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Sample records for academic performance peer

  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. 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.

  3. 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…

  4. Effect of Peer Mentors on Academic Performance

    Science.gov (United States)

    Bonin, Elizabeth

    2016-01-01

    Undergraduate peer mentoring programs strive to retain students who solve their own problems, develop options, unravel obstacles, and establish a process of figuring out solutions. A crucial component of obtaining that goal is to effectively train peer mentors to serve as advocates to freshman undergraduate students. Terrion and Philion (2008)…

  5. 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.

  6. 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…

  7. The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

    Science.gov (United States)

    Woodman, Richard J.; Parappilly, Maria B.

    2015-01-01

    The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

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

    Science.gov (United States)

    Shin, Yoolim

    2007-01-01

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

  9. Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

    Science.gov (United States)

    DeLay, Dawn; Zhang, Linlin; Hanish, Laura D; Miller, Cindy F; Fabes, Richard A; Martin, Carol Lynn; Kochel, Karen P; Updegraff, Kimberly A

    2016-11-01

    Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

  10. Peer-Mentoring Undergraduate Accounting Students: The Influence on Approaches to Learning and Academic Performance

    Science.gov (United States)

    Fox, Alison; Stevenson, Lorna; Connelly, Patricia; Duff, Angus; Dunlop, Angela

    2010-01-01

    This article considers the impact of a student peer-mentoring programme (the Mentor Accountant Project, MAP) on first-year undergraduates' academic performance. The development of MAP was informed by reference to extant literature; it relies on the voluntary services of third-year students who then act as mentors to first-year student mentees in…

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

    Science.gov (United States)

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

    2015-01-01

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

  12. Class attendance, peer similarity, and academic performance in a large field study

    DEFF Research Database (Denmark)

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

    2017-01-01

    Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods....... Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0...

  13. Class attendance, peer similarity, and academic performance in a large field study

    Science.gov (United States)

    Bjerre-Nielsen, Andreas; Mones, Enys; Lehmann, Sune; Lassen, David Dreyer

    2017-01-01

    Identifying the factors that determine academic performance is an essential part of educational research. Existing research indicates that class attendance is a useful predictor of subsequent course achievements. The majority of the literature is, however, based on surveys and self-reports, methods which have well-known systematic biases that lead to limitations on conclusions and generalizability as well as being costly to implement. Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors. Based on measured attendance data of nearly 1,000 undergraduate students, we demonstrate that early and consistent class attendance strongly correlates with academic performance. In addition, our novel dataset allows us to determine that attendance among social peers was substantially correlated (>0.5), suggesting either an important peer effect or homophily with respect to attendance. PMID:29117190

  14. The Role of Family Functioning, Peer Attachment and Academic Performance in predicting of Happiness in Adolescent Girls

    Directory of Open Access Journals (Sweden)

    Maryam Salehzadeh

    2017-02-01

    Full Text Available The purpose of this research was to determine the role of family functioning (FF, academic performance (EP and peer attachment (PA in predicting of happiness adolescent girls. Therefore, 344 high school female students in Yazd were selected through multi-stage random sampling and were asked to complete the Oxford Happiness Questionnaire, Family Assessment Device (FAD, and Inventory of Parent and Peer Attachment. Students' grade point average was considered as the measure of academic performance.  The results of analysis of regression showed that all the subscales of family functioning and peers attachment and also academic performance have significant correlation with happiness yet only "the roles and relationships" of family performance and peers attachment could predict happiness. Attachment to peers was the strongest factor. However, academic performance did not have a significant role in prediction of student's happiness. In accordance with the findings of developmental psychology, peers and family are the two most important psychological constructs that have the most significant roles in predicting the happiness of adolescent girls. But academic performance did not have a significant role in predicting student's happiness, thereby it can challenge the social common belief in educational systems regarding the strong association between academic performance and well-being and happiness.

  15. Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria

    Science.gov (United States)

    AbdulRaheem, Yusuf; Yusuf, Hamdallat T.; Odutayo, Adesegun O.

    2017-01-01

    Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance…

  16. Why Are Some More Peer Than Others? Evidence from a Longitudinal Study of Social Networks and Individual Academic Performance

    OpenAIRE

    Lomi, Alessandro; Snijders, Tom A.B.; Steglich, Christian E.G.; Torlo, Vanina Jasmine

    2011-01-01

    Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which peer effects influence individual behavior. We empirically address these problems using longitudinal data on academic performance, friendship, and advice seeking relations among stud...

  17. Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

    Science.gov (United States)

    Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

    2018-04-16

    Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ.

  18. Peer relationships and academic achievement

    Directory of Open Access Journals (Sweden)

    Krnjajić Stevan B.

    2002-01-01

    Full Text Available After their childhood, when children begin to establish more intensive social contacts outside family, first of all, in school setting, their behavior i.e. their social, intellectual, moral and emotional development is more strongly affected by their peers. Consequently, the quality of peer relationships considerably affects the process of adaptation and academic achievement and their motivational and emotional attitude towards school respectively. Empirical findings showed that there is bi-directional influence between peer relationships and academic achievement. In other words, the quality of peer relationships affects academic achievement, and conversely, academic achievement affects the quality of peer relationships. For example, socially accepted children exhibiting prosocial, cooperative and responsible forms of behavior in school most frequently have high academic achievement. On the other hand, children rejected by their peers often have lower academic achievement and are a risk group tending to delinquency, absenteeism and drop out of school. Those behavioral and interpersonal forms of competence are frequently more reliable predictors of academic achievement than intellectual abilities are. Considering the fact that various patterns of peer interaction differently exert influence on students' academic behavior, the paper analyzed effects of (a social competence, (b social acceptance/rejection, (c child's friendships and (d prosocial behavior on academic achievement.

  19. Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-03-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

  20. 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…

  1. Why Are Some More Peer Than Others? Evidence from a Longitudinal Study of Social Networks and Individual Academic Performance.

    Science.gov (United States)

    Lomi, Alessandro; Snijders, Tom A B; Steglich, Christian E G; Torlo, Vanina Jasmine

    2011-11-01

    Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which peer effects influence individual behavior. We empirically address these problems using longitudinal data on academic performance, friendship, and advice seeking relations among students in a full-time graduate academic program. We specify stochastic agent-based models that permit estimation of the interdependent contribution of social selection and social influence to individual performance. We report evidence of peer effects. Students tend to assimilate the average performance of their friends and of their advisors. At the same time, students attaining similar levels of academic performance are more likely to develop friendship and advice ties. Together, these results imply that processes of social influence and social selection are sub-components of a more general a co-evolutionary process linking network structure and individual behavior. We discuss possible points of contact between our findings and current research in the economics and sociology of education.

  2. Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms.

    Science.gov (United States)

    Grunspan, Daniel Z; Eddy, Sarah L; Brownell, Sara E; Wiggins, Benjamin L; Crowe, Alison J; Goodreau, Steven M

    2016-01-01

    Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other's mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.

  3. Problem-based writing with peer review improves academic performance in physiology.

    Science.gov (United States)

    Pelaez, Nancy J

    2002-12-01

    The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as (1) problems recognizing levels of organization, (2) problems with cause/effect, and (3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

  4. Academic Performance and Perception of Learning Following a Peer Coaching Teaching and Assessment Strategy

    Science.gov (United States)

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-01-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver.…

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

    Science.gov (United States)

    Yusuff, Kazeem B

    2015-07-01

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

  6. Class attendance, peer similarity, and academic performance in a large field study

    DEFF Research Database (Denmark)

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

    2017-01-01

    which have well-known systematic biases that lead to limitations on conclusions and generalizability as well as being costly to implement. Here we propose a novel method for measuring class attendance that overcomes these limitations by using location and bluetooth data collected from smartphone sensors.......5), suggesting either an important peer effect or homophily with respect to attendance....

  7. Peer-Mentoring Program and Academic Atmosphere

    Directory of Open Access Journals (Sweden)

    Sri Endah Kusmartini

    2014-03-01

    Full Text Available Management of Sriwijaya State Polytechnic believes that peer-mentoring program has positive effects on students’ academic success. Moreover, it is also believed that good academic atmosphere should be developed. In line with these, researchers tried to investigate whether peer-mentoring program and academic atmosphere correlated significantly to students’ writing achievement partially and simultaneously. The research was conducted in English Department, Sriwijaya State Polytechnic with 60 samples taken randomly. Measures of Peer-mentoring Program and Academic Atmosphere were used sequentially to measure peer-mentoring program and academic atmosphere as perceived by the students. Meanwhile, writing score was used to find out writing achievement of the students. The hypotheses were tested by using Pearson Product Moment Correlation and Multiple Linear Regression. The results showed that peer-mentoring program and academic atmosphere as perceived by the students correlated significantly towards students’ writing achievement partially and simultaneously. Therefore it is recommended to continue the programs.

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

    Science.gov (United States)

    Yusuff, Kazeem B.

    2014-01-01

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

  9. Negative Impact of Troublesome Peer Interactions and Authoritarian Parenting Style on Academic Performance of a 15 year Old Boy

    Directory of Open Access Journals (Sweden)

    Samruddhi Karnik

    2017-11-01

    Full Text Available Adolescence is a period of great turbulence characterized by cognitive, emotional, social and physical changes. Family environment and role of peers is extremely crucial in the development of an adolescent. Presenting here is a brief case of 15 year old boy who was referred for counseling by his parents for lack of concentration in studies. In the counseling sessions with the boy and his parents it was found that the boy was psychologically disturbed as he was teased at school by his peers. In addition his father had an authoritarian parenting style which was adding to his troubles resulting in low academic scores. The boy’s scores on “The Study Habits Inventory” were lower, indicating poor study habits which includes study concentration. The counsellors used an eclectic approach for the boy and his parents, to develop a healthy family environment, which improved his self-esteem and study habits.

  10. Peers for Promotion: Achieving Academic Advancement through Facilitated Peer Mentoring

    Science.gov (United States)

    Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M.

    2017-01-01

    The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…

  11. The Influence of Peer Groups on Academic Success

    Science.gov (United States)

    Sallee, Margaret W.; Tierney, William G.

    2007-01-01

    The authors examine how peer relationships influence students' academic success. After defining peer groups, the article considers the ways in which students' peer networks facilitate or inhibit access to academic resources. The authors argue that the composition and purpose of a peer group influences academic achievement and students' likelihood…

  12. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects.

    Science.gov (United States)

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 ( SD = 0.68; range = 13-16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling-path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

  13. 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…

  14. Peer tutoring program for academic success of returning nursing students.

    Science.gov (United States)

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  15. Peer relationships and adolescents' academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement.

    Science.gov (United States)

    Liem, Gregory Arief D; Martin, Andrew J

    2011-06-01

    The literature has documented theoretical/conceptual models delineating the facilitating role of peer relationships in academic and non-academic outcomes. However, the mechanisms through which peer relationships link to those outcomes is an area requiring further research. The study examined the role of adolescents' perceptions of their relationships with same-sex and opposite-sex peers in predicting their academic performance and general self-esteem and the potentially mediating role of school engagement in linking these perceived peer relationships with academic and non-academic outcomes. The sample comprised 1,436 high-school students (670 boys, 756 girls; 711 early adolescents, 723 later adolescents). Self-report measures and objective achievement tests were used. Structural equation modelling (SEM) was performed to test the hypothesized model and its invariance across gender and age groups. Perceived same-sex peer relationships yielded positive direct and indirect links with academic performance and general self-esteem. Perceived opposite-sex peer relationships yielded positive direct and indirect links with general self-esteem and an indirect positive link with academic performance, but mediation via school engagement was not as strong as that of perceived same-sex peer relationships. These findings generalized across gender and age groups. Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed. ©2011 The British Psychological Society.

  16. Family Decision-Making Style, Peer Group Affiliation and Prior Academic Achievement as Predictors of the Academic Achievement of African American Students

    Science.gov (United States)

    Engerman, Kimarie

    2006-01-01

    A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…

  17. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    Science.gov (United States)

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance. PMID:29326615

  18. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    Directory of Open Access Journals (Sweden)

    Anna Llorca

    2017-12-01

    Full Text Available The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression, and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years. Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006, Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987, Victimization (from the Kit at School, Buhs et al., 2010, Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001, items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

  19. Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance

    NARCIS (Netherlands)

    Lomi, Alessandro; Snijders, Tom A. B.; Steglich, Christian E. G.; Torlo, Vanina Jasmine

    Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which

  20. Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance

    NARCIS (Netherlands)

    Lomi, Alessandro; Snijders, Tom A. B.; Steglich, Christian E. G.; Torlo, Vanina Jasmine

    2011-01-01

    Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which

  1. 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…

  2. Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

    OpenAIRE

    Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

    2017-01-01

    The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first...

  3. Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders

    Science.gov (United States)

    Hott, Brittany L.; Evmenova, Anya; Brigham, Frederick J.

    2014-01-01

    This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple…

  4. Negative Impact of Troublesome Peer Interactions and Authoritarian Parenting Style on Academic Performance of a 15 year Old Boy

    OpenAIRE

    Samruddhi Karnik; Neha Sahasrabudhe

    2017-01-01

    Adolescence is a period of great turbulence characterized by cognitive, emotional, social and physical changes. Family environment and role of peers is extremely crucial in the development of an adolescent. Presenting here is a brief case of 15 year old boy who was referred for counseling by his parents for lack of concentration in studies. In the counseling sessions with the boy and his parents it was found that the boy was psychologically disturbed as he was teased at school by ...

  5. Exit examinations, peer academic climate, and adolescents' developmental outcomes.

    Science.gov (United States)

    Benner, Aprile D

    2013-02-01

    Implications of high school exit examination performance were examined with a sample of 672 racial/ethnic minority students. Exit examination failure in the 10th grade was negatively linked to subsequent grade point average, school engagement, and school belonging one year later, controlling for outcomes prior to taking the examination. Academically incongruent students-those who failed the exit examination but were in schools where their same-race/ethnicity peers were performing well academically-seemed to be at particular risk for struggling grades and poorer socioemotional well-being (e.g., experiencing greater depressive symptoms and loneliness). Findings contribute to the limited research base on exit examinations and highlight the links between exit examination performance and developmental outcomes beyond the oft-studied academic domain. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Marketing Academics' Perceptions of the Peer Review Process

    Science.gov (United States)

    Bailey, Charles D.; Hair, Joe F.; Hermanson, Dana R.; Crittenden, Victoria L.

    2012-01-01

    Publication in refereed journals is critical to career success for most marketing faculty members, and the peer review process is the gatekeeper for a refereed journal. The study reported here examines marketing academics' perceptions of this peer review process. Based on responses from 653 marketing academics, we find favorable overall…

  7. Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At-Risk Children: Mediating Processes

    Science.gov (United States)

    Chen, Qi; Hughes, Jan N.; Liew, Jeffrey; Kwok, Oi-Man

    2010-01-01

    The longitudinal relationships between two dimensions of peer relationships and subsequent academic adjustment were investigated in a sample of 543 relatively low achieving children (M = 6.57 years at Year 1, 1st grade). Latent variable SEM was used to test a four stage model positing indirect effects of peer acceptance and peer academic…

  8. 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…

  9. Peer review - Why does it matter for your academic career?

    NARCIS (Netherlands)

    Kalz, Marco

    2012-01-01

    Kalz, M. (2012, 8 March). Peer review - Why does it matter for your academic career? Presentation provided in the context of the Young Researchers Special Issue 2012 of the International Journal of Technology-Enhanced Learning (IJTEL).

  10. Peer harassment, school connectedness, and academic achievement.

    Science.gov (United States)

    Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

    2003-10-01

    This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

  11. Academic Primer Series: Key Papers About Peer Review.

    Science.gov (United States)

    Yarris, Lalena M; Gottlieb, Michael; Scott, Kevin; Sampson, Christopher; Rose, Emily; Chan, Teresa M; Ilgen, Jonathan

    2017-06-01

    Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues' work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills. The online discussions of the 2016-17 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program included a robust discussion about peer review, which highlighted a number of papers on that topic. We sought to augment this list with further suggestions by guest experts and by an open call on Twitter for other important papers. Via this process, we created a list of 24 total papers on the topic of peer review. After gathering these papers, our authorship group engaged in a consensus-building process incorporating Delphi methods to identify the papers that best described peer review, and also highlighted important tips for new reviewers. We found and reviewed 24 papers. In our results section, we present our authorship group's top five most highly rated papers on the topic of peer review. We also summarize these papers with respect to their relevance to junior faculty members and to faculty developers. We present five key papers on peer review that can be used for faculty development for novice writers and reviewers. These papers represent a mix of foundational and explanatory papers that may provide some basis from which junior faculty members might build upon as they both undergo the peer-review process and act as reviewers in turn.

  12. School climate, peer victimization, and academic achievement: results from a multi-informant study.

    Science.gov (United States)

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E; Haltigan, J D; Hymel, Shelley

    2014-09-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  13. 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

  14. Personal and perceived peer use and attitudes towards the use of nonmedical prescription stimulants to improve academic performance among university students in seven European countries

    DEFF Research Database (Denmark)

    Helmer, S M; Pischke, C R; Van Hal, G

    2016-01-01

    BACKGROUND: Overestimations of non-prescribed stimulant use of peers are well documented in the USA and have also been identified as predictive of personal stimulant consumption. This study aimed to examine whether overestimations of peer use and approval of the use are associated with personal u...

  15. Implementing Expertise-Based Training Methods to Accelerate the Development of Peer Academic Coaches

    Science.gov (United States)

    Blair, Lisa

    2016-01-01

    The field of expertise studies offers several models from which to develop training programs that accelerate the development of novice performers in a variety of domains. This research study implemented two methods of expertise-based training in a course to develop undergraduate peer academic coaches through a ten-week program. An existing…

  16. Personal and perceived peer use and attitudes towards the use of nonmedical prescription stimulants to improve academic performance among university students in seven European countries.

    Science.gov (United States)

    Helmer, S M; Pischke, C R; Van Hal, G; Vriesacker, B; Dempsey, R C; Akvardar, Y; Guillen-Grima, F; Salonna, F; Stock, C; Zeeb, H

    2016-11-01

    Overestimations of non-prescribed stimulant use of peers are well documented in the USA and have also been identified as predictive of personal stimulant consumption. This study aimed to examine whether overestimations of peer use and approval of the use are associated with personal use and attitude towards the use of non-prescribed stimulants among European university students. The EU funded 'Social Norms Intervention for the prevention of Polydrug usE (SNIPE)' study was conducted in seven European countries. In a web-based questionnaire, 4482 students were asked about their personal use and their attitude towards non-prescribed stimulant use, as well as the perceived peer use and peer attitude. 59% of students thought that the majority of their peers used non-prescribed stimulants more frequently than themselves, and only 4% thought that the use of the majority was lower than their personal use. The perception that the majority of peers had used non-prescribed stimulants at least once was significantly associated with higher odds for personal use of non-prescribed stimulants (OR: 3.30, 95% CI: 2.32-4.71). In addition, the perception that the majority of peers approved of the non-prescribed use of stimulants was associated with a 4.03 (95% CI: 3.35-4.84) times higher likelihood for personal approval. European university students generally perceived the non-prescribed use of stimulants of peers to be higher than their personal use. This perception, as well as a perception of higher approval in the peer group, was associated with a higher likelihood of personal non-prescribed stimulant medication use and approval. Copyright © 2016. Published by Elsevier Ireland Ltd.

  17. 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

  18. 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.

  19. 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,…

  20. Psychological distress and academic self-perception among international medical students: the role of peer social support.

    Science.gov (United States)

    Yamada, Yukari; Klugar, Miloslav; Ivanova, Katerina; Oborna, Ivana

    2014-11-28

    Psychological distress among medical students is commonly observed during medical education and is generally related to poor academic self-perception. We evaluated the role of peer social support at medical schools in the association between psychological distress and academic self-perception. An online survey was conducted in a medical degree program for 138 international students educated in English in the Czech Republic. The Medical Student Well-Being Index was used to define the students' psychological distress. Perceived peer social support was investigated with the Multidimensional Scale of Perceived Social Support. Poor academic self-perception was defined as the lowest 30% of a subscale score of the Dundee Ready Education Environment Measure. Analyses evaluated the presence of additive interactions between psychological distress and peer social support on poor academic self-perception, adjusted for possible confounders. Both psychological distress and low peer social support were negatively associated with poor academic self-perception, adjusted for local language proficiency and social support from family. Students with psychological distress and low peer social support had an odds ratio of 11.0 (95% confidence interval (CI): 2.1-56.6) for poor academic self-perception as compared with those without distress who had high peer social support. The presence of an additive interaction was confirmed in that the joint association was four times as large as what would have been expected to be on summing the individual risks of psychological distress and low peer social support (synergy index = 4.5, 95% CI: 1.3-14.9). Psychological distress and low peer social support may synergistically increase the probability of poor academic self-perception among international medical students. Promoting peer social relationships at medical school may interrupt the vicious cycle of psychological distress and poor academic performance.

  1. Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children.

    Science.gov (United States)

    Liu, Junsheng; Bullock, Amanda; Coplan, Robert J; Chen, Xinyin; Li, Dan; Zhou, Ying

    2018-03-01

    This study explored the longitudinal relations among peer victimization, depression, and academic achievement in Chinese primary school students. Participants were N = 945 fourth-grade students (485 boys, 460 girls; M age  = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Three waves of data on peer victimization, depression, and academic achievement were collected from peer nominations, self-reports, and school records, respectively. The results indicated that peer victimization had both direct and indirect effects on later depression and academic achievement. Depression also had both direct and indirect negative effects on later academic achievement, but demonstrated only an indirect effect on later peer victimization. Finally, academic achievement had both direct and indirect negative effects on later peer victimization and depression. The findings show that there are cross-cultural similarities and differences in the various transactions that exist among peer victimization, depression, and academic achievement. Statement of contribution What is already known on this subject? Peer victimization directly and indirectly relates to depression and academic achievement. Depression directly and indirectly relates to academic achievement. Academic achievement directly and indirectly relates to depression. What the present study adds? A developmental cascade approach was used to assess the interrelations among peer victimization, depression, and academic achievement. Academic achievement mediates the relation between peer victimization and depression. Depression is related to peer victimization through academic achievement. Academic achievement directly and indirectly relates to peer victimization. Academic achievement is related to depression through peer victimization. © 2017 The British Psychological Society.

  2. 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…

  3. 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 ...

  4. 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…

  5. Academic Excellence: A Commentary and Reflections on the Inherent Value of Peer Review

    Science.gov (United States)

    Roberts, Thomas J.; Shambrook, Jennifer

    2012-01-01

    Academic peer review is widely viewed as fair, equitable, and essential to academic quality. Successfully completing the process through publication or award is widely deemed as one of the most rigorous and prestigious forms of scholarly accomplishment. Despite this sentiment the academic peer review process is not without fault. It is criticized…

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

    Science.gov (United States)

    Masland, Lindsay C.; Lease, A. Michele

    2013-01-01

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

  7. 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...

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

    Science.gov (United States)

    Echols, Leslie

    2014-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

  9. The peer performance ratios of hedge funds

    NARCIS (Netherlands)

    Ardia, David; Boudt, Kris

    2018-01-01

    We define the outperformance (resp. underperformance) of an investment fund as the percentage of funds in the peer universe for which the true performance of the focal fund is higher (resp. lower). We show that the p–values of the pairwise tests of equal performance can be used to obtain estimates

  10. Faculty and Peer Influences on Academic Integrity: College Cheating in Romania

    Science.gov (United States)

    Teodorescu, Daniel; Andrei, Tudorel

    2009-01-01

    The purpose of this research was to examine student perceptions of academic integrity among faculty and peers at a sample of public universities in Romania. The study explores the factors that influence academic dishonesty among college students and compares the relative importance of faculty influences and peer influences on students' intent to…

  11. Building a Peer-Learning Service for Students in an Academic Library

    Science.gov (United States)

    O'Kelly, Mary; Garrison, Julie; Merry, Brian; Torreano, Jennifer

    2015-01-01

    Academic libraries are well lauded for offering supportive spaces for students' self-directed study, and significant resources are dedicated to librarian instruction in the classroom. What many academic libraries lack, however, is a middle ground, a routine way for students to help one another using best practices in peer-to-peer learning theory.…

  12. 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...

  13. Relationship of Peer Mentoring to Academic Success and Social Engagement for First Year College Students

    Science.gov (United States)

    Mitchell, Brenda O.

    2013-01-01

    A correlational explanatory research design examined the relationship between peer mentoring, academic success and social engagement of first year college students participating in a peer mentoring program at a research one university in the southeastern United States. One hundred thirty-eight participants from the peer mentoring program responded…

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

    Science.gov (United States)

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

    2012-01-01

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

  15. 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…

  16. Performance assessment: a peer review

    International Nuclear Information System (INIS)

    Lieberman, J.A.; Lee, W.W.L.

    1986-01-01

    This paper describes the rationale, membership, operation and major observations of the Performance Assessment National Review Group. The Group was assembled by Weston at the request of the US Department of Energy Office of Civilian Radioactive Waste Management to review performance assessment work in the US basalt, salt and tuff repository projects. The purposes were to evaluate the adequacy of the current methods, identify deficiencies, and suggest potential improvement on repository performance assessment. To perform the review, Weston retained a group of distinguished consultants who have had extensive experience in disciplines pertinent to management of radioactive wastes including mathematical modeling of fluid transport. Topics reviewed included flow and transport, source term and uncertainty analysis. While the emphasis was on methodologies, the Projects were specifically requested to show currently available results so that the way they utilized familiar methodologies could be evaluated. This paper will highlight some of the technical observations of the Group as well as some managerial and institutional issues

  17. Peer-Formativity: A Framework for Academic Writing

    Science.gov (United States)

    Murray, Rowena; Thow, Morag

    2014-01-01

    The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context--the writing meeting. This framework uses the established theoretical underpinning…

  18. 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...

  19. 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…

  20. 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...

  1. A Qualitative Study of Self-Esteem, Peer Affiliation, and Academic Outcome among Low Achieving Students in Hong Kong

    Science.gov (United States)

    Leung, Chi-hung; Choi, Eudora

    2010-01-01

    Background: A limited amount of research has been conducted on children and adolescents who are low achievers. In Hong Kong, educators describe low achieving students in terms of academic performance, they seldom focus on socio-emotional aspects, such as self-esteem, peer affiliation, and inter-personal relationships. However, low achieving…

  2. Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

    Science.gov (United States)

    Swindle, Nicholas; Wimsatt, Leslie

    2015-11-01

    Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

  3. 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 ...

  4. Peer Observation of Teaching: Reflections of an Early Career Academic

    Science.gov (United States)

    Eri, Rajaraman

    2014-01-01

    Peer observation of teaching (POT) is a reciprocal process where a peer observes another's teaching (classroom, virtual, on-line or even teaching resource such as unit outlines, assignments). Peers then provide constructive feedbacks that would enable teaching professional development through the mirror of critical reflection by both the observer…

  5. Increasing Academic Skills of Students with Autism Using Fifth Grade Peers as Tutors.

    Science.gov (United States)

    Kamps, Debra; And Others

    1989-01-01

    Nonhandicapped fifth-grade students conducted tutoring sessions in math, language, and reading for two elementary-aged children with autism. Results demonstrated that normal peers could effectively increase academic behaviors of autistic students through tutoring activities. (Author/JDD)

  6. Family, peer, and neighborhood influences on academic achievement among African-American adolescents: one-year prospective effects.

    Science.gov (United States)

    Gonzales, N A; Cauce, A M; Friedman, R J; Mason, C A

    1996-06-01

    Using a 1-year prospective design, this study examined the influence of family status variables (family income, parental education, family structure), parenting variables (maternal support and restrictive control), peer support, and neighborhood risk on the school performance of 120 African American junior high school students. In addition to main effects of these variables, neighborhood risk was examined as a moderator of the effects of parenting and peer support. Family status variables were not predictive of adolescent school performance as indexed by self-reported grade point average. Maternal support at Time 1 was prospectively related to adolescent grades at Time 2. Neighborhood risk was related to lower grades, while peer support predicted better grades in the prospective analyses. Neighborhood risk also moderated the effects of maternal restrictive control and peer support on adolescent grades in prospective analyses. These findings highlight the importance of an ecological approach to the problem of academic underachievement within the African American Community.

  7. 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…

  8. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    Science.gov (United States)

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  9. Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

    Science.gov (United States)

    Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

    2016-01-01

    This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

  10. Psychopathology and Academic Performance, Social Well-Being, and Social Preference at School : The TRAILS Study

    NARCIS (Netherlands)

    Sijtsema, J. J.; Verboom, C. E.; Penninx, Brenda; Verhulst, F. C.; Ormel, J.

    Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and

  11. Turnitin and Peer Review in ESL Academic Writing Classrooms

    Science.gov (United States)

    Li, Jinrong; Li, Mimi

    2018-01-01

    Despite the benefits of peer review, there are still challenges that need to be addressed to make it more effective for L2 students. With the development of technology, computer-mediated peer review has captured increasing attention from L2 writing researchers and instructors. While Turnitin is known for its use in detecting plagiarism, its newly…

  12. Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

    Science.gov (United States)

    Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

    2016-08-01

    Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

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

    Science.gov (United States)

    Goroshit, Marina

    2018-01-01

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

  14. Contemporaneous Peer Effects, Career Age and the Industry Involvement of Academics in Biotechnology

    DEFF Research Database (Denmark)

    Aschhoff, Birgit; Grimpe, Christoph

    2014-01-01

    This study explores the role of contemporaneous peer effects in driving an academic's involvement with industry. Specifically, we examine the influence of workplace peers and personal collaborators and how these effects are moderated by the career age of the scientist. Moreover, we look...... that a scientist's involvement increases with the industry orientation of the scientist's co-authors (“personal peer effect”), irrespective of the scientist's age. In case both types of social influence are incongruent, younger scientists will revert to localized norms while more experienced scientists will orient...... at situations in which both types of social influence are incongruent and the academic is faced with “dissonance”. Based on survey data of 355 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that the scientist's involvement...

  15. Analysis of Student Performance in Peer Led Undergraduate Supplements

    Science.gov (United States)

    Gardner, Linda M.

    Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large lecture hall. To develop a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced to assist students, starting in the spring of 2010. PLUS was derived from the more well-known Peer-Led Team Learning with modifications to meet the specific needs of the university and the students. The yearlong investigation of PLUS Chemistry began in the fall of 2012 to allow for adequate development of materials and training of peer leaders. We examined the impact of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to be pharmacists (i.e., pre-pharmacy students). In a least linear squares multiple regression, PLUS participants performed on average one percent higher on exam scores for Chemistry 184 and four tenths of a percent on Chemistry 188 for each PLUS session attended. Pre-pharmacy students moderated the effect of PLUS attendance on chemistry achievement, ultimately negating any relative gain associated by attending PLUS sessions. Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions. Additionally, an item analysis studied the relationship between PLUS material to individual items on exams. The research discovered that students who attended PLUS session, answered the items correctly 10 to 20 percent more than their comparison group for PLUS interrelated items and no difference to 10 percent for non-PLUS related items. In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas.

  16. The Relationship Between Academic Achievement, Peer Acceptance, and Social Impact in Middle Childhood

    OpenAIRE

    Austin, Ann Marie Berghout; Draper, Dianne C.

    1984-01-01

    The purpose of this study was to investigate the relationship of academic achievement to four categories of social status including popular, rejected, isolated, and amiable, and to the variables of peer acceptance and social impact. Subjects were 145 elementary school children, grades 3 through 6. The children responded to a questionnaire designed to assess peer acceptance as well as rejection. Data consisted of (a) acceptance scores based on the predominance of either acceptance or rejection...

  17. The effect of peer tutoring about performance of students with disabilities in inclusive classroom

    Directory of Open Access Journals (Sweden)

    Tatiani dos Santos

    2008-12-01

    Full Text Available This study aimed at to investigate of the procedure of peer tutoring on the academic performance of pupils with intellectual disability in common classrooms of Early Education schools. Participate on the study two children with intellectual disability and twelve typical developmental as tutorial. The taught task was the recognition and the nomination of vowels of the alphabet, through playful activities, being that in the condition without peer tutoring the task was individualized and in the tutoring condition, the task was made in pairs. The results even so point that the peer tutoring can be effective in the improvement of the academic performance, although that is not applied for all of the children and the subject deserve more inquiry.

  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. Cross-Generational Valuing among Peer Academic Librarians

    Science.gov (United States)

    Munde, Gail; Coonin, Bryna

    2015-01-01

    This study investigated the skills, knowledge, abilities or dispositions that are most valued and respected by academic librarians, and determined how these qualities might, or might not, be associated with generational membership. Other variables included institutional classification, career length, years since first professional degree, and…

  5. Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

    Science.gov (United States)

    Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

    2013-01-01

    During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

  6. Academic Functioning and Peer Influences: A Short-Term Longitudinal Study of Network-Behavior Dynamics in Middle Adolescence

    Science.gov (United States)

    Rambaran, J. Ashwin; Hopmeyer, Andrea; Schwartz, David; Steglich, Christian; Badaly, Daryaneh; Veenstra, René

    2017-01-01

    In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14-15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness.…

  7. Academic functioning and peer influences : A short-term longitudinal study of network-behavior dynamics in middle adolescence

    NARCIS (Netherlands)

    Rambaran, J. Ashwin; Hopmeyer, Andrea; Schwartz, David; Steglich, Christian; Badaly, Daryaneh; Veenstra, Rene

    In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14-15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer

  8. Effects of peer victimization on psychological and academic adjustment in early adolescence.

    Science.gov (United States)

    Rueger, Sandra Yu; Jenkins, Lyndsay N

    2014-03-01

    The purpose of the current study is to investigate the effects of frequency of peer victimization experiences on psychological and academic adjustment during early adolescence, with a focus on testing psychological adjustment as a mediator, as well as differences based on gender and type of victimization. The sample in this short-term longitudinal design study consists of 7th and 8th graders (n = 670, 50% male) from an ethnically and socioeconomically diverse middle school. Victimization was measured using 10 items that assessed frequency of verbal, physical, and relational victimization experiences, and outcomes were assessed with the Behavior Assessment System for Children (2nd ed.) and school records. There was support for gender differences in frequency of peer victimization experiences based on type of victimization. More specifically, boys reported higher levels of physical and verbal victimization, and girls reported higher levels of relational victimization. In addition, there were statistically significant differences between boys and girls on the relation between victimization and anxiety, attendance, and grades, with girls experiencing more maladjustment than boys in response to peer victimization. Finally, results demonstrated no gender differences in indirect effects of psychological adjustment on the relation between peer victimization and academic outcomes, whether victimization was physical, verbal, and relational. These findings highlight the importance of addressing social-emotional functioning as well as peer victimization in the schools for both boys and girls, as both affect students' academic functioning. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  9. The influence of classroom peers on cognitive performance in children with behavioural problems.

    Science.gov (United States)

    Bevington, J; Wishart, J G

    1999-03-01

    Identifying factors linked to underachievement is fundamental to understanding the associated academic difficulties and crucial to the development of effective intervention strategies. Underachievement in a number of academic domains has been shown to be associated with behavioural problems in the classroom but the nature of the association and direction of any causal link has yet to be clarified. This study explored the association between poor academic achievement and behavioural problems by examining the direct effects of peer presence on classroom performance in children with identified behavioural difficulties. Specifically, it was hypothesised that independent performance on a cognitive task would decrease as number of classroom peers present increased. A total of 24 children attending two special schools for children with emotional and behavioural difficulties participated in the study. Age range was 9-14 years. A within-subjects design was used in which performance on a set of perceptual/conceptual matching tasks was assessed under three conditions: the child working alone, alongside one other peer, or within a group of six. Measures of non-verbal intelligence and academic attainment were collected, along with teacher ratings of the severity of each child's problem behaviour. Performance was found to be significantly influenced by peer presence, both in terms of number of correct responses and time taken to complete the matching tasks. Direction of effects on these two performance indicators differed according to number of peers present. Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.

  10. 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 ...

  11. Preliminary Empirical Model of Crucial Determinants of Best Practice for Peer Tutoring on Academic Achievement

    Science.gov (United States)

    Leung, Kim Chau

    2015-01-01

    Previous meta-analyses of the effects of peer tutoring on academic achievement have been plagued with theoretical and methodological flaws. Specifically, these studies have not adopted both fixed and mixed effects models for analyzing the effect size; they have not evaluated the moderating effect of some commonly used parameters, such as comparing…

  12. How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

    Science.gov (United States)

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

  13. Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

    Science.gov (United States)

    Bursal, Murat

    2017-01-01

    This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

  14. The impact of peer relations on academic progress in junior high

    NARCIS (Netherlands)

    Lubbers, Miranda J.; Van der Werf, Margaretha P. C.; Snijders, Tom A. B.; Creemers, Bert P. M.; Kuyper, Hans

    2006-01-01

    The purpose of this study is to examine whether peer relations within classrooms were related to students' academic progress, and if so, whether this can be explained by students' relatedness and engagement, in line with Connell and Wellborn's self-system model. We analyzed data of 18,735 students

  15. The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

    Science.gov (United States)

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

    This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

  16. Leveraging the Potential of Peer Feedback in an Academic Writing Activity through Sense-Making Support

    Science.gov (United States)

    Wichmann, Astrid; Funk, Alexandra; Rummel, Nikol

    2018-01-01

    The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing…

  17. 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.

  18. Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

    Science.gov (United States)

    Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

    2014-06-01

    This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  19. The Influence of Self-Ratings versus Peer Ratings on Supervisors' Performance Judgments.

    Science.gov (United States)

    Makiney; Levy

    1998-06-01

    This study investigated the extent to which supervisors use feedback from outside sources in making performance judgments. A simulation was conducted in which participants with organizational supervisory experience made an initial performance judgment about a profiled employee. Participants then received additional information that was discrepant from their initial judgment (positive or negative) from one of two sources (the profiled employee himself or one of his peers). The direction of the discrepant information and its source interacted in determining final ratings, such that, participants were more likely to use discrepant information to alter their performance judgments in a consistent direction when the source was a peer than when the source was the employee himself. Furthermore, participants' opinions about the usefulness of peer information for performance judgments moderated this interaction. Specifically, participants who believed that information from an employee's peers was useful, were more likely to use discrepant information provided by a peer when making final performance judgments than were participants who did not believe that information from an employee's peers was useful. Copyright 1998 Academic Press.

  20. 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…

  1. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    Directory of Open Access Journals (Sweden)

    Varkey Prathibha

    2012-03-01

    Full Text Available Abstract Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001, improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009, an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017, and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008. Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  2. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    Science.gov (United States)

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  3. 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

  4. Peer Instruction Improves Performance on Quizzes.

    Science.gov (United States)

    Rao, Sumangala P.; DiCarlo, Stephen E.

    2000-01-01

    Applies Benson's think-pair-share and Mazur's peer instruction techniques to enhance student involvement during the respiratory component of the medical physiology class. Investigates changes in students' level of understanding and ability to synthesize and integrate material. Includes 15 references. (Author/YDS)

  5. Peer Review and Academic Productivism from the View of Reviewers of Academic Journals in Management

    OpenAIRE

    Shigaki, Helena Belintani; Patrus, Roberto

    2017-01-01

    In a productivist culture, marked by the appreciation of the publication of scientific papers, the subject of peer review becomes relevant. The aim of this study was to reflect on how productivism is seen by the reviewers of scientific papers in the area of Administration, in the light of three specific objectives: to identify the motivations and external influences that teachers act as reviewers, to understand their assessment about the peer review system in Brazil, and to identify the possi...

  6. 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 ...

  7. 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 ...

  8. Development in Multiple Areas of Life in Adolescence: Interrelations between Academic Achievement, Perceived Peer Acceptance, and Self-Esteem

    Science.gov (United States)

    Tetzner, Julia; Becker, Michael; Maaz, Kai

    2017-01-01

    This study examined interrelations between three indicators of main challenges during adolescence: academic achievement, self-perceived peer acceptance, and self-esteem. An additional aim was to investigate whether the findings hold for girls and boys and across school types (academically oriented track vs. non-academically oriented track). We…

  9. 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.

  10. 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.

  11. Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

    Science.gov (United States)

    Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2014-04-01

    In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

  12. Establishing and integrating performance measures : a TPCB peer exchange

    Science.gov (United States)

    2015-08-31

    This report highlights key recommendations and noteworthy practices identified at Establishing and Integrating Performance Measures Peer Exchange held on April 27-28, 2015 in Dimondale, Michigan and via video teleconference. This event was spon...

  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. Citation ranking versus peer evaluation of senior faculty research performance

    DEFF Research Database (Denmark)

    Meho, Lokman I.; Sonnenwald, Diane H.

    2000-01-01

    The purpose of this study is to analyze the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Other studies typically derive their peer evaluation data directly from referees, often in the form of ranking. This study uses two additional...... indicator of research performance of senior faculty members? Citation data, book reviews, and peer ranking were compiled and examined for faculty members specializing in Kurdish studies. Analysis shows that normalized citation ranking and citation content analysis data yield identical ranking results....... Analysis also shows that normalized citation ranking and citation content analysis, book reviews, and peer ranking perform similarly (i.e., are highly correlated) for high-ranked and low-ranked senior scholars. Additional evaluation methods and measures that take into account the context and content...

  15. Perceptions of Academic Performance: Positive Illusions in Adolescents with and without Learning Disabilities

    Science.gov (United States)

    Heath, Nancy; Roberts, Elizabeth; Toste, Jessica R.

    2013-01-01

    Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or…

  16. 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...

  17. 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.

  18. Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

    Science.gov (United States)

    Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian

    2011-01-01

    The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for…

  19. Peer Victimization and Academic Adjustment among Early Adolescents: Moderation by Gender and Mediation by Perceived Classmate Support

    Science.gov (United States)

    Wang, Jing; Iannotti, Ronald J.; Luk, Jeremy W.

    2011-01-01

    Background: This study examined the moderating role of gender and the mediating role of perceived peer support in the association between peer victimization and academic adjustment. Methods: Data were obtained from adolescents in grades 7 and 8 in the US 2005/2006 Health Behavior in School-aged Children study (N = 3436; mean age = 13.6 years).…

  20. 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…

  1. 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.

  2. 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...

  3. 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 ...

  4. 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 ...

  5. 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

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

    African Journals Online (AJOL)

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

  7. 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 ...

  8. 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

  9. 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…

  10. 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…

  11. 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.

  12. 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…

  13. 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…

  14. 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…

  15. 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 ...

  16. Evaluating the Impact of Curriculum Infusion on US College Students' Alcohol Use and Academic Performance

    Science.gov (United States)

    Samuolis, Jessica; Lazowski, Andrew; Kessler, Janice

    2016-01-01

    Objectives: This paper explores the extent to which curriculum infusion (CI) impacted undergraduate students' alcohol use, perceived peer alcohol use, use of protective behavioural strategies, academic performance and course engagement. Design: Two faculty members infused content on norms and protective behavioural strategies into selected…

  17. Peers, Pressure, and Performance at the National Spelling Bee

    Science.gov (United States)

    Smith, Jonathan

    2013-01-01

    This paper investigates how individuals' performances of a cognitive task in a high-pressure competition are affected by their peers' performances. To do so, I use novel data from the National Spelling Bee, in which students attempt to spell words correctly in a tournament setting. Across OLS and instrumental variables approaches, I…

  18. 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...

  19. 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.

  20. Self- and peer-assessments of ambulance drivers' driving performance

    Directory of Open Access Journals (Sweden)

    Anna Sundström

    2012-07-01

    Full Text Available The aim of the present study was to develop and examine the quality of the Ambulance Driver Self-assessment Questionnaire (ADSQ and the Ambulance Driver Peer-assessment Questionnaire (ADPQ measuring aspects of, driving performance, driving style and driving competence. In addition the ADSQ measures self-reflection and safety-attitudes. The aim of the study was also to examine ambulance drivers' self- and peer-assessments as well as to examine the accuracy of self-assessments by comparing self-assessed and peer-assessed driving performance, driving style and competence. 76 ambulance drivers employed at two ambulance stations in northern Sweden completed ADSQ and ADPQ. Item analyses were conducted to examine the psychometric properties of the items, and based on the results some revisions were made to improve the questionnaires. The revised questionnaires were functioning rather well, although some subscale demonstrated low internal consistency. Subscale inter-correlations provided support for construct validity. Self- and peer-assessments indicated safe driving performance and good driver competence, which is positive from a traffic safety perspective. A comparison of mean self- and peer-assessment ratings, controlling for age, gender and driving experience showed no significant differences, except for the subscale overtaking. This indicates that ambulance drivers' self-assessments are realistic in most areas.

  1. Reflective Peer Mentoring: Evolution of a Professional Development Program for Academic Librarians

    Directory of Open Access Journals (Sweden)

    Janet L. Goosney

    2014-06-01

    Full Text Available For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one’s instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one’s teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO, an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.

  2. 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…

  3. 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.

  4. 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.

  5. Gifted students' academic performance in medical school: a study of Olympiad winners.

    Science.gov (United States)

    Kim, Kyong-Jee; Kee, Changwon

    2012-01-01

    The present study examines the performance of academically talented students (i.e., those who received awards in Olympiads, the international competitions for gifted students in science or mathematics) in medical school. The goal is to investigate whether students exceptionally talented in science and mathematics excel in medical school. A retrospective analysis of 13 cohorts of medical students (N = 475) was conducted to compare learning outcomes of academically talented students (ATS) with their peers in terms of their grade point averages (GPAs) and national licensing exam (KMLE) scores. ATS outperformed their peers in total GPAs (p success in medical school, even among those with exceptional talent. Better understanding of nonacademic factors associated with medical school performance is warranted to improve our selection processes and to better help academically talented students succeed in medical school.

  6. Academic performance of children born preterm: a meta-analysis and meta-regression.

    Science.gov (United States)

    Twilhaar, E Sabrina; de Kieviet, Jorrit F; Aarnoudse-Moens, Cornelieke Sh; van Elburg, Ruurd M; Oosterlaan, Jaap

    2017-08-28

    Advances in neonatal healthcare have resulted in decreased mortality after preterm birth but have not led to parallel decreases in morbidity. Academic performance provides insight in the outcomes and specific difficulties and needs of preterm children. To study academic performance in preterm children born in the antenatal steroids and surfactant era and possible moderating effects of perinatal and demographic factors. PubMed, Web of Science and PsycINFO were searched for peer-reviewed articles. Cohort studies with a full-term control group reporting standardised academic performance scores of preterm children (Academic test scores and special educational needs of preterm and full-term children were analysed using random effects meta-analysis. Random effects meta-regressions were performed to explore the predictive role of perinatal and demographic factors for between-study variance in effect sizes. The 17 eligible studies included 2390 preterm children and 1549 controls. Preterm children scored 0.71 SD below full-term peers on arithmetic (pacademic performance (p=0.006). Preterm children born in the antenatal steroids and surfactant era show considerable academic difficulties. Preterm children with bronchopulmonarydysplasia are at particular risk for poor academic outcome. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  7. 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

  8. 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…

  9. 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)

  10. 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.

  11. 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…

  12. 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

  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. 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.

  15. Bidirectional Associations between Peer Victimization and Functions of Aggression in Middle Childhood: Further Evaluation across Informants and Academic Years.

    Science.gov (United States)

    Cooley, John L; Fite, Paula J; Pederson, Casey A

    2018-01-01

    The current 3-wave study examined bidirectional associations between peer victimization and functions of aggression across informants over a 1-year period in middle childhood, with attention to potential gender differences. Participants included 198 children (51% girls) in the third and fourth grades and their homeroom teachers. Peer victimization was assessed using both child- and teacher-reports, and teachers provided ratings of reactive and proactive aggression. Cross-classified multilevel cross-lagged models indicated that child-reports, but not teacher-reports, of peer victimization predicted higher levels of reactive aggression within and across academic years. Further, reactive aggression predicted subsequent increases in child- and teacher-reports of peer victimization across each wave of data. Several gender differences, particularly in the crossed paths between proactive aggression and peer victimization, also emerged. Whereas peer victimization was found to partially account for the stability of reactive aggression over time, reactive aggression did not account for the stability of peer victimization. Taken together with previous research, the current findings suggest that child-reports of peer victimization may help identify youth who are risk for exhibiting increased reactive aggression over time. Further, they highlight the need to target reactively aggressive behavior for the prevention of peer victimization in middle childhood.

  16. 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…

  17. A Cross-National Comparison of School Students' Perceptions Regarding High Performing Peers

    Directory of Open Access Journals (Sweden)

    Hyerim Oh

    2014-06-01

    Full Text Available This cross-national scenario based study exam-ined fourth-grade students’ perceptions of high-performing classmates in terms of their ex-pected intellectual abilities, positive social qual-ities and popularity among their peers across seven countries. The overall results show that high academic achievements predominantly lead to positive expectations within the peer group. However, pronounced differences were found between the countries. The results indi-cated that students from Spanish-speaking countries viewed their potential high-perform-ing peers most favorably, followed by students from Australia, the United Kingdom and Ger-many. The least favorable expectations, but by no means negative attitude, were exhibited by students from the two East-Asian countries Ko-rea and Vietnam. In contrast, the respondents’ gender and the gender of the hypothetical suc-cessful classmates had less influence on student perceptions of high-performers. These findings have implications for the educational provision of high performing students in different cross-national contexts.

  18. Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

    Science.gov (United States)

    Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

    2017-08-01

    Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

  19. 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…

  20. Views on the peer review system of biomedical journals: an online survey of academics from high-ranking universities

    Science.gov (United States)

    2013-01-01

    Background Peer review is the major method used by biomedical journals for making the decision of publishing an article. This cross-sectional survey assesses views concerning the review system of biomedical journals among academics globally. Methods A total of 28,009 biomedical academics from high-ranking universities listed by the 2009 Times Higher Education Quacquarelli Symonds (THE-QS) World University Rankings were contacted by email between March 2010 and August 2010. 1,340 completed an online survey which focused on their academic background, negative experiences and views on biomedical journal peer review and the results were compared among basic scientists, clinicians and clinician scientists. Results Fewer than half of the respondents agreed that the peer review systems of biomedical journals were fair (48.4%), scientific (47.5%), or transparent (25.1%). Nevertheless, 58.2% of the respondents agreed that authors should remain anonymous and 64.4% agreed that reviewers should not be disclosed. Most, (67.7%) agreed to the establishment of an appeal system. The proportion of native English-speaking respondents who agreed that the “peer review system is fair” was significantly higher than for non-native respondents (p = 0.02). Similarly, the proportion of clinicians stating that the “peer review system is fair” was significantly higher than that for basic scientists and clinician-scientists (p = 0.004). For females, (β = −0.1, p = 0.03), the frequency of encountering personal attacks in reviewers’ comments (β = −0.1, p = 0.002) and the frequency of imposition of unnecessary references by reviewers (β = −0.06, p = 0.04) were independently and inversely associated with agreement that “the peer review system is fair”. Conclusion Academics are divided on the issue of whether the biomedical journal peer review system is fair, scientific and transparent. A majority of academics agreed with the double-blind peer

  1. 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.

  2. 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 ...

  3. Negotiation on the Assessment of Research Articles with Academic Reviewers: Application of Peer-Review Approach of Teaching

    Science.gov (United States)

    Kumar, Prashant; Rafiq, Imran; Imam, Boulent

    2011-01-01

    This study provides an insight into the dominant negotiation processes that occur between the authors of research articles and academic reviewers at the peer reviewing stage. Data of reviewers comments and authors responses on 32 science and engineering based journal articles covering four decision categories (accept as is, accept with minor…

  4. Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners

    Science.gov (United States)

    Carhill-Poza, Avary

    2015-01-01

    Although researchers often acknowledge the importance of linguistically rich interactions in the academic language development of emergent bilingual students, few studies have explicitly examined the role of linguistic peer support and the underlying structure of social relationships in the second language learning experiences and outcomes of…

  5. 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.

  6. Peer-to-peer computing for secure high performance data copying

    International Nuclear Information System (INIS)

    Hanushevsky, A.; Trunov, A.; Cottrell, L.

    2001-01-01

    The BaBar Copy Program (bbcp) is an excellent representative of peer-to-peer (P2P) computing. It is also a pioneering application of its type in the P2P arena. Built upon the foundation of its predecessor, Secure Fast Copy (sfcp), bbcp incorporates significant improvements performance and usability. As with sfcp, bbcp uses ssh for authentication; providing an elegant and simple working model--if you can ssh to a location, you can copy files to or from that location. To fully support this notion, bbcp transparently supports 3rd party copy operations. The program also incorporates several mechanism to deal with firewall security; the bane of P2P computing. To achieve high performance in a wide area network, bbcp allows a user to independently specify, the number of parallel network streams, tcp window size, and the file I/O blocking factor. Using these parameters, data is pipelined from source to target to provide a uniform traffic pattern that maximizes router efficiency. For improved recoverability, bbcp also keeps track of copy operations so that an operation can be restarted from the point of failure at a later time; minimizing the amount of network traffic in the event of a copy failure. Here, the authors present the bbcp architecture, it's various features, and the reasons for their inclusion

  7. Peer-to-Peer Computing for Secure High Performance Data Copying

    International Nuclear Information System (INIS)

    2002-01-01

    The BaBar Copy Program (bbcp) is an excellent representative of peer-to-peer (P2P) computing. It is also a pioneering application of its type in the P2P arena. Built upon the foundation of its predecessor, Secure Fast Copy (sfcp), bbcp incorporates significant improvements performance and usability. As with sfcp, bbcp uses ssh for authentication; providing an elegant and simple working model -- if you can ssh to a location, you can copy files to or from that location. To fully support this notion, bbcp transparently supports 3rd party copy operations. The program also incorporates several mechanism to deal with firewall security; the bane of P2P computing. To achieve high performance in a wide area network, bbcp allows a user to independently specify, the number of parallel network streams, tcp window size, and the file I/O blocking factor. Using these parameters, data is pipelined from source to target to provide a uniform traffic pattern that maximizes router efficiency. For improved recoverability, bbcp also keeps track of copy operations so that an operation can be restarted from the point of failure at a later time; minimizing the amount of network traffic in the event of a copy failure. Here, we preset the bbcp architecture, it's various features, and the reasons for their inclusion

  8. 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...

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

    Science.gov (United States)

    Su, Sophia; Baird, Kevin

    2017-01-01

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

  10. ASSESSING STUDENT PERFORMANCE ON INTERPRETING THROUGH PEER-ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Titik Ismailia

    2017-12-01

    Full Text Available As a part of translation interpreting is translating spoken discourse orally. It needs some requirements like ability to speak clearly, clarity, fluency, eye contact, and self-confidence. It also needs linguistic proficiency, analytical skill, listening and recall, interpersonal skills, ethical behaviour, speaking skills, cultural knowledge, and subject knowledge. Evaluating students performance on interpreting can be done through peer assessment. Peer- assessment is one of alternative assessment to grade the peers in group or individuals by commenting on and judging other students work. To do this process there is a join work between listening and speaking, and two students. The first student as a speaker and the second student as an interpreter. Both of them should do the same quality on speak clearly as a speaker and as an interpreter should able to listen and translating the spoken discourse orally. Evaluation can use analytical grade that allows teacher to set clear criteria for correction like fluency, grammar, terminology, general content, and mechanics. Students and teacher can give comment on every criteria based on their own competency. During the process on making criteria, students and teacher can discuss and give reasonable suggestion to make the assessment suitable to the students competency. At the end, a rubric of assessment with the score from 0 to 100 and criteria and also the comment included in the paper of assessment.

  11. Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

    Science.gov (United States)

    Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

    2008-11-01

    We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

  12. Performance Evaluation of Peer-to-Peer Progressive Download in Broadband Access Networks

    Science.gov (United States)

    Shibuya, Megumi; Ogishi, Tomohiko; Yamamoto, Shu

    P2P (Peer-to-Peer) file sharing architectures have scalable and cost-effective features. Hence, the application of P2P architectures to media streaming is attractive and expected to be an alternative to the current video streaming using IP multicast or content delivery systems because the current systems require expensive network infrastructures and large scale centralized cache storage systems. In this paper, we investigate the P2P progressive download enabling Internet video streaming services. We demonstrated the capability of the P2P progressive download in both laboratory test network as well as in the Internet. Through the experiments, we clarified the contribution of the FTTH links to the P2P progressive download in the heterogeneous access networks consisting of FTTH and ADSL links. We analyzed the cause of some download performance degradation occurred in the experiment and discussed about the effective methods to provide the video streaming service using P2P progressive download in the current heterogeneous networks.

  13. 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

  14. 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.

  15. Association of preresidency peer-reviewed publications with radiation oncology resident choice of academic versus private practice career.

    Science.gov (United States)

    McClelland, Shearwood; Thomas, Charles R; Wilson, Lynn D; Holliday, Emma B; Jaboin, Jerry J

    The decision of radiation oncology residents to pursue academic versus private practice careers plays a central role in shaping the present and future of the field, but factors that are potentially predictive of this decision are lacking. This study was performed to examine the role of several factors publicly available before residency on postresidency career choice, including preresidency peer-reviewed publications (PRPs), which have been associated with resident career choice in comparably competitive subspecialties such as neurosurgery. Using a combination of Internet searches, telephone interviews, and the 2015 Association of Residents in Radiation Oncology directory, a list of 2016 radiation oncology resident graduates was compiled, along with their postresidency career choice. PRP was defined as the number of PubMed publications encompassing the end of the calendar year (2010) in which residency applications were due; this number was then correlated with career choice. A total of 163 residents from 76 Accreditation Council for Graduate Medical Education-certified programs were examined: 78% were male, 22% were MDs/PhDs, and 79 graduates (48%) chose academic careers. Fifty-two percent of graduates had at least 1 PRP at the time of application to radiation oncology residency; 35% had more than 1 PRP. Regarding career choice, the difference between 0 and 1+ PRP was statistically significant (odds ratio, 3.3; P 1 PRP. Sex, PhD, or non-PhD dual degree status were not associated with career choice. Radiation oncology residency graduates with 1 or more PRPs at the time of residency application were roughly 2 times more likely to choose an academic career as their initial career choice than graduates with no preresidency PRPs. This information may prove useful to medical students, medical school advisors, and residency program directors and deserves further prospective investigation. Copyright © 2017 American Society for Radiation Oncology. Published by Elsevier

  16. 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…

  17. Midwifery students' evaluation of team-based academic assignments involving peer-marking.

    Science.gov (United States)

    Parratt, Jenny A; Fahy, Kathleen M; Hastie, Carolyn R

    2014-03-01

    Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). Participatory Action Research with data collection via anonymous online surveys. There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  18. A Mediation Analysis on the Relationship of Physical Fitness Components, Obesity, and Academic Performance in Children.

    Science.gov (United States)

    Muntaner-Mas, Adrià; Pere, Palou; Vidal-Conti, Josep; Esteban-Cornejo, Irene

    2018-04-20

    To examine the relationship between a battery of obesity indicators and physical fitness components with academic performance in children and to explore the combined and mediation role of the physical fitness components in the relationship between obesity and academic performance in children. A cross-sectional study including data from 250 Spanish schoolchildren (Balearic Islands) between 10 and 12 years of age (mean age, 10.98 ± 0.76 years) was conducted. Obesity measures (body mass index, body fat, waist circumference, hip circumference, and waist-to-height ratio), physical fitness components (cardiorespiratory fitness, muscular fitness, and speed-agility), and academic performance (Spanish language, Catalan language, English language, natural sciences, social sciences, arts, physical education, religion, and grade point average [GPA]) were collected. All obesity measures were negatively related to at least 3 of the 10 academic indicators, including GPA (β range, -0.135 to -0.229; all P fitness and speed-agility were positively related to all academic indicators (β range, 0.182 to 0.350; all P fitness with 3 academic indicators (β range, 0.143 to 0.253; all P fit had better academic performance than their unfit peers (score +0.75; P = .001). The association between body mass index and GPA was mediated by cardiorespiratory fitness and speed-agility. This investigation contributes to the current knowledge by adding evidence about the crucial role of physical fitness in terms of academic performance rather than obesity status, suggesting that physical fitness may ameliorate the negative influence of obesity on academic performance. Copyright © 2018 Elsevier Inc. All rights reserved.

  19. 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.

  20. 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.

  1. 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.

  2. 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 ...

  3. 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....

  4. 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…

  5. [Socio-economic and psycho-affective factors and their influence on academic performance of residents in Obstetrics and Gynecology].

    Science.gov (United States)

    Manterola Álvarez, David

    2015-03-01

    Academic performance is the mean objective of the teaching-learning process, but there are many other variables or factors outside the OB/GYN resident involved in this process, such as those related to the environment in which they operate, teachers, interaction with their peers, family, society, and many other factors contained individually, such as learning styles, motivation, study habits, personality traits, among others. Identify which are the main socio-economic and psycho-affective factors that influence on academic performance of residents in Obstetrics and Gynecology. Observational, cross-sectional quantitative, correlational and non-experimental study in Obstetrics and Gynecology residents of a public general hospital tertiary care. A type survey to obtain data and deepen personal and socioeconomic status of each resident instrument was designed. Females predominated with 15 cases and only 5 were male. Sixteen of medical residents claimed that having a good habit of sleep helps improve their academic performance and their performance in academic and healthcare activities. Fifteen felt that work much better with peers of the opposite sex. Ten felt that developing a type of self-directed learning contributes greatly to improve their performance and 19 felt that having a mentor during residency contributes to improve their academic performance. Fifteen reported being victim of abuse or discrimination from their peers. Sixteen claimed to have been very sad or depressed at some point during residency. Eight consumed alcohol and seven used tobacco to relax.

  6. Peer assessment of aviation performance: inconsistent for good reasons.

    Science.gov (United States)

    Roth, Wolff-Michael; Mavin, Timothy J

    2015-03-01

    Research into expertise is relatively common in cognitive science concerning expertise existing across many domains. However, much less research has examined how experts within the same domain assess the performance of their peer experts. We report the results of a modified think-aloud study conducted with 18 pilots (6 first officers, 6 captains, and 6 flight examiners). Pairs of same-ranked pilots were asked to rate the performance of a captain flying in a critical pre-recorded simulator scenario. Findings reveal (a) considerable variance within performance categories, (b) differences in the process used as evidence in support of a performance rating, (c) different numbers and types of facts (cues) identified, and (d) differences in how specific performance events affect choice of performance category and gravity of performance assessment. Such variance is consistent with low inter-rater reliability. Because raters exhibited good, albeit imprecise, reasons and facts, a fuzzy mathematical model of performance rating was developed. The model provides good agreement with observed variations. Copyright © 2014 Cognitive Science Society, Inc.

  7. 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%.

  8. Sociological Factors to Drug Abuse and the Effects on Secondary School Students' Academic Performance in Ekiti and Ondo States, Nigeria

    Science.gov (United States)

    Abdu-Raheem, B. O.

    2013-01-01

    This study examined the influence of drug abuse on secondary school students in relation to their family background, family cohesion, peer group influence, and students' academic performance. Descriptive research design of the survey type and an inventory were used for the study. The population comprised all secondary school students in Ekiti and…

  9. 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.

  10. 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.

  11. Stronger than the sum of its parts? The performance implications of peer control combinations in teams

    NARCIS (Netherlands)

    de Jong, Bart A.; Bijlsma-Frankema, Katinka M.; Cardinal, Laura B.

    2014-01-01

    Integrating theorizing on situational strength and complementarity with control theory, we investigate the mediating processes that transmit peer control combination effects to team performance. We argue that two critical peer control mechanisms-norm strength and peer pressure-complement each other

  12. Attachment at School Age and Academic Performance.

    Science.gov (United States)

    Moss, Ellen; St-Laurent, Diane

    2001-01-01

    Examined longitudinally the association between attachment at age 6 and school-related cognitive functioning 2 years later in a French Canadian sample. Found that secure children had higher scores than insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school…

  13. How Does Student Peer Review Influence Perceptions, Engagement and Academic Outcomes? A Case Study

    Science.gov (United States)

    Mulder, Raoul; Baik, Chi; Naylor, Ryan; Pearce, Jon

    2014-01-01

    Involving students in peer review has many pedagogical benefits, but few studies have explicitly investigated relationships between the content of peer reviews, student perceptions and assessment outcomes. We conducted a case study of peer review within a third-year undergraduate subject at a research-intensive Australian university, in which we…

  14. From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8

    Science.gov (United States)

    Sorensen, Lucy C.; Cook, Philip J.; Dodge, Kenneth A.

    2017-01-01

    Prior research and anecdotal evidence from educators suggest that classroom peers play a meaningful role in how students learn. However, the literature has failed to consider the dynamic and context-dependent nature of classroom peer influence. Developmental psychology theories suggest that peer influence will increase and family influence will…

  15. Partnership Among Peers: Lessons Learned From the Development of a Community Organization-Academic Research Training Program.

    Science.gov (United States)

    Jewett-Tennant, Jeri; Collins, Cyleste; Matloub, Jacqueline; Patrick, Alison; Chupp, Mark; Werner, James J; Borawski, Elaine A

    2016-01-01

    Community engagement and rigorous science are necessary to address health issues. Increasingly, community health organizations are asked to partner in research. To strengthen such community organization-academic partnerships, increase research capacity in community organizations, and facilitate equitable partnered research, the Partners in Education Evaluation and Research (PEER) program was developed. The program implements an 18-month structured research curriculum for one mid-level employee of a health-focused community-based organization with an organizational mentor and a Case Western Reserve University faculty member as partners. The PEER program was developed and guided by a community-academic advisory committee and was designed to impact the research capacity of organizations through didactic modules and partnered research in the experiential phase. Active participation of community organizations and faculty during all phases of the program provided for bidirectional learning and understanding of the challenges of community-engaged health research. The pilot program evaluation used qualitative and quantitative data collection techniques, including experiences of the participants assessed through surveys, formal group and individual interviews, phone calls, and discussions. Statistical analysis of the change in fellows' pre-test and post-test survey scores were conducted using paired sample t tests. The small sample size is recognized by the authors as a limitation of the evaluation methods and would potentially be resolved by including more cohort data as the program progresses. Qualitative data were reviewed by two program staff using content and narrative analysis to identify themes, describe and assess group phenomena and determine program improvements. The objective of PEER is to create equitable partnerships between community organizations and academic partners to further research capacity in said organizations and develop mutually beneficial research

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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 ...

  1. 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…

  2. 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

  3. 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.

  4. 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 ...

  5. 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 ...

  6. 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…

  7. 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…

  8. 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.

  9. 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.

  10. 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…

  11. 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 ...

  12. 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…

  13. Peer Review of the Waste Package Material Performance Interim Report

    International Nuclear Information System (INIS)

    J. A. Beavers; T. M. Devine, Jr.; G. S. Frankel; R. H. Jones; R. G. Kelly; R. M. Latanision; J. H. Payer

    2001-01-01

    At the request of the U.S. Department of Energy, Bechtel SAIC Company, LLC, formed the Waste Package Materials Performance Peer Review Panel (the Panel) to review the technical basis for evaluating the long-term performance of waste package materials in a proposed repository at Yucca Mountain, Nevada. This is the interim report of the Panel; a final report will be issued in February 2002. In its work to date, the Panel has identified important issues regarding waste package materials performance. In the remainder of its work, the Panel will address approaches and plans to resolve these issues. In its review to date, the Panel has not found a technical basis to conclude that the waste package materials are unsuitable for long-term containment at the proposed Yucca Mountain Repository. Nevertheless, significant technical issues remain unsettled and, primarily because of the extremely long life required for the waste packages, there will always be some uncertainty in the assessment. A significant base of scientific and engineering knowledge for assessing materials performance does exist and, therefore, the likelihood is great that uncertainty about the long-term performance can be substantially reduced through further experiments and analysis

  14. 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.

  15. 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.

  16. 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…

  17. 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…

  18. Relative Importance of Parents and Peers: Differences in Academic and Social Behaviors at Three Grade Levels Spanning Late Childhood and Early Adolescence

    Science.gov (United States)

    Masten, Carrie L.; Juvonen, Jaana; Spatzier, Agnieszka

    2009-01-01

    By focusing on school-based behaviors, this study examined the validity of a lay assumption that peers match, and even surpass, parents in terms of their importance as socialization agents by early adolescence. Self-reported academic and social behaviors, peer group norms, and perceived parent values were assessed among fourth, sixth, and eighth…

  19. Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

    Science.gov (United States)

    Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

    2015-01-01

    The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  20. Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

    Science.gov (United States)

    Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

    2015-01-01

    The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

  1. Quality Assurance Peer Review Chart Rounds in 2011: A Survey of Academic Institutions in the United States

    International Nuclear Information System (INIS)

    Lawrence, Yaacov Richard; Whiton, Michal A.; Symon, Zvi; Wuthrick, Evan J.; Doyle, Laura; Harrison, Amy S.; Dicker, Adam P.

    2012-01-01

    Purpose: In light of concerns regarding the quality of radiation treatment delivery, we surveyed the practice of quality assurance peer review chart rounds at American academic institutions. Methods and Materials: An anonymous web-based survey was sent to the chief resident of each institution across the United States. Results: The response rate was 80% (57/71). The median amount of time spent per patient was 2.7 minutes (range, 0.6–14.4). The mean attendance by senior physicians and residents was 73% and 93%, respectively. A physicist was consistently present at peer review rounds in 66% of departments. There was a close association between attendance by senior physicians and departmental organization: in departments with protected time policies, good attendance was 81% vs. 31% without protected time (p = 0.001), and in departments that documented attendance, attending presence was 69% vs. 29% in departments without documentation (p 75% of institutions, whereas dosimetric details (beams, wedges), isodose coverage, intensity-modulated radiation therapy constraints, and dose–volume histograms were always peer reviewed in 63%, 59%, 42%, and 50% of cases, respectively. Chart rounds led to both minor (defined as a small multileaf collimator change/repeated port film) and major (change to dose prescription or replan with dosimetry) treatment changes. Whereas at the majority of institutions changes were rare (<10% of cases), 39% and 11% of institutions reported that minor and major changes, respectively, were made to more than 10% of cases. Conclusion: The implementation of peer review chart rounds seems inconsistent across American academic institutions. Brachytherapy and radiosurgical procedures are rarely reviewed. Attendance by senior physicians is variable, but it improves when scheduling clashes are avoided. The potential effect of a more thorough quality assurance peer review on patient outcomes is not known.

  2. The interplay between academic performance and quality of life among preclinical students.

    Science.gov (United States)

    Shareef, Mohammad Abrar; AlAmodi, Abdulhadi A; Al-Khateeb, Abdulrahman A; Abudan, Zainab; Alkhani, Mohammed A; Zebian, Sanderlla I; Qannita, Ahmed S; Tabrizi, Mariam J

    2015-10-31

    The high academic performance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life. A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively. A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academic performance of students positively correlated with physical (r = 0.23, p student scored higher than female peers in physical and psychological health. This study has identified a direct relationship between the academic performance of preclinical students and their quality of life. The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academic performance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.

  3. Marijuana smoking among secondary school students in Zaria, Nigeria: factors responsible and effects on academic performance.

    Science.gov (United States)

    Shehu, A U; Idris, S H

    2008-12-01

    The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academic performance. A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables. Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academic performance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P family background, peer pressure and attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.

  4. 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.

  5. 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.

  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. 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.

  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. 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.

  11. Reducing Intellectual Poverty of Outsiders within Academic Spaces through Informal Peer Mentorship

    Science.gov (United States)

    De Four-Babb, Joyanne; Pegg, Jerine; Beck, Makini

    2015-01-01

    Academia is changing and a growing number of academics are finding themselves in non-tenure-track positions, experiencing increasing numbers of career transitions, or following alternative career trajectories. Academics in these positions often find themselves positioned as outsiders within their institutions and/or the broader academic community.…

  12. North Carolina DOT peer exchange on performance management

    Science.gov (United States)

    2014-09-01

    This report highlights key recommendations and best practices identified at the peer exchange on Transportation Asset Management Plans (TAMP), held on February 5 and 6, 2014, in Columbia, South Carolina. This event was sponsored by the Transportation...

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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-.

  18. 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

  19. 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.

  20. 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.

  1. 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.

  2. 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.

  3. 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 ...

  4. Differences in Physical Activity and Academic Performance between Urban and Rural Schoolchildren in Slovenia

    Directory of Open Access Journals (Sweden)

    Vedrana Sember

    2018-03-01

    Full Text Available In Slovenia, the existing studies of relations between physical activity (PA, academic performance (AP and urbanization grade have used subjective self-reporting tools for assessing physical activity, which usually led to an underestimation of true PA. We have attempted to overcome this and have investigated the link between PA in rural and urban Slovenian schoolchildren by an objective assessment of PA, using a multi-sensor SenseWear PRO armband. The analysis showed that urban children in Slovenia are more physically active than rural children are and achieve better AP (mathematics grade. Additionally, children who are active between 60 and 120 minutes of MVPA/day have higher AP than their peers who are active less than 60 or more than 120 minutes, whereas the latter groups did not differ in academic performance.

  5. 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....

  6. 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...

  7. 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...

  8. 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...

  9. 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 ...

  10. 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 ...

  11. 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...

  12. 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…

  13. Multiple victimization experiences of urban elementary school students: associations with psychosocial functioning and academic performance.

    Science.gov (United States)

    Holt, Melissa K; Finkelhor, David; Kantor, Glenda Kaufman

    2007-05-01

    This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academic performance. Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

  14. 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.

  15. [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.

  16. Group Peer Mentoring: An Answer to the Faculty Mentoring Problem? A Successful Program at a Large Academic Department of Medicine.

    Science.gov (United States)

    Pololi, Linda H; Evans, Arthur T

    2015-01-01

    To address a dearth of mentoring and to avoid the pitfalls of dyadic mentoring, the authors implemented and evaluated a novel collaborative group peer mentoring program in a large academic department of medicine. The mentoring program aimed to facilitate faculty in their career planning, and targeted either early-career or midcareer faculty in 5 cohorts over 4 years, from 2010 to 2014. Each cohort of 9-12 faculty participated in a yearlong program with foundations in adult learning, relationship formation, mindfulness, and culture change. Participants convened for an entire day, once a month. Sessions incorporated facilitated stepwise and values-based career planning, skill development, and reflective practice. Early-career faculty participated in an integrated writing program and midcareer faculty in leadership development. Overall attendance of the 51 participants was 96%, and only 3 of 51 faculty who completed the program left the medical school during the 4 years. All faculty completed a written detailed structured academic development plan. Participants experienced an enhanced, inclusive, and appreciative culture; clarified their own career goals, values, strengths and priorities; enhanced their enthusiasm for collaboration; and developed skills. The program results highlight the need for faculty to personally experience the power of forming deep relationships with their peers for fostering successful career development and vitality. The outcomes of faculty humanity, vitality, professionalism, relationships, appreciation of diversity, and creativity are essential to the multiple missions of academic medicine. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

  17. 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;…

  18. 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…

  19. 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.

  20. 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.

  1. Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

    Science.gov (United States)

    Liem, Gregory Arief D.; McInerney, Dennis M.; Yeung, Alexander S.

    2015-01-01

    The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of…

  2. 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

  3. Impact of mother tongue on construction of notes and first-year academic performance

    Directory of Open Access Journals (Sweden)

    Shalini Dukhan

    2016-11-01

    Full Text Available The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for second-language students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year.

  4. 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...

  5. EFL LEARNERS REPAIR SEQUENCE TYPES ANALYSIS AS PEER- ASSESSMENT IN ORAL PERFORMANCE

    Directory of Open Access Journals (Sweden)

    Novia Trisanti

    2017-04-01

    Full Text Available There are certain concerns that EFL teacher needs to observe in assessing students oral performance, such as the amount of words which the learners utter, the grammatical errors that they make, the hesitation and certain expression that they produce. This paper attempts to give overview of research results using qualitative method which show the impacts of repair sequence types analysis on those elements needed to be observed as students peer and self-assessment to enhance their speaking ability. The subject was tertiary level learners of English Department, State University of Semarang, Indonesia in 2012. Concerning the repair types, there are four repair sequences as reviewed by Buckwalter (2001, they are Self-Initiated Self Repair (SISR, Self-Initiated Other Repair (SIOR, Other-Initiated Self Repair (OISR, and Other-Initiated Other Repair (OIOR. Having the repair sequences types anaysis, the students investigated the repair sequence of their peers while they performed in class conversation. The modified peer- assessment guideline as proposed by Brown (2004 was used in identifying, categorizing and classifying the types of repair sequences in their peers oral performance. While, the peer-assessment can be a valuable additional means to improve students speaking since it is one of the motives that drive peer- evaluation, along with peer- verification, also peer and self- enhancement. The analysis results were then interpreted to see whether there was significant finding related to the students’ oral performance enhancement.

  6. 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.

  7. 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.

  8. 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.

  9. 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/

  10. 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.

  11. 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...

  12. Peer-tutoring in academic writing: the infectious nature of engagement

    OpenAIRE

    O'Sullivan, Íde; Cleary, Lawrence

    2014-01-01

    non-peer-reviewed Students often struggle with writing as they are unaware of the process of writing and of strategies and skills to help them write well. They often focus on the product of writing rather than engaging with the process of writing. However, it is in the process of writing, and in the discovery of that process, that learning happens (Murray 1973, Emig 1977, Berlin 1982). It is thought that the inductive, non-intrusive model of student peer-tutoring practiced at the Regional ...

  13. 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...

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

    Science.gov (United States)

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

    2016-01-01

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

  15. The relationship between study strategies and academic performance.

    Science.gov (United States)

    Zhou, Yuanyuan; Graham, Lori; West, Courtney

    2016-10-07

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

  16. 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.

  17. 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

  18. 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 ...

  19. 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…

  20. 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.

  1. Measuring the Effects of Peer Learning on Students' Academic Achievement in First-Year Business Statistics

    Science.gov (United States)

    Dancer, Diane; Morrison, Kellie; Tarr, Garth

    2015-01-01

    Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects…

  2. Vocabulary Theatre: A Peer-Teaching Approach for Academic Vocabulary Acquisition

    Science.gov (United States)

    Robb, Elizabeth; Sinatra, Richard; Eschenauer, Robert

    2014-01-01

    This mixed methods counterbalanced study compared the gain score means of two different approaches to vocabulary acquisition--Vocabulary Theater (VT) and Teacher Directed Instruction (TDI) for 8th grade students from three schools in New York. The purpose of the study was to explore the effects of a peer teaching approach on students' vocabulary…

  3. Female peer mentors early in college increase women's positive academic experiences and retention in engineering.

    Science.gov (United States)

    Dennehy, Tara C; Dasgupta, Nilanjana

    2017-06-06

    Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students ( n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.

  4. 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 ...

  5. 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...

  6. 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.

  7. 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.

  8. 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).

  9. 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...

  10. 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.

  11. Peer influence on students' estimates of performance: social comparison in clinical rotations.

    Science.gov (United States)

    Raat, A N Janet; Kuks, Jan B M; van Hell, E Ally; Cohen-Schotanus, Janke

    2013-02-01

    During clinical rotations, students move from one clinical situation to another. Questions exist about students' strategies for coping with these transitions. These strategies may include a process of social comparison because in this context it offers the student an opportunity to estimate his or her abilities to master a novel rotation. These estimates are relevant for learning and performance because they are related to self-efficacy. We investigated whether student estimates of their own future performance are influenced by the performance level and gender of the peer with whom the student compares him- or herself. We designed an experimental study in which participating students (n = 321) were divided into groups assigned to 12 different conditions. Each condition entailed a written comparison situation in which a peer student had completed the rotation the participant was required to undertake next. Differences between conditions were determined by the performance level (worse, similar or better) and gender of the comparison peer. The overall grade achieved by the comparison peer remained the same in all conditions. We asked participants to estimate their own future performance in that novel rotation. Differences between their estimates were analysed using analysis of variance (ANOVA). Students' estimates of their future performance were highest when the comparison peer was presented as performing less well and lowest when the comparison peer was presented as performing better (p influences students' estimates of their future performance in a novel rotation. The effect depends on the performance level and gender of the comparison peer. This indicates that comparisons against particular peers may strengthen or diminish a student's self-efficacy, which, in turn, may ease or hamper the student's learning during clinical rotations. The study is limited by its experimental design. Future research should focus on students' comparison behaviour in real transitions

  12. 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)...

  13. 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

  14. 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...

  15. 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

  16. 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

  17. 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.

  18. 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.

  19. 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…

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. [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.

  6. Positive Peer-Pressured Productivity (P-QUAD): Novel Use of Increased Transparency and a Weighted Lottery to Increase a Division's Academic Output.

    Science.gov (United States)

    Pitt, Michael B; Furnival, Ronald A; Zhang, Lei; Weber-Main, Anne M; Raymond, Nancy C; Jacob, Abraham K

    2017-03-01

    Evaluate a dual incentive model combining positive peer pressure through increased transparency of peers' academic work with a weighted lottery where entries are earned based on degree of productivity. We developed a dual-incentive peer mentoring model, Positive Peer-Pressured Productivity (P-QUAD), for faculty in the Pediatric Hospital Medicine Division at the University of Minnesota Masonic Children's Hospital. This model provided relative value-based incentives, with points assigned to different scholarly activities (eg. 1 point for abstract submission, 2 points for poster presentation, 3 points for oral presentation, etc.). These points translated into to lottery tickets for a semi-annual drawing for monetary prizes. Productivity was compared among faculty for P-QUAD year to the preintervention year. Fifteen (83%) of 18 eligible faculty members participated. Overall annual productivity per faculty member as measured by total P-QUAD score increased from a median of 3 (interquartile range [IQR] 0-14) in the preintervention year to 4 (IQR 0-27) in the P-QUAD year (P = .051). Submissions and acceptances increased in all categories except posters which were unchanged. Annual abstract submissions per faculty member significantly increased from a median of 1 (IQR 0-2) to 2 (IQR 0-2; P = .047). Seventy-three percent (8 of 11) of post-survey respondents indicated that the financial incentive motivated them to submit academic work; 100% indicated that increased awareness of their peers' work was a motivator. The combination of increased awareness of peers' academic productivity and a weighted lottery financial incentive appears to be a useful model for stimulating academic productivity in early-career faculty. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  7. 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…

  8. 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…

  9. 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 ...

  10. 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 ...

  11. 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 ...

  12. 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 ...

  13. 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, ...

  14. 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…

  15. 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 ...

  16. 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 ...

  17. 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 ...

  18. 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…

  19. 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.

  20. 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…

  1. 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

  2. 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.

  3. 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 ...

  4. 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 ...

  5. 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

  6. 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.

  7. 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 ...

  8. 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 ...

  9. 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 ...

  10. 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 ...

  11. 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 ...

  12. 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…

  13. 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…

  14. 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.…

  15. [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.

  16. 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 ...

  17. 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…

  18. 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 ...

  19. 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…

  20. 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…

  1. 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…

  2. 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 ...

  3. 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…

  4. 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.

  5. 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…

  6. 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…

  7. 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 ...

  8. 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'.

  9. 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…

  10. 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 ...

  11. 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.…

  12. 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.

  13. 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 ...

  14. 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.

  15. The Impact of Ranking Information on Students’ Behavior and Performance in Peer Review Settings

    DEFF Research Database (Denmark)

    Papadopoulos, Pantelis M.; Lagkas, Thomas D.; Demetriadis, Stavros N.

    2015-01-01

    The paper explores the potential of usage and ranking information in increasing student engagement in a double-blinded peer review setting, where students are allowed to select freely which/how many peer works to review. The study employed 56 volunteering sophomore students majoring in Informatics...... and Telecommunications Engineering. We performed a controlled experiment, grouping students into 3 study conditions: control, usage data, usage and ranking data. Students in the control condition did not receive additional information. Students in the next two conditions were able to see their usage data (logins, peer...

  16. Susceptibility to Peer Influence: Using a Performance-Based Measure to Identify Adolescent Males at Heightened Risk for Deviant Peer Socialization

    Science.gov (United States)

    Prinstein, Mitchell J.; Brechwald, Whitney A.; Cohen, Geoffrey L.

    2011-01-01

    A substantial amount of research has suggested that adolescents' attitudes and behaviors are influenced by peers; however, little is known regarding adolescents' individual variability, or susceptibility, to peer influence. In this study, a performance-based index from an experimental paradigm was used to directly measure adolescents'…

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. The Influence of Parents, Peer Delinquency, and School Attitudes on Academic Achievement in Chinese, Cambodian, Laotian or Mien, and Vietnamese Youth

    Science.gov (United States)

    Chang, Janet; Le, Thao N.

    2005-01-01

    Past research on academic achievement has tended to overlook the diversity among Asian American groups and the educational and socioeconomic difficulties that many Asians, particularly Southeast Asians, face. The present study addressed several shortcomings of past research by contrasting parent attachment and discipline, peer delinquency, and…

  2. Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

    Science.gov (United States)

    Alqahtani, Ragea Mohammed

    2013-01-01

    A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

  3. 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...

  4. [Perceived health and academic performance among adolescents from public schools in the city of Córdoba].

    Science.gov (United States)

    Vitale, Romina; Degoy, Emilse; Berra, Silvina

    2015-12-01

    During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.

  5. Relative performance of academic departments using DEA with sensitivity analysis.

    Science.gov (United States)

    Tyagi, Preeti; Yadav, Shiv Prasad; Singh, S P

    2009-05-01

    The process of liberalization and globalization of Indian economy has brought new opportunities and challenges in all areas of human endeavor including education. Educational institutions have to adopt new strategies to make best use of the opportunities and counter the challenges. One of these challenges is how to assess the performance of academic programs based on multiple criteria. Keeping this in view, this paper attempts to evaluate the performance efficiencies of 19 academic departments of IIT Roorkee (India) through data envelopment analysis (DEA) technique. The technique has been used to assess the performance of academic institutions in a number of countries like USA, UK, Australia, etc. But we are using it first time in Indian context to the best of our knowledge. Applying DEA models, we calculate technical, pure technical and scale efficiencies and identify the reference sets for inefficient departments. Input and output projections are also suggested for inefficient departments to reach the frontier. Overall performance, research performance and teaching performance are assessed separately using sensitivity analysis.

  6. Life Satisfaction and School Performance of Children Exposed to Classic and Cyber Peer Bullying

    OpenAIRE

    Bilić, Vesna; Buljan Flander, Gordana; Rafajac, Branko

    2014-01-01

    This paper analyses the relationship between the exposure of school children to various forms of peer bullying (classic/cyber) and their life satisfaction in the domain of school, family, friends and school performance. The sample included 562 children from rural and urban areas of Croatia who were attending the seventh and the eighth grade of primary school. Results show that children were more often exposed to classic forms of peer bullying, especially verbal, and then physical bullying. On...

  7. PEER Testbed Study on a Laboratory Building: Exercising Seismic Performance Assessment

    OpenAIRE

    Comerio, Mary C.; Stallmeyer, John C.; Smith, Ryan; Makris, Nicos; Konstantinidis, Dimitrios; Mosalam, Khalid; Lee, Tae-Hyung; Beck, James L.; Porter, Keith A.; Shaikhutdinov, Rustem; Hutchinson, Tara; Chaudhuri, Samit Ray; Chang, Stephanie E.; Falit-Baiamonte, Anthony; Holmes, William T.

    2005-01-01

    From 2002 to 2004 (years five and six of a ten-year funding cycle), the PEER Center organized the majority of its research around six testbeds. Two buildings and two bridges, a campus, and a transportation network were selected as case studies to “exercise” the PEER performance-based earthquake engineering methodology. All projects involved interdisciplinary teams of researchers, each producing data to be used by other colleagues in their research. The testbeds demonstrat...

  8. 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

    follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as Latino, and 34 (4.3%) as other. Relative to their peers in prekindergarten programs, children in ParentCorps-enhanced prekindergarten programs had lower levels of mental health problems (Cohen d = 0.44; 95% CI, 0.08–0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95% CI, 0.02–0.39) in second grade. CONCLUSIONS AND RELEVANCE Intervention in prekindergarten led to better mental health and academic performance 3 years later. Family-centered early intervention has the potential to prevent problems and reduce disparities for low-income minority children. TRIAL REGISTRATION clinicaltrials.gov Identifier: NCT01670227 PMID:27695851

  9. Test anxiety, perfectionism, goal orientation, and academic performance.

    Science.gov (United States)

    Eum, KoUn; Rice, Kenneth G

    2011-03-01

    Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

  10. 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.

  11. The Role of Culture, Competitiveness and Economic Performance in Explaining Academic Performance: A Global Market Analysis for International Student Segmentation

    Science.gov (United States)

    Baumann, Chris; Hamin

    2011-01-01

    A nation's culture, competitiveness and economic performance explain academic performance. Partial Least Squares (PLS) testing of 2252 students shows culture affects competitiveness and academic performance. Culture and economic performance each explain 32%; competitiveness 36%. The model predicts academic performance when culture, competitiveness…

  12. 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.

  13. 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.

  14. Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

    Directory of Open Access Journals (Sweden)

    Charlotte Loumann Krogh

    2014-01-01

    Full Text Available Introduction. The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training. Methods. Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees’ performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees’ satisfaction with the training was also evaluated. Results. The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51 versus 19.14 (SD 2.65 P=0.003 and mean global rating 3.25 SD (0.99 versus 2.95 (SD 1.09 P=0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00 versus 5.74 (SD 1.33 P=0.025. Conclusion. Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

  15. 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.

  16. 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...

  17. 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%.

  18. 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%.

  19. 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.

  20. 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...

  1. 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...

  2. 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...

  3. 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...

  4. 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...

  5. 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.

  6. 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.

  7. 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.

  8. Peer groups and operational cycle enhancements to the performance indicator report

    International Nuclear Information System (INIS)

    Stromberg, H.M.; DeHaan, M.S.; Gentillon, C.D.; Wilson, G.E.; Vanden Heuvel, L.N.

    1992-01-01

    Accurate performance evaluation and plant trending by the performance indicator program are integral parts of monitoring the operation of commercial nuclear power plants. The presentations of the NRC/AEOD performance indicator program have undergone a number of enhancements. The diversity of the commercial nuclear plants, coupled with continued improvements in the performance indicator program, has resulted in the evaluation of plants in logical peer groups and highlighted the need to evaluate the impact of plant operational conditions on the performance indicators. These enhancements allow a more-meaningful evaluation of operating commercial nuclear power plant performance. This report proposes methods to enhance the presentation of the performance indicator data by analyzing the data in logical peer groups and displaying the performance indicator data based on the operational status of the plants. Previously, preliminary development of the operational cycle displays of the performance indicator data was documented. This report extends the earlier findings and presents the continued development of the peer groups and operational cycle trend and deviation data and displays. This report describes the peer groups and enhanced PI data presentations by considering the operational cycle phase breakdowns, calculation methods, and presentation methods

  9. Development of self and peer performance assessment on iodometric titration experiment

    Science.gov (United States)

    Nahadi; Siswaningsih, W.; Kusumaningtyas, H.

    2018-05-01

    This study aims to describe the process in developing of reliable and valid assessment to measure students’ performance on iodometric titration and the effect of the self and peer assessment on students’ performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

  10. 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

  11. Small group gender ratios impact biology class performance and peer evaluations.

    Science.gov (United States)

    Sullivan, Lauren L; Ballen, Cissy J; Cotner, Sehoya

    2018-01-01

    Women are underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. Evidence suggests the microclimate of the classroom is an important factor influencing female course grades and interest, which encourages retention of women in STEM fields. Here, we test whether the gender composition of small (8-9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, we manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female. We found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women. Our work demonstrates an added benefit of the retention of women in STEM: increased performance for all, and positive peer perceptions for women.

  12. Effect of Engaging Trainees by Assessing Peer Performance

    DEFF Research Database (Denmark)

    Loumann Krogh, Charlotte; Ringsted, Charlotte; Kromann, Charles B

    2014-01-01

    during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees' performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees' satisfaction with the training...... was also evaluated. RESULTS: The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P = 0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P = 0.014. Postcourse...

  13. 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;}

  14. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits.

    NARCIS (Netherlands)

    Overeem, K.; Driessen, E.W.; Arah, O.A.; Lombarts, K.M.; Wollersheim, H.C.H.; Grol, R.P.T.M.

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The

  15. Peer mentoring in doctor performance assessment: strategies, obstacles and benefits

    NARCIS (Netherlands)

    Overeem, Karlijn; Driessen, Erik W.; Arah, Onyebuchi A.; Lombarts, Kiki M. J. M. H.; Wollersheim, Hub C.; Grol, Richard P. T. M.

    2010-01-01

    CONTEXT: Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role. OBJECTIVE: The

  16. 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.

  17. 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.

  18. 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.

  19. 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

  20. 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.

  1. 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.

  2. The Effect of Peer Pressure on Performance in Crowdsourcing Contests

    DEFF Research Database (Denmark)

    Heite, Jonas; Hoisl, Karin

    We investigate whether and why performance differences exist between contestants with the same abilities but who compete against more skilled or less skilled contestants. We analyze 1,677 unique coders competing in 38 software algorithm competitions with random assignment. Part of these coders co...

  3. 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.

  4. Peer video review and feedback improve performance in basic surgical skills.

    Science.gov (United States)

    Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan

    2016-02-01

    Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. 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.

  6. Emotional intelligence as a predictor of academic performance in first-year accelerated graduate entry nursing students.

    Science.gov (United States)

    Fernandez, Ritin; Salamonson, Yenna; Griffiths, Rhonda

    2012-12-01

    To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first-year accelerated nursing students. The study used a prospective survey design. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144-item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p peer learning (r = 0.32; p academic achievement (β = 0.25; p = 0.023). In addition to their learning styles, higher levels of awareness and understanding of their own emotions have a positive impact on students' academic achievement. Higher emotional intelligence may lead students to pursue their interests more vigorously and think more expansively about subjects of interest, which could be an explanatory factor for higher academic performance in this group of nursing students. The concepts of emotional intelligence are central to clinical practice as nurses need to know how to deal with their own emotions as well as provide emotional support to patients and their families. It is therefore essential that these skills are developed among student nurses to enhance the quality of their clinical practice. © 2012 Blackwell Publishing Ltd.

  7. 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

  8. 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…

  9. 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…

  10. 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…

  11. Assessing the Academic, Social, and Language Production Outcomes of English Language Learners Engaged in Peer Tutoring: A Systematic Review

    Science.gov (United States)

    Bowman-Perrott, Lisa; deMarín, Sharon; Mahadevan, Lakshmi; Etchells, Matthew

    2016-01-01

    Peer tutoring is an instructional strategy that allows students to help one another learn content material through the repetition of key concepts. In more than 40 years of published studies, literature reviews, and meta-analyses of peer tutoring, this quantitative synthesis of the literature is the first to examine the impact of peer tutoring on…

  12. 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.  

  13. 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.

  14. An Investigation of Students' Performance after Peer Instruction with Stepwise Problem-Solving Strategies

    Science.gov (United States)

    Gok, Tolga

    2015-01-01

    The purpose of this study was to examine the effects of strategic problem solving with peer instruction on college students' performance in physics. The students enrolled in 2 sections of a physics course were studied; 1 section was the treatment group and the other section was the comparison group. Students in the treatment group received peer…

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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…

  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. Online physician ratings fail to predict actual performance on measures of quality, value, and peer review.

    Science.gov (United States)

    Daskivich, Timothy J; Houman, Justin; Fuller, Garth; Black, Jeanne T; Kim, Hyung L; Spiegel, Brennan

    2018-04-01

    Patients use online consumer ratings to identify high-performing physicians, but it is unclear if ratings are valid measures of clinical performance. We sought to determine whether online ratings of specialist physicians from 5 platforms predict quality of care, value of care, and peer-assessed physician performance. We conducted an observational study of 78 physicians representing 8 medical and surgical specialties. We assessed the association of consumer ratings with specialty-specific performance scores (metrics including adherence to Choosing Wisely measures, 30-day readmissions, length of stay, and adjusted cost of care), primary care physician peer-review scores, and administrator peer-review scores. Across ratings platforms, multivariable models showed no significant association between mean consumer ratings and specialty-specific performance scores (β-coefficient range, -0.04, 0.04), primary care physician scores (β-coefficient range, -0.01, 0.3), and administrator scores (β-coefficient range, -0.2, 0.1). There was no association between ratings and score subdomains addressing quality or value-based care. Among physicians in the lowest quartile of specialty-specific performance scores, only 5%-32% had consumer ratings in the lowest quartile across platforms. Ratings were consistent across platforms; a physician's score on one platform significantly predicted his/her score on another in 5 of 10 comparisons. Online ratings of specialist physicians do not predict objective measures of quality of care or peer assessment of clinical performance. Scores are consistent across platforms, suggesting that they jointly measure a latent construct that is unrelated to performance. Online consumer ratings should not be used in isolation to select physicians, given their poor association with clinical performance.

  3. Violence exposure, sleep disturbance, and poor academic performance in middle school.

    Science.gov (United States)

    Lepore, Stephen J; Kliewer, Wendy

    2013-11-01

    Violence has been linked to poor academic outcomes in youth, but there is little understanding of the mechanisms underlying this relation. This longitudinal survey study investigated whether sleep disturbance potentially mediates the associations between academic achievement and two forms of violence exposure--community violence and peer victimization-- in 498 seventh-grade youth. Structural equation models showed that community violence was associated with lower grade point average (GPA) directly and indirectly via sleep problems, whereas peer victimization was associated with lower GPA just indirectly via sleep problems. The structural models controlled for potential confounds, including depressive symptoms, intrusive thoughts and absenteeism. The findings suggest that failing grades and sleepiness in school may be signs that youth are exposed to violence. Interventions to improve sleep hygiene and reduce violence exposure may help to improve academic outcomes for youth.

  4. The Effects of Peer Tutoring on the Reading Comprehension Performance of Secondary Students with Disabilities: A Systematic Review

    Science.gov (United States)

    Alzahrani, Turkey; Leko, Melinda

    2018-01-01

    The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students…

  5. 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.

  6. Longitudinal influence of alcohol and marijuana use on academic performance in college students.

    Directory of Open Access Journals (Sweden)

    Shashwath A Meda

    Full Text Available Alcohol and marijuana are the two most abused substances in US colleges. However, research on the combined influence (cross sectional or longitudinal of these substances on academic performance is currently scant.Data were derived from the longitudinal 2-year Brain and Alcohol Research in College Students (BARCS study including 1142 freshman students who completed monthly marijuana use and alcohol consumption surveys. Subjects were classified into data-driven groups based on their alcohol and marijuana consumption. A linear mixed-model (LMM was employed using this grouping factor to predict grade point average (GPA, adjusted for a variety of socio-demographic and clinical factors.Three data-driven clusters emerged: 1 No/low users of both, 2 medium-high alcohol/no-low marijuana, and 3 medium-high users of both substances. Individual cluster derivations between consecutive semesters remained stable. No significant interaction between clusters and semester (time was noted. Post-hoc analysis suggest that at the outset, compared to sober peers, students using moderate to high levels of alcohol and low marijuana demonstrate lower GPAs, but this difference becomes non-significant over time. In contrast, students consuming both substances at moderate-to-high levels score significantly lower at both the outset and across the 2-year investigation period. Our follow-up analysis also indicate that when students curtailed their substance use over time they had significantly higher academic GPA compared to those who remained stable in their substance use patterns over the two year period.Overall, our study validates and extends the current literature by providing important implications of concurrent alcohol and marijuana use on academic achievement in college.

  7. Longitudinal influence of alcohol and marijuana use on academic performance in college students.

    Science.gov (United States)

    Meda, Shashwath A; Gueorguieva, Ralitza V; Pittman, Brian; Rosen, Rivkah R; Aslanzadeh, Farah; Tennen, Howard; Leen, Samantha; Hawkins, Keith; Raskin, Sarah; Wood, Rebecca M; Austad, Carol S; Dager, Alecia; Fallahi, Carolyn; Pearlson, Godfrey D

    2017-01-01

    Alcohol and marijuana are the two most abused substances in US colleges. However, research on the combined influence (cross sectional or longitudinal) of these substances on academic performance is currently scant. Data were derived from the longitudinal 2-year Brain and Alcohol Research in College Students (BARCS) study including 1142 freshman students who completed monthly marijuana use and alcohol consumption surveys. Subjects were classified into data-driven groups based on their alcohol and marijuana consumption. A linear mixed-model (LMM) was employed using this grouping factor to predict grade point average (GPA), adjusted for a variety of socio-demographic and clinical factors. Three data-driven clusters emerged: 1) No/low users of both, 2) medium-high alcohol/no-low marijuana, and 3) medium-high users of both substances. Individual cluster derivations between consecutive semesters remained stable. No significant interaction between clusters and semester (time) was noted. Post-hoc analysis suggest that at the outset, compared to sober peers, students using moderate to high levels of alcohol and low marijuana demonstrate lower GPAs, but this difference becomes non-significant over time. In contrast, students consuming both substances at moderate-to-high levels score significantly lower at both the outset and across the 2-year investigation period. Our follow-up analysis also indicate that when students curtailed their substance use over time they had significantly higher academic GPA compared to those who remained stable in their substance use patterns over the two year period. Overall, our study validates and extends the current literature by providing important implications of concurrent alcohol and marijuana use on academic achievement in college.

  8. Peer-based control in self-managing teams: linking rational and normative influence with individual and group performance.

    Science.gov (United States)

    Stewart, Greg L; Courtright, Stephen H; Barrick, Murray R

    2012-03-01

    The authors use a multilevel framework to introduce peer-based control as a motivational state that emerges in self-managing teams. The authors specifically describe how peer-based rational control, which is defined as team members perceiving the distribution of economic rewards as dependent on input from teammates, extends and interacts with the more commonly studied normative control force of group cohesion to explain both individual and collective performance in teams. On the basis of data from 587 factory workers in 45 self-managing teams at 3 organizations, peer-based rational control corresponded with higher performance for both individuals and collective teams. Results further demonstrated that the rational and normative mechanism of peer-based control interacted to explain performance at both the individual and team levels. Increased peer-based rational control corresponded with higher individual and collective performance in teams with low cohesion, but the positive effects on performance were attenuated in cohesive teams.

  9. Friendships with Peers Who Are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

    Science.gov (United States)

    Schwartz, David; Gorman, Andrea Hopmeyer; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E.

    2008-01-01

    This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school…

  10. 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

  11. 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.

  12. Associations among Children's Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School

    Science.gov (United States)

    Ojanen, Tiina; Smith-Schrandt, Heather L.; Gesten, Ellis

    2013-01-01

    This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school ("N" = 367; "M" age = 9.9 years). Agentic goals…

  13. The Diffusion of Academic Achievements: Social Selection and Influence in Student Networks

    OpenAIRE

    Sofia Dokuka; Diliara Valeeva; Maria Yudkevich

    2015-01-01

    Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social select...

  14. 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…

  15. 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.…

  16. 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....

  17. Stress response and the adolescent transition: performance versus peer rejection stressors.

    Science.gov (United States)

    Stroud, Laura R; Foster, Elizabeth; Papandonatos, George D; Handwerger, Kathryn; Granger, Douglas A; Kivlighan, Katie T; Niaura, Raymond

    2009-01-01

    Little is known about normative variation in stress response over the adolescent transition. This study examined neuroendocrine and cardiovascular responses to performance and peer rejection stressors over the adolescent transition in a normative sample. Participants were 82 healthy children (ages 7-12 years, n = 39, 22 females) and adolescents (ages 13-17, n = 43, 20 females) recruited through community postings. Following a habituation session, participants completed a performance (public speaking, mental arithmetic, mirror tracing) or peer rejection (exclusion challenges) stress session. Salivary cortisol, salivary alpha amylase (sAA), systolic and diastolic blood pressure (SBP, DBP), and heart rate were measured throughout. Adolescents showed significantly greater cortisol, sAA, SBP, and DBP stress response relative to children. Developmental differences were most pronounced in the performance stress session for cortisol and DBP and in the peer rejection session for sAA and SBP. Heightened physiological stress responses in typical adolescents may facilitate adaptation to new challenges of adolescence and adulthood. In high-risk adolescents, this normative shift may tip the balance toward stress response dysregulation associated with depression and other psychopathology. Specificity of physiological response by stressor type highlights the importance of a multisystem approach to the psychobiology of stress and may also have implications for understanding trajectories to psychopathology.

  18. Assessment Training Effects on Student Assessment Skills and Task Performance in a Technology-Facilitated Peer Assessment

    Science.gov (United States)

    Liu, Xiongyi; Li, Lan

    2014-01-01

    This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the…

  19. 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.

  20. Peer tutoring programs in health professions schools.

    Science.gov (United States)

    Santee, Jennifer; Garavalia, Linda

    2006-06-15

    Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

  1. A Web-Based Peer-Assessment Approach to Improving Junior High School Students' Performance, Self-Efficacy and Motivation in Performing Arts Courses

    Science.gov (United States)

    Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen

    2016-01-01

    In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…

  2. Peer feedback on writing : The relation between students' ability match, feedback quality, and essay performance. Paper presented at the annual meeting of the American Educational Research Association (AERA)

    NARCIS (Netherlands)

    Huisman, B.A.; Saab, N.; Driel, van J.H.; Van, den Broek P.W.

    2017-01-01

    There does not appear to be consensus on how to optimally match students during the peer feedback phase: with same-ability or different-ability peers. The current study explored this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate students

  3. My teacher, my peers, or myself? A collective case study in regards to classroom comfort and academic success concerning the taxonomy of motivations within self-determination theory.

    Directory of Open Access Journals (Sweden)

    Saliga, H.

    2017-07-01

    Full Text Available This case study intends to research the correlation between the learning climate - including teachers, peers, and students - and student academic achievement in regards to the Taxonomy of Human Motivations created within the Self-Determination Theory (SDT created by Richard M. Ryan and Edward L. Deci. This study is a triangulation of data collected through tested SDT questionnaires (for teacher and student, additional questioning, and interviewing. The purpose of this study is to help readers understand the effects of different aspects of the learning climate on a student’s motivation and to determine which aspects are the most dominant in influence - success and hindrance wise. An understanding of this can allow teachers, students, and peers to alter their interactions with the environment to enable positivity and achievement.

  4. 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.

  5. 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.

  6. 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

  7. Life satisfaction and school performance of children exposed to classic and cyber peer bullying.

    Science.gov (United States)

    Bilić, Vesna; Flander, Gordana Buljan; Rafajac, Branko

    2014-03-01

    This paper analyses the relationship between the exposure of school children to various forms of peer bullying (classic/cyber) and their life satisfaction in the domain of school, family, friends and school performance. The sample included 562 children from rural and urban areas of Croatia who were attending the seventh and the eighth grade of primary school. Results show that children were more often exposed to classic forms of peer bullying, especially verbal, and then physical bullying. On the other hand, cyber bullying most often comprises harassment in forums, blogs, chats or social networks, then on the web, by e-mail and mobile phone. Almost half of the examinees knew the identity of the bully, while a minority believes that bullies are the same ones who also physically abuse them at school. We found that children exposed to all forms of both classic and cyber bullying, unlike their peers who do not have such experience, show less satisfaction with friends, while those exposed to physical and cyber bullying show dissatisfaction with their family, too. However no statistically significant difference was found in their satisfaction with school. Children exposed to physical bullying showed poorer school performance, poorer achievement in Croatian and math, while children exposed to verbal and cyber bullying and children who were not exposed to such forms of bullying showed no differences in their school achievement.

  8. 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...

  9. 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...

  10. 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.

  11. 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…

  12. 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…

  13. 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…

  14. 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.…

  15. 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.

  16. 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.

  17. The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers.

    Science.gov (United States)

    Sermier Dessemontet, Rachel; Bless, Gérard

    2013-03-01

    This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.

  18. Analysis of the Sheltered Instruction Observation Protocol Model on Academic Performance of English Language Learners

    Science.gov (United States)

    Ingram, Sandra W.

    This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.

  19. 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.

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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

  5. Breakfast habits, nutritional status, body weight, and academic performance in children and adolescents.

    Science.gov (United States)

    Rampersaud, Gail C; Pereira, Mark A; Girard, Beverly L; Adams, Judi; Metzl, Jordan D

    2005-05-01

    Breakfast has been labeled the most important meal of the day, but are there data to support this claim? We summarized the results of 47 studies examining the association of breakfast consumption with nutritional adequacy (nine studies), body weight (16 studies), and academic performance (22 studies) in children and adolescents. Breakfast skipping is highly prevalent in the United States and Europe (10% to 30%), depending on age group, population, and definition. Although the quality of breakfast was variable within and between studies, children who reported eating breakfast on a consistent basis tended to have superior nutritional profiles than their breakfast-skipping peers. Breakfast eaters generally consumed more daily calories yet were less likely to be overweight, although not all studies associated breakfast skipping with overweight. Evidence suggests that breakfast consumption may improve cognitive function related to memory, test grades, and school attendance. Breakfast as part of a healthful diet and lifestyle can positively impact children's health and well-being. Parents should be encouraged to provide breakfast for their children or explore the availability of a school breakfast program. We advocate consumption of a healthful breakfast on a daily basis consisting of a variety of foods, especially high-fiber and nutrient-rich whole grains, fruits, and dairy products.

  6. [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.

  7. 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…

  8. 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) ...

  9. 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...

  10. 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...

  11. 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...

  12. 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.

  13. 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.

  14. General Education Teachers' Ratings of the Academic Engagement Level of Students Who Read Braille: A Comparison with Sighted Peers

    Science.gov (United States)

    Bardin, Julie A.; Lewis, Sandra

    2011-01-01

    English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…

  15. Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support

    Science.gov (United States)

    Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa

    2014-01-01

    Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…

  16. Friends' drinking norms and male adolescents' alcohol consumption: The moderating role of performance-based peer influence susceptibility.

    Science.gov (United States)

    Teunissen, Hanneke A; Kuntsche, Emmanuel; Scholte, Ron H J; Spijkerman, Renske; Prinstein, Mitchell J; Engels, Rutger C M E

    2016-12-01

    This study examined whether the relationship between friends' drinking norms and male adolescents' alcohol use is moderated by performance-based peer influence susceptibility. Seventy-three male adolescents (M = 17 years) from three schools in the Netherlands were exposed to the drinking norms of "peers" (electronic confederates) in a chat room experiment. These peers were either popular or unpopular, and conveyed pro- or anti-alcohol norms. Peer influence susceptibility was defined as the change in adolescents' answers before and after exposure to the peer norms. Multilevel regression analyses indicated that the relationship between friends' drinking norms and adolescents' alcohol use (assessed during eight weekends) was moderated by susceptibility to the pro-alcohol norms of popular peers. This relationship was stronger for adolescents who were highly susceptible. These findings suggest that a behavioral measure of peer influence susceptibility could be useful in alcohol prevention programs to select adolescents at risk for negative peer socialization. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.

  17. 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.

  18. 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.

  19. 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.

  20. 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…