels by linking day care registers and educational registers. We use entire birth cohorts of ethnic Danish children, enrolled in either center based day care or family day...

  18. Analysis of the effects of frequent strikes on academic performance ...

    African Journals Online (AJOL)

    The history of Academic Staff Union of Universities (ASUU)'s strike can be traced back to 1978, the period of the beginning of the decline in the oil boom, when the country faced the consequences of the failure by its rulers to use the oil wealth to generate production and a social welfare system. Military dictatorship had ...

  19. Selective Attention, Anxiety, Depressive Symptomatology and Academic Performance in Adolescents

    Science.gov (United States)

    Fernandez-Castillo, Antonio; Gutierrez-Rojas, Maria Esperanza

    2009-01-01

    Introduction: In this cross-sectional, descriptive research we studied the relation between three psychological variables (anxiety, depression and attention) in order to analyze their possible association with and predictive power for academic achievement (as expressed in school grades) in a sample of secondary students. Method: For this purpose…

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

    Science.gov (United States)

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

    2016-01-01

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