WorldWideScience

Sample records for academic year activities

  1. Emotional Condition and Physical Activity of First-year Female Students at Medical College During the Academic Year

    Directory of Open Access Journals (Sweden)

    Nataliia Semenova

    2017-06-01

    Full Text Available The objective isto establish emotional state changes among female students during the academic year regarding available physical activity. Material & methods: the study involved 65 first year femalestudents of medical college at Danylo Halytskyi Lviv National Medical University.  To achieve the tasks set the study relied on the following methods: analysis and synthesis of scientific and technical literature, pedagogical observation, methods of mathematical statistics (t-Student test for independent samples, SAN method. Results: no reliable differences found when comparing indicators of activity and mood at the beginning and end of the academic year. The obtained results of the survey indicate medium and high evaluationof SAN categories at low levels of physical activity. Conclusions: state of health, activity and mood levelswere rated with middle and high scoresbyfemale students. SAN evaluation dynamics has been lowering during the academic year, and the activity level of female students was significantly lower than that ofstate of health as well as mood. The resulting index of activity level as emotional characteristic largely reflects low physical activity of female students.

  2. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.

    Science.gov (United States)

    Soares, Ana Paula; Guisande, Adelina M; Almeida, Leandro S; Páramo, Fernanda M

    2009-06-01

    This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.

  3. Verb-Noun Collocation Proficiency and Academic Years

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    Fatemeh Ebrahimi-Bazzaz

    2014-01-01

    Full Text Available Generally vocabulary and collocations in particular have significant roles in language proficiency. A collocation includes two words that are frequently joined concurrently in the memory of native speakers. There have been many linguistic studies trying to define, to describe, and to categorise English collocations. It contains grammatical collocations and lexical collocations which include nouns, adjectives, verbs, and adverb. In the context of a foreign language environment such as Iran, collocational proficiency can be useful because it helps the students improve their language proficiency. This paper investigates the possible relationship between verb-noun collocation proficiency among students from one academic year to the next. To reach this goal, a test of verb-noun collocations was administered to Iranian learners. The participants in the study were 212 Iranian students in an Iranian university. They were selected from the second term of freshman, sophomore, junior, and senior years. The students’ age ranged from 18 to 35.The results of ANOVA showed there was variability in the verb-noun collocations proficiency within each academic year and between the four academic years. The results of a post hoc multiple comparison tests demonstrated that the means are significantly different between the first year and the third and fourth years, and between the third and the fourth academic year; however, students require at least two years to show significant development in verb-noun collocation proficiency. These findings provided a vital implication that lexical collocations are learnt and developed through four academic years of university, but requires at least two years showing significant development in the language proficiency.

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

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    Nick John B. Solar

    2015-08-01

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

  5. Physical Activity and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.

  6. 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.

  7. Physical Activity and Academic Achievement

    Centers for Disease Control (CDC) Podcasts

    2014-12-09

    This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.  Created: 12/9/2014 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/9/2014.

  8. 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.

  9. Transforming Communities through Academic Activism: An Emancipatory, Praxis-led Approach

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    Isobel Hawthorne-Steele

    2016-03-01

    Full Text Available This article tracks the engagement of university faculty in academic and community activism during thirty years in conflict-affected Northern Ireland. Over time, the team of three academics who wrote the article developed programs to help tackle educational disadvantage in a deeply divided society riven with violent conflict. Our pedagogical approach was driven by social justice principles in practice. In the process, students became what Ledwith & Springett (2010 describe as participative activists in the academy and in their own communities. The aim of this collective activism was to foster transformative change in a society that is now in transition from conflict. Key examples of critical practice are described. We use a case study approach to describe challenges faced by faculty and participants. We argue that academic activism and community partnership can play a positive role in community transformation in the most difficult circumstances.

  10. The relationship between academic performance and recreation use among first-year medical students

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    Alexander N. Slade

    2015-03-01

    Full Text Available Introduction: Self-care activities, including exercise, may be neglected by medical students in response to increasing academic demands. Low levels of exercise among medical students may have ripple effects on patient care and counseling. This study investigates the reciprocal role of recreation use and academic performance among first-year medical students. Methods: We combined retrospective administrative data from four cohorts of first-year medical students at the University of Illinois at Urbana-Champaign from 2006 to 2010 (n=408. We estimated regression models to clarify the role of changes in recreation use before examinations on changes in academic performance, and vice versa. Results: The use of recreation facilities by first-year medical students was highly skewed. We found that changes in recreation use before an exam were positively associated with changes in exam performance, and vice versa. Students who make large decreases in their recreation use are likely to decrease their exam scores, rather than increase them. Discussion: Students who make decreases in their recreation, on average, are likely to decrease their exam scores. These findings suggest that medical students may be able to boost their achievement through wellness interventions, even if they are struggling with exams. We find no evidence that decreasing wellness activities will help improve exam performance.

  11. The Relationships among Academic Attitudes, Psychological Attitudes, and the First-Semester Academic Achievement of First-Year College Students

    Science.gov (United States)

    Reynolds, Amy L.; Weigand, Matthew J.

    2010-01-01

    This study examined the relationships among academic and psychological attitudes and academic achievement of first-year students. The College Resilience Scale, the Academic Motivation Scale, the College Self-Efficacy Inventory, and the University Environment Scale were administered to 164 first-year undergraduate students enrolled at a large RU/VH…

  12. Physically active academic lessons in elementary children.

    Science.gov (United States)

    Bartholomew, John B; Jowers, Esbelle M

    2011-06-01

    Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

  13. Objectively measured physical activity has a negative but weak association with academic performance in children and adolescents.

    Science.gov (United States)

    Esteban-Cornejo, Irene; Tejero-González, Carlos M; Martinez-Gomez, David; Cabanas-Sánchez, Verónica; Fernández-Santos, Jorge R; Conde-Caveda, Julio; Sallis, James F; Veiga, Oscar L

    2014-11-01

    There is an emerging body of evidence on the potential effects of regular physical activity on academic performance. The aim of this study was to add to the debate, by examining the association between objectively measured physical activity and academic performance in a relatively large sample of children and adolescents. The Spanish UP & DOWN study is a 3-year longitudinal study designed to assess the impact, overtime, of physical activity and sedentary behaviours on health indicators. This present analysis was conducted with 1778 children and adolescents aged 6-18 years. Physical activity was objectively measured by accelerometry. Academic performance was assessed using school grades. Physical activity was inversely associated with all academic performance indicators after adjustment for potential confounders, including neonatal variables, fatness and fitness (all p academic performance between the lowest and the second quartile of physical activity, compared to the highest quartile, with very small effect size (d academic performance during both childhood and adolescence, but this association was negative and very weak. Longitudinal and intervention studies are necessary to further our understanding. ©2014 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  14. Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

    Science.gov (United States)

    Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.

    2016-01-01

    This study investigated children's interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Children's home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups:…

  15. Another Record Year for Academic Pork.

    Science.gov (United States)

    Brainard, Jeffrey

    2002-01-01

    Discusses how, fueled by the war on terrorism, Congress has awarded a record $1.8 billion in academic earmarks in the 2002 fiscal year. Profiles several recipient programs and includes a campus-by-campus list of projects. (EV)

  16. 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…

  17. 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…

  18. Academic Activities Transaction Extraction Based on Deep Belief Network

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    Xiangqian Wang

    2017-01-01

    Full Text Available Extracting information about academic activity transactions from unstructured documents is a key problem in the analysis of academic behaviors of researchers. The academic activities transaction includes five elements: person, activities, objects, attributes, and time phrases. The traditional method of information extraction is to extract shallow text features and then to recognize advanced features from text with supervision. Since the information processing of different levels is completed in steps, the error generated from various steps will be accumulated and affect the accuracy of final results. However, because Deep Belief Network (DBN model has the ability to automatically unsupervise learning of the advanced features from shallow text features, the model is employed to extract the academic activities transaction. In addition, we use character-based feature to describe the raw features of named entities of academic activity, so as to improve the accuracy of named entity recognition. In this paper, the accuracy of the academic activities extraction is compared by using character-based feature vector and word-based feature vector to express the text features, respectively, and with the traditional text information extraction based on Conditional Random Fields. The results show that DBN model is more effective for the extraction of academic activities transaction information.

  19. Productivity change of surgeons in an academic year.

    Science.gov (United States)

    Nakata, Yoshinori; Watanabe, Yuichi; Otake, Hiroshi; Nakamura, Toshihito; Oiso, Giichiro; Sawa, Tomohiro

    2015-01-01

    The goal of this study was to calculate total factor productivity of surgeons in an academic year and to evaluate the effect of surgical trainees on their productivity. We analyzed all the surgical procedures performed from April 1 through September 30, 2013 in the Teikyo University Hospital. The nonradial and nonoriented Malmquist model under the variable returns-to-scale assumptions was employed. A decision-making unit is defined as a surgeon with the highest academic rank in the surgery. Inputs were defined as the number of physicians who assisted in surgery, and the time of surgical operation from skin incision to skin closure. The output was defined as the surgical fee for each surgery. April is the beginning month of a new academic year in Japan, and we divided the study period into April to June and July to September 2013. We computed each surgeon's Malmquist index, efficiency change, and technical change. We analyzed 2789 surgical procedures that were performed by 105 surgeons. The Malmquist index of all surgeons was significantly greater than 1 (p = 0.0033). The technical change was significantly greater than 1 (p productive in the beginning months of a new academic year. The main factor of this productivity loss is considered to be surgical training. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Active Versus Passive Academic Networking

    DEFF Research Database (Denmark)

    Goel, Rajeev K.; Grimpe, Christoph

    2013-01-01

    This paper examines determinants of networking by academics. Using information from a unique large survey of German researchers, the key contribution focuses on the active versus passive networking distinction. Is active networking by researchers a substitute or a complement to passive networking......? Other contributions include examining the role of geographic factors in networking and whether research bottlenecks affect a researcher's propensity to network. Are the determinants of European conference participation by German researchers different from conferences in rest of the world? Results show...... that some types of passive academic networking are complementary to active networking, while others are substitute. Further, we find differences in factors promoting participation in European conferences versus conferences in rest of the world. Finally, publishing bottlenecks as a group generally do...

  1. Self-reported extracurricular activity, academic success, and quality of life in UK medical students.

    Science.gov (United States)

    Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P

    2015-09-19

    To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p students attain higher decile scores despite similar self-reported duration of study.

  2. [Academic achievement, engagement and burnout among first year medical students].

    Science.gov (United States)

    Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

    2015-07-01

    Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

  3. 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.

  4. Sex role identity, academic stress and wellbeing of first-year ...

    African Journals Online (AJOL)

    Sex role identity, academic stress and wellbeing of first-year university students. ... and perceived academic stress, psychological wellbeing and self-esteem. ... personal attributes and how these can aid or hinder adjustment to university life.

  5. A Second Year Evaluation Study of Promethean ActivClassroom. Executive Summary

    Science.gov (United States)

    Marzano Research Laboratory, 2010

    2010-01-01

    During the 2009-2010 school year, Marzano Research Laboratory (MRL) was commissioned by Promethean Ltd. to conduct a second year evaluation study of the effects of Promethean ActivClassroom on student academic achievement. This executive summary highlights the key findings. [For "A Second Year Evaluation Study of Promethean ActivClassroom. Final…

  6. Women in Academic Medicine Leadership: Has Anything Changed in 25 Years?

    Science.gov (United States)

    Rochon, Paula A; Davidoff, Frank; Levinson, Wendy

    2016-08-01

    Over the past 25 years, the number of women graduating from medical schools in the United States and Canada has increased dramatically to the point where roughly equal numbers of men and women are graduating each year. Despite this growth, women continue to face challenges in moving into academic leadership positions. In this Commentary, the authors share lessons learned from their own careers relevant to women's careers in academic medicine, including aspects of leadership, recruitment, editorship, promotion, and work-life balance. They provide brief synopses of current literature on the personal and social forces that affect women's participation in academic leadership roles. They are persuaded that a deeper understanding of these realities can help create an environment in academic medicine that is generally more supportive of women's participation, and that specifically encourages women in medicine to take on academic leadership positions.

  7. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    Directory of Open Access Journals (Sweden)

    Gert Vanthournout

    2012-01-01

    Full Text Available The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regulation questionnaire and the academic motivation scale. Gender and students' prior education were incorporated as control variables. Logistic regression analyses and general linear modelling were applied to predict persistence and academic success, respectively. In each case a stepwise approach in data analysis was used. Results on persistence indicate that lack of regulation and amotivation at the start of the year are significant predictors. For academic success, results showed that relating and structuring, lack of regulation, and lack of motivation at the end of the year are meaningful predictors. Overall, our study demonstrates that learning strategies and motivation have a moderate explanatory value regarding academic success and persistence, and that these effects remain even after controlling for the influence of background variables.

  8. Profiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievement.

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level.

  9. Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement

    Science.gov (United States)

    Van Soom, Carolien; Donche, Vincent

    2014-01-01

    The low success rate of first-year college students in Science, Technology, Engineering, and Mathematics (STEM) programs has spurred many academic achievement studies in which explanatory factors are studied. In this study, we investigated from a person-oriented perspective whether different motivational and academic self-concept profiles could be discerned between male and female first-year college students in STEM and whether differences in early academic achievement were associated with these student groups. Data on autonomous motivation, academic self-concept, and early academic achievement of 1,400 first-year STEM college students were collected. Cluster analyses were used to distinguish motivational profiles based on the relative levels of autonomous motivation and academic self-concept for male and female students. Differences in early academic achievement of the various profiles were studied by means of ANCOVA. Four different motivational profiles were discerned based on the dimensions of autonomous motivation (A) and academic self-concept (S): students scoring high and respectively low on both dimensions (HA-HS or LA-LS), and students scoring high on one dimension and low on the other (HA-LS or LA-HS). Also gender differences were found in this study: male students with high levels of academic self-concept and autonomous motivation had higher academic achievement compared to male students with low levels on both motivational dimensions. For female students, motivational profiles were not associated with academic achievement. The findings partially confirm the internal and external validity of the motivational theories underpinning this study and extend the present insights on identifying subgroup(s) of at risk students in contemporary STEM programs at university level. PMID:25390942

  10. Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

    Science.gov (United States)

    Kelso, P. R.; Brown, L. M.

    2015-12-01

    Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

  11. Measuring the Academic Self-Efficacy of First-Year Accounting Students

    Science.gov (United States)

    Byrne, Marann; Flood, Barbara; Griffin, Julie

    2014-01-01

    This study measured the levels of academic self-efficacy of first-year accounting students. It also investigated whether there were any gender differences and the extent to which efficacy levels explained variation in academic performance. Overall the analysis revealed that many students lacked the confidence to participate fully in the academic…

  12. Innovation activity of scientists as a factor in the development of academic entrepreneurship in Russia

    Directory of Open Access Journals (Sweden)

    L. N. Babak

    2016-01-01

    Full Text Available The development of academic entrepreneurship as a way of transfer of innovation is an urgent task. One of the main factors in the development of academic entrepreneurship is innovation-oriented staff of higher education institutions. Insufficient attention of the scientific literature to importance of this factor is thwarting progress of various forms of academic entrepreneurship. In connection with this proposed study is aimed at determining the degree of scientific innovation activity influence on the development of academic entrepreneurship in Russia. Academic entrepreneurship in Russia has been chosen as the object of study. Analysis of the basic research in the field of academic entrepreneurship for the period of 2011-2016 years was used to achieve this goal. Analysis of publications was revealed that the innovative activity of the teaching staff of universities is a critical factor in the development of academic entrepreneurship. However, Russian scientists are characterized by low innovation activity, resulting in academic entrepreneurship in Russia is weak. The researchers suggest the following solutions to eliminate or minimize the effects of this problem: full awareness and moral training of the scientists involved in the innovation process of higher education institutions; profit payment; creating a psychological climate that will affect the scientific process of self-realization; continuous training of employees involved in the innovation process of higher education institutions; the creation of conditions that will contribute to the manifestation of creative activity of scientists; provide greater confidence to young scientists, graduate students and undergraduates; providing moral and material encouragement of initiatives, experimentation and creativity of scientific and pedagogical staff; the allocation of free time for scientists to research and search activities and others. The data obtained can be used by the guidance of

  13. Understanding Academic Work as Practical Activity--and Preparing (Business-School) Academics for Praxis?

    Science.gov (United States)

    Rasanen, Keijo

    2009-01-01

    This text suggests a way of framing academic work and outlines a design for a preparatory event based on this understanding. It conceives academic work as "practical activity" and potential "praxis" in emergence by focusing on four issues: how can I do this work (tactical stance), what can I accomplish and achieve in it…

  14. Mental Health and Academic Performance of First-Year College Students

    Science.gov (United States)

    Wyatt, Tammy Jordan; Oswalt, Sara B.; Ochoa, Yesenia

    2017-01-01

    The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academic performance. Purpose: The primary purpose of the study is to examine differences in mental health diagnoses and their related academic impact with a special focus on classification year in college.…

  15. Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations

    Directory of Open Access Journals (Sweden)

    Xihe Zhu

    2017-01-01

    Full Text Available The objectives of this study were (a to report grade level prevalence in physical activity and sedentary behaviors and (b to examine academic burden associations with these behaviors. School-aged children (n = 48,118 reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%. Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR = 5.38, 95% CI = 4.74–6.11, but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84, controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p<0.01. Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.

  16. The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester

    Directory of Open Access Journals (Sweden)

    Rebecca Vivian

    2014-08-01

    Full Text Available This paper reports on an observation of 70 university students’ use of their personal social network site (SNS, Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals' academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.

  17. Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

    Science.gov (United States)

    Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

    2018-01-01

    Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

  18. Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study.

    Science.gov (United States)

    Aadland, Katrine N; Aadland, Eivind; Andersen, John R; Lervåg, Arne; Moe, Vegard F; Resaland, Geir K; Ommundsen, Yngvar

    2018-01-01

    Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child's performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy ( p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

  19. Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK Study

    Directory of Open Access Journals (Sweden)

    Katrine N. Aadland

    2018-02-01

    Full Text Available Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child’s performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline. The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy (p ≥ 0.256. Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity.Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

  20. Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation

    OpenAIRE

    Vanthournout, Gert; Gijbels, David; Coertjens, Liesje; Donche, Vincent; Van Petegem, Peter

    2012-01-01

    The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivation was measured using scales from the self-regu...

  1. Associations Between Cardiorespiratory Fitness and Overweight With Academic Performance in 12-Year-Old Brazilian Children.

    Science.gov (United States)

    de Almeida Santana, Carla Caroliny; Farah, Breno Quintella; de Azevedo, Liane Beretta; Hill, James O; Gunnarsdottir, Thrudur; Botero, João Paulo; do Prado, Edna Cristina; do Prado, Wagner Luiz

    2017-05-01

    Obesity has been associated with poor academic achievement, while cardiorespiratory fitness (CRF) has been linked to academic success. To investigate whether CRF is associated with academic performance in Brazilian students, independently of body mass index (BMI), fatness and socioeconomic status (SES). 392 5th and 6th grade students (193 girls) (12.11 ± 0.75 years old) were evaluated in 2012. Skinfold thickness measures were performed, and students were classified according to BMI-percentile. CRF was estimated by a 20-meter shuttle run test, and academic achievement by standardized math and Portuguese tests. Multiple linear regression analyses were conducted to explore the association between academic performance and CRF, adjusted for SES, skinfold thickness or BMI-percentile. Among girls CRF was associated with higher academic achievement in math (β = 0.146;p = .003) and Portuguese (β = 0.129;p = .004) in crude and adjusted analyses. No significant association was found among boys. BMI was not associated with overall academic performance. There was a weak negative association between skinfold thickness and performance in mathematics in boys (β =- 0.030;p = .04), but not in girls. The results highlight the importance of maintaining high fitness levels in girls throughout adolescence a period commonly associated with reductions in physical activity levels and CRF.

  2. The Effect of Teaching Activities Done by Using Activity Based Posters on the Students' Academic Achievements, Retention Levels in Their Learning

    Science.gov (United States)

    Coskun, Ismail; Eker, Cevat

    2018-01-01

    The aim of the study is to investigate whether the activity based posters have an effect of on the ninth class students' academic achievements and the retention levels in their learning. The research was carried out with 60 students at one of the state schools in The Central Anatolia Region of Turkey in 2015-2016 academic year.…

  3. How do academic stress and leisure activities influence college students' emotional well-being? A daily diary investigation.

    Science.gov (United States)

    Zhang, Jieting; Zheng, Yao

    2017-10-01

    China has one of the largest bodies of college students who face growing academic stress that influences their well-being. Using a daily diary method in a group of Chinese college students (n = 139, mean age = 19.50 years, 27% males) who reported their daily positive and negative emotion consecutively for two weeks, this study investigated the dynamic relations between daily academic stress, leisure activities engagement, and emotion, and further examined the moderation of sex on these links. The results showed that at both between- and within-person level, academic stress was positively associated with negative emotion, and leisure activities engagement was positively associated with positive emotion. The association between leisure activities engagement and positive emotion were stronger among female students than among male students. These results suggest that effectively reducing academic stress and actively engaging in leisure activities are both important in promoting and enhancing daily emotional well-being. Copyright © 2017. Published by Elsevier Ltd.

  4. Improving academic achievement after First year Studentship in the ...

    African Journals Online (AJOL)

    The study therefore recommended that the negative experiences should be part of the orientation given to first year students in the University. Second, that universities should not use the grade point average obtained during the first year to compute the final GPA for graduating students. Keywords:Academic Achievement ...

  5. Maternal physical activity before and during the prenatal period and the offspring's academic performance in youth. The UP&DOWN study.

    Science.gov (United States)

    Esteban-Cornejo, Irene; Martinez-Gomez, David; Tejero-González, Carlos Ma; Izquierdo-Gomez, Rocio; Carbonell-Baeza, Ana; Castro-Piñero, José; Sallis, James F; Veiga, Oscar L

    2016-01-01

    To examine the association of maternal physical activity before and during pregnancy with academic performance in youth. This study included 1868 youth (6-18 years) and their mothers. Mothers recalled their physical activity before and during pregnancy. Mothers were categorized into four groups: "remained active", "became inactive", "became active" and "remained inactive". Academic performance was assessed through school records. Boys whose mothers practiced physical activity before or during pregnancy had significantly higher scores in academic performance indicators independently of physical activity, fitness, current body mass index (BMI) and birthweight than those whose mothers did not practice physical activity before or during pregnancy (all p academic indicators (ranging from +0.358 to +0.543) than boys whose mothers remained inactive. Boys whose mothers remained active had higher scores in Language (score +0.546; 95% CI, 0.150-0.940), average of Math and Language (score +0.468; 95% CI, 0.100-0.836) and grade point average (GPA) (score +0.368; 95% CI, 0.092-0.644) than boys whose mothers became active. Maternal physical activity before and during pregnancy may positively influence youth's academic performance. Continuing maternal physical activity practice during pregnancy may have greater benefits for youth's academic performance.

  6. An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

    Science.gov (United States)

    Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

    2018-01-01

    Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

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

    Science.gov (United States)

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

    2017-12-18

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

  9. Addressing the academic gap between 4- and 6-year pharmacy programs in South Korea.

    Science.gov (United States)

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-10-15

    To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists' perceptions of preceptorship. We surveyed a convenience sample of 200 community pharmacists who graduated from a 4-year program who were participating in a continuing education program for clinical pharmacy as organized by the Daejeon branch of the Korea Pharmaceutical Association in 2011. Twenty-one questions were asked about the academic gap, needs for an education program, preceptorship, and medication therapy management services. International precedents were examined through a literature review to glean ideas of how to bridge the academic gap between the 4- and 6-year programs. In total, 132 pharmacists answered the survey (return rate=66.0%). The survey findings included problems caused by the academic gap, high need for an adequate education program, low acceptability of preceptorship, and the possibility of medication therapy management services. US-based, non-traditional PharmD programs and new curriculum-support training in Japan provided examples of how the academic gap has been successfully bridged. Nationwide efforts and government support are urgently required to close the academic gap, and experiential education should be included in transitional programs for 4-year pharmacy program pharmacists.

  10. Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage : a within subject experimental design

    NARCIS (Netherlands)

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

    2015-01-01

    Background: Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and

  11. Interaction of media, sexual activity and academic achievement in adolescents.

    Science.gov (United States)

    Shashi Kumar, R; Das, R C; Prabhu, H R A; Bhat, P S; Prakash, Jyoti; Seema, P; Basannar, D R

    2013-04-01

    Adolescence is a period when the individual is vulnerable and exposure to sexually implicit/explicit programs on television and internet can influence their sexual behaviour and make them more permissive towards premarital sex, which is known to influence their academic performance. This can be modified by parental discussion on these matters with their children. There have been only few studies from India that have explored such issues therefore this study aimed to explore the impact of television, internet and parental discussion on sexual activity and academic performance. This study was conducted in two co-education schools using a self reporting questionnaire administered to students of class IX-XII. This study evaluated the relation of academic performance, exposure to media such as television & internet to sexual activity & academic performance of the students and the role of parental discussion on these. The study sample size was 586. There is no significant association between the number of hours of watching television per day and academic performance as measured by marks in examinations. Significant positive association was found among boys between sexual contact and average score in academics & unsupervised use of internet. In both genders a significant positive association was found between those watching English serials, movies and increased chances of indulging in sexual activity while a negative relation with those watching Cartoons. There is no significant difference in occurrence of sexual contact in those who discussed sexual matters with parents and those who did not. This being first of it's kind of study from India and a cross sectional study, further prospective and detailed studies are warranted to delineate the interaction of media, parental discussion, academic performance and sexual activity.

  12. Poor academic performance: A perspective of final year diagnostic radiography students

    International Nuclear Information System (INIS)

    Gqweta, Ntokozo

    2012-01-01

    Introduction: A study was conducted on final year diagnostic radiography students at a University of Technology in Durban. The aim of the study was to investigate the final year diagnostic radiography students' opinions and views on academic performance in order to inform teaching and learning methods. The objectives were: •To explore the students' opinions regarding poor performance. •To identify strategies to improve academic performance. Method: A qualitative, interpretive approach was used to explain and understand the students' lived experiences of their academic performances. A short open ended questionnaire was administered to a cohort of final diagnostic radiography students following feedback on a written assessment. Questionnaire responses were then manually captured and analyzed. Results: Five (5) themes were identified that could possibly be associated with poor academic performance. These themes were, poor preparation, lack of independent study, difficulty in understanding learning content and misinterpretation of assessment questions, inefficient studying techniques as well as perceived improvement strategies. Conclusion: Students identified their inadequate preparation and the lack of dedicated independent studying as the main reasons for poor performance. Students preferred to be taught in an assessment oriented manner. However their identified improvement strategies were aligned with the learner centred approach.

  13. Academic posts at The University of Melbourne - 28 years of history.

    Science.gov (United States)

    Manski-Nankervis, Jo-Anne; Vergara, Edward; Daniel, Deepa; Young, Doris

    2011-12-01

    General practice registrars have the opportunity to undertake an academic post during their training. This 12 month part time post provides an opportunity to train in various facets of the emerging area of primary care research. The Department of General Practice (DGP) at The University of Melbourne (UoM) has hosted academic registrars for the past 28 years. Over this time, some important changes have occurred.

  14. The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults.

    Science.gov (United States)

    Felez-Nobrega, Mireia; Hillman, Charles H; Cirera, Eva; Puig-Ribera, Anna

    2017-08-01

    To examine combined associations between self-reported context-specific sitting time (ST) and physical activity (PA) with working memory capacity (WMC) and academic achievement in a sample of Spanish adults. Undergraduate students (n = 371; 21 years ± 3 years, 44% female) were recruited from University of Vic-Central University of Catalonia. Participants completed a 54-item survey that assessed socio-demographic variables (e.g. age, gender, academic year), min/week of light (LPA), moderate (MPA) and vigorous (VPA) intensity PA (International Physical Activity Questionnaire), min/day of domain-specific ST (Last 7 days sedentary behavior questionnaire) and academic performance (grade point average). WMC was assessed through a multiple complex span task that included: Operation Span, Symmetry Span and Rotation Span. These tasks interleave a processing task with a short list of to-be-remembered items. General linear models-adjusted by PA, ST and gender-assessed combined associations between ST and PA with WMC and academic achievement. Performing more than 3 h/week of MPA was related to increases in WMC (P academic performance. More than 3 h seated on a weekend day while performing non-screen leisure activities were related to reduced WMC after adjusting for PA (P = 0.012). Similarly, >3 h/weekday spent seated in these sedentary activities or in leisure-forms of screen time were inversely associated with academic performance regardless of PA (P = 0.033; P = 0.048). MPA may benefit working memory; however, specific domains of leisure-time sedentary behavior may have an unfavorable influence on working memory and academic performance regardless of time spent in PA. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

  15. [Preschool familial environment and academic difficulties: A 10-year follow-up from kindergarten to middle school].

    Science.gov (United States)

    Câmara-Costa, H; Pulgar, S; Cusin, F; Dellatolas, G

    2016-02-01

    background characteristics at kindergarten were related to later academic outcomes at grade 9. From the original set of family characteristics, parental educational level, family situation, language-based bedtime routines, and type of early childcare significantly predicted later academic achievement at grade 9. Moreover, a multiple risk index score aggregating these specific family characteristics, together with three individual-level factors (gender, medical history, and language delay) was robustly and positively associated with an increased likelihood of school failure at the end of middle school. Unique to our study was the finding relative to the longitudinal association over a 10-year span of language-based bedtime routines with children's academic performance at the end of middle school. These findings underline the importance of including family background information in early surveillance procedures in order to improve the efficient screening of children who might be at risk of academic underachievement. Importantly, some of these contextual factors represent environmental characteristics that can be reversed early in life through appropriate and informed support to families. Moreover, the present work has important implications regarding the early detection of children who are at familial risk of underachievement, allowing the activation and promotion of adequate intervention strategies early in children's educational trajectories. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

  16. Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

    Directory of Open Access Journals (Sweden)

    Mainul Haque

    2018-01-01

    Full Text Available Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing the performance of medical students in Universiti Sultan Zainal Abidin (UniSZA. Materials and Methods: This was a cross-sectional study conducted on medical students at the Faculty of Medicine, UniSZA, Terengganu, Malaysia. A sample size of 300 respondents were recruited from Year I to V medical students. The questionnaire was adopted, modified and validated from a similar study in Saudi Arabia. Results: Majority of the students enjoy medical education are self-motivated, have a good command of English, non-smokers and have a sufficient sleep. Conclusion: University medical students possess good QOL within the optimum educational environment.

  17. Objectively Measured Physical Activity During Physical Education and School Recess and Their Associations With Academic Performance in Youth: The UP&DOWN Study.

    Science.gov (United States)

    Esteban-Cornejo, Irene; Martinez-Gomez, David; Garcia-Cervantes, Laura; Ortega, Francisco B; Delgado-Alfonso, Alvaro; Castro-Piñero, José; Veiga, Oscar L

    2017-04-01

    This study examined the associations of objectively measured physical activity in Physical Education and recess with academic performance in youth. This cross-sectional study was conducted with 1,780 participants aged 6 to 18 years (863 girls). Physical activity was objectively measured by accelerometry and was also classified according to sex- and agespecific quartiles of physical activity intensities. Academic performance was assessed through school records. Physical activity in physical education (PE) and recess was not associated with academic performance (β ranging from -0.038 to -0.003; all P > .05). Youth in the lowest quartile of physical activity in PE engaged in an average of 1.40 min of moderate-to-vigorous physical activity and those in the highest quartile engaged in 21.60 min (for recess: lowest quartile, 2.20 min; highest quartile, 11.15 min). There were no differences in academic performance between quartiles of physical activity in Physical Education and recess. Time spent at different physical activity intensities during PE and recess does not impair academic performance in youth.

  18. First-year university students’ receptive and productive use of academic vocabulary

    Directory of Open Access Journals (Sweden)

    Déogratias Nizonkiza

    2016-05-01

    Full Text Available The present study explores academic vocabulary knowledge, operationalised through the Academic Word List, among first-year higher education students. Both receptive and productive knowledge and the proportion between the two are examined. Results show that while receptive knowledge is readily acquired by first-year students, productive knowledge lags behind and remains problematic. This entails that receptive knowledge is much larger than productive knowledge, which confirms earlier indications that receptive vocabulary knowledge is larger than productive knowledge for both academic vocabulary (Zhou 2010 and general vocabulary (cf. Laufer 1998, Webb 2008, among others. Furthermore, results reveal that the ratio between receptive and productive knowledge is slightly above 50%, which lends empirical support to previous findings that the ratio between the two aspects of vocabulary knowledge can be anywhere between 50% and 80% (Milton 2009. This finding is extended here to academic vocabulary; complementing Zhou’s (2010 study that investigated the relationship between the two aspects of vocabulary knowledge without examining the ratio between them. On the basis of these results, approaches that could potentially contribute to fostering productive knowledge growth are discussed. Avenues worth exploring to gain further insight into the relationship between receptive and productive knowledge are also suggested.

  19. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    Science.gov (United States)

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  20. [Depression, anxiety and suicide risk symptoms among medical residents over an academic year].

    Science.gov (United States)

    Jiménez-López, José Luis; Arenas-Osuna, Jesús; Angeles-Garay, Ulises

    2015-01-01

    One of the causes of dissatisfaction among residents is related to burnout syndrome, stress and depression. The aim of this study is to describe the prevalence of depression, anxiety and suicide risk symptoms and its correlation with mental disorders among medical residents over an academic year. 108 medical residents registered to second year of medical residence answered the Beck Depression Inventory, the State-Trait Anxiety Inventory and the Suicide Risk Scale of Plutchik: at the entry, six months later and at the end of the academic year. Residents reported low depressive symptoms (3.7 %), low anxiety symptoms (38 %) and 1.9 % of suicide risk at the beginning of the academic year, which increased in second measurement to 22.2 % for depression, 56.5 % for anxiety and 7.4 % for suicide risk. The statistical analysis showed significant differences between the three measurements (p depressive disorder was 4.6 % and no anxiety disorder was diagnosed. Almost all of the residents with depressive disorder had personal history of depression. None reported the work or academic environment as a trigger of the disorder. There was no association by specialty, sex or civil status. The residents that are susceptible to depression must be detected in order to receive timely attention if they develop depressive disorder.

  1. The Association of Academic Health Sciences Libraries' legislative activities and the Joint Medical Library Association/Association of Academic Health Sciences Libraries Legislative Task Force

    OpenAIRE

    Zenan, Joan S.

    2003-01-01

    The Association of Academic Health Sciences Libraries' (AAHSL's) involvement in national legislative activities and other advocacy initiatives has evolved and matured over the last twenty-five years. Some activities conducted by the Medical Library Association's (MLA's) Legislative Committee from 1976 to 1984 are highlighted to show the evolution of MLA's and AAHSL's interests in collaborating on national legislative issues, which resulted in an agreement to form a joint legislative task forc...

  2. Neutrality as Obstructionist in Academic Activism: Calling Bullshit

    Science.gov (United States)

    Rose, Barbara J.

    2018-01-01

    In this essay, the author uses experiences as a teacher educator and learning from a historically significant activism movement to (a) compare values in activism-centered and education-centered organizations, (b) posit ways that the concept of neutrality weakens academic activism, and (c) call for teacher education curricula and practices that…

  3. Relationships between Learning Approach, Procrastination and Academic Achievement amongst First-Year University Students

    Science.gov (United States)

    Saele, Rannveig Grøm; Dahl, Tove Irene; Sørlie, Tore; Friborg, Oddgeir

    2017-01-01

    Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade…

  4. Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

    Science.gov (United States)

    Anderton, Ryan S.; Evans, Tess; Chivers, Paola T.

    2016-01-01

    Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in…

  5. Academic Satisfaction Level and Academic Achievement among Students at Kermanshah University of Medical Sciences: Academic Year 2015-2016

    OpenAIRE

    Khadijeh Jamshidi; Babak Mohammadi; Zahra Mohammadi; Mohammad Karimi Parviz; Roghayeh Poursaberi; Mohammad Mehdi Mohammadi

    2017-01-01

    Background: Academic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran. Methods: The present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Sa...

  6. Medical Students' Use of Different Coping Strategies and Relationship With Academic Performance in Preclinical and Clinical Years.

    Science.gov (United States)

    Schiller, Jocelyn H; Stansfield, R Brent; Belmonte, David C; Purkiss, Joel A; Reddy, Rishindra M; House, Joseph B; Santen, Sally A

    2018-01-01

    Phenomenon: Medical students' coping abilities are important for academic success and emotional health. The authors explored differences in students' use of active, problem-solving strategies and emotional, inwardly directed approaches; the change in coping strategies used during medical school; and coping strategy impact on performance. One hundred eighty-three students completed the Ways of Coping Scale at matriculation and end of the 2nd and 3rd years. Frequency of each of 8 ways of coping, changes in coping strategy use over time, and relationship of coping method with preclinical and clinical scores were calculated. Students varied widely in use of coping mechanisms. Over time, students shifted to using emotional strategies more frequently while decreasing their use of active strategies. Coping strategies were unrelated to preclinical academic performance (R 2 = .09, adjusted R 2 = .04, ns) but were related to clinical performance (R 2 = .23, adjusted R 2 = .18, p performance and emotional methods associated with lower performance. Insights: Students decreased use of active coping strategies and increased use of emotional coping strategies over time, but emotional strategies were associated with poorer clinical academic performance. These shifts in coping methods may be detrimental to student performance and learning. Improving students' ability to cope should be an educational priority.

  7. Gender-specific effects of physical activity on children's academic performance: The Active Smarter Kids cluster randomized controlled trial.

    Science.gov (United States)

    Resaland, G K; Moe, V F; Bartholomew, J B; Andersen, L B; McKay, H A; Anderssen, S A; Aadland, E

    2018-01-01

    Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance. In the ASK-study, 1129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control)∗gender (boys, girls)∗academic performance (tertiles) were investigated using mixed model regression. There was a significant, 3-way-interaction (p=0.044). Both boys (ES=0.11) and girls (ES=0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES=0.03) and high performing boys (ES=0.09) responded with small beneficial trends, while middle (ES=-0.11) and high performing girls (ES=-0.06) responded with negative trends. ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results. Clinicaltrials.gov registry, trial registration number: NCT02132494. Copyright © 2017 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Brook, Christina A; Willoughby, Teena

    2015-05-01

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

  9. Factors Associated With Academic Performance Among Second-Year Undergraduate Occupational Therapy Students

    OpenAIRE

    Bonsaksen, Tore; Ellingham, Brian; Carstensen, Tove

    2018-01-01

    Background: Research into occupational therapy education and its outcomes for students is growing. More research is needed to determine the factors of importance for occupational therapy students’ academic outcomes. This study aimed to investigate factors associated with academic performance among second-year undergraduate occupational therapy students in Norway. Methods: Occupational therapy students (n = 111) from two education programs completed questionnaires asking for sociodemograph...

  10. An Intervention to Improve Academic Literacies in a First Year ...

    African Journals Online (AJOL)

    An Intervention to Improve Academic Literacies in a First Year University Biology Course. ... Critical Studies in Teaching and Learning ... These changes in his report writing as well as in his attitude and motivation for writing the report were ...

  11. Promoting Physical Activity through Student Life and Academics

    Science.gov (United States)

    McDaniel, Tyler; Melton, Bridget F.; Langdon, Jody

    2014-01-01

    Objective: A physical activity passport (PAP) was developed to increase student's physical activity through the collaboration of student life and academics. The purpose was to measure the effectiveness of the PAP. Design: The research design used was a quantitative, descriptive, quasi-experimental design with experimental and control groups.…

  12. The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

    Science.gov (United States)

    Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

    2017-04-01

    Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class

  13. Physically Active Math and Language Lessons Improve Academic Achievement : A Cluster Randomized Controlled Trial

    NARCIS (Netherlands)

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

    OBJECTIVES: Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. METHODS: Using

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

    Science.gov (United States)

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

    2015-01-01

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

  15. Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados

    OpenAIRE

    Grace Adebisi Fayombo

    2013-01-01

    This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the activ...

  16. Does academic performance in the premedical year predict the performance of the medical student in subsequent years?

    Directory of Open Access Journals (Sweden)

    Abdulrahman M Al-Mazrou

    2008-01-01

    Conclusion: Our results support the prerequisite of a minimum GPA in the premedical year before proceeding to the higher levels. The GPA of premedical year is a useful predictor of students who need close monitoring and academic support. The use of GPA in the premedical year for admission into medical colleges should help optimize the use of resources and reduce student wastage.

  17. Varicella Immunization Requirements for US Colleges: 2014-2015 Academic Year

    Science.gov (United States)

    Leung, Jessica; Marin, Mona; Leino, Victor; Even, Susan; Bialek, Stephanie R.

    2016-01-01

    Objective: To obtain information on varicella prematriculation requirements in US colleges for undergraduate students during the 2014-2015 academic year. Participants: Health care professionals and member schools of the American College Health Association (ACHA). Methods: An electronic survey was sent to ACHA members regarding school…

  18. Impacting Children’s Health and Academic Performance through Comprehensive School Physical Activity Programming

    Directory of Open Access Journals (Sweden)

    Timothy A. BRUSSEAU

    2015-06-01

    Full Text Available Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1 quality physical education, 2 physical activity before and after school, 3 physical activity during school (both recess and classroom activity, 4 staff involvement, and 5 family and community engagement.

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

    Science.gov (United States)

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

    2014-12-30

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

  20. Typology of Extra-Curricular Activities and Academic Procrastination among Primary Education Students

    Science.gov (United States)

    Clariana, M.; Cladellas, R.; Gotzens, C.; Badia, M.; Dezcallar, T.

    2014-01-01

    Introduction: Some previous studies have shown that participation in extra-curricular activities optimises both academic grades and the socialisation process of students. However, nobody has so far related extracurricular activities with a tendency for academic procrastination; that is, the more or less deep-rooted habit of leaving study tasks…

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

    Science.gov (United States)

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

    2016-12-15

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

  2. Pattern of leisure-time physical activity involvement of Academic and non-Academic staff in tertiary Institutions in Ondo State, Nigeria

    Directory of Open Access Journals (Sweden)

    Ajibua M.A.

    2012-01-01

    Full Text Available Leisure signifies individual’s choice to spend his/her discretionary time fulfilling certain interest or needs or performing a gratifying experience for the sake of wellness or personal development. The aim of this study was to look into the pattern of leisure-time physical activity involvement among academic and non-academic staff in tertiary institution in Ondo State. For the purpose of the study, 40 academic and 40 non-academic staff were selected from the five Government-owned tertiary institutions in the state using convenience sampling techniques. Thus, total respondents were 400. The instrument employed in the study was a structured and validated questionnaire, Pattern of Leisure Involvement Questionnaire (PLIQ to collect information on the pattern of leisure-time physical activity involvement among staff. The reliability test of the instrument was carried out by obtaining Cronbach’s Alpha statistic which is a measure of how reliable and consistent the instrument was. The result showed that Cronbach’s Alpha was 0.896. Since the value was above 0.5 which was the average, it showed that the research instrument was reliable and consistent. The information gathered from the subjects through the questionnaire was analyzedusing descriptive (mean, standard deviation and standard error and inferential statistics (t-test. The findings showed that academic and non-academic staff in tertiary institutions in Ondo State participate in leisure-time physical activity differently. It thus suggested that variety of leisure-time physical activities must be provided for members of tertiary institutions so that some groups will not be taken care of, while others will be isolated.

  3. Academic achievement of final-year medical students on a rural ...

    African Journals Online (AJOL)

    Academic achievement of final-year medical students on a rural clinical platform: Can we dispel the myths? ... African Journal of Health Professions Education ... Background: There is a growing body of literature relating to the establishment of rural clinical training platforms for medical students describing many positive ...

  4. Above average increases in body fat from 9-15 years of age had a negative impact on academic performance, independent of physical activity.

    Science.gov (United States)

    Saevarsson, Elvar Smari; Gudmundsdottir, Sigridur Lara; Kantomaa, Marko; Arngrimsson, Sigurbjorn A; Sveinsson, Thorarinn; Skulason, Sigurgrimur; Johannsson, Erlingur

    2018-06-13

    The associations between body fat levels and physical activity with academic performance are inconclusive and were explored using longitudinal data. We enrolled 134/242 adolescents aged 15, who were studied at the age of nine and agreed to be followed up from April to May 2015 for the Health behaviours of Icelandic youth study. Accelerometers measured physical activity, body mass indexes were calculated and dual-energy X-ray absorptiometry scans assessed the participants' body composition at nine and 15. Their language and maths skills were compared to a growth model that estimated the academic performances of children born in 1999. Higher than normal body fat levels between the ages of nine and 15 were negatively associated with maths performance, but the same association was not found for Icelandic language studies. These were Pearson's r = - 0.24 (p = 0.01) for body mass index and Pearson's r = -0.34 (p = 0.01) for the percentage of body fat. No associations were found with changes in physical activity. Children who put on more body fat than normal between the ages of nine and 15 had an increased risk of adverse academic performance that was independent of changes in physical activity. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  5. Pattern of leisure-time physical activity involvement of Academic and non-Academic staff in tertiary Institutions in Ondo State, Nigeria

    OpenAIRE

    Ajibua M.A.; Alla J.B

    2012-01-01

    Leisure signifies individual’s choice to spend his/her discretionary time fulfilling certain interest or needs or performing a gratifying experience for the sake of wellness or personal development. The aim of this study was to look into the pattern of leisure-time physical activity involvement among academic and non-academic staff in tertiary institution in Ondo State. For the purpose of the study, 40 academic and 40 non-academic staff were selected from the five Government-owned tertiary in...

  6. 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.

  7. Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities

    NARCIS (Netherlands)

    Kinnunen, Jaana M.; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E.; Lorant, Vincent

    2016-01-01

    It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old

  8. Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis.

    Science.gov (United States)

    de Greeff, Johannes W; Bosker, Roel J; Oosterlaan, Jaap; Visscher, Chris; Hartman, E

    2018-05-01

    The aim of this meta-analysis was to provide a systematic review of intervention studies that investigated the effects of physical activity on multiple domains of executive functions, attention and academic performance in preadolescent children (6-12 years of age). In addition, a systematic quantification of the effects of physical activity on these domains is provided. Systematic review and meta-analysis. Searches of electronic databases and examining relevant reviews between 2000 and April 2017 resulted in 31 intervention studies meeting the inclusion criteria. Four subdomains of executive functions (inhibition, working memory, cognitive flexibility and planning), three subdomains of attention (selective, divided and sustained) and three subdomains of academic performance (mathematics, spelling and reading) were distinguished. Effects for different study designs (acute physical activity or longitudinal physical activity programs), type of physical activity (aerobic or cognitively engaging) and duration of intervention were examined separately. Acute physical activity has a positive effect on attention (g=0.43; 95% CI=0.09, 0.77; 6 studies), while longitudinal physical activity programs has a positive effect on executive functions (g=0.24; 95% CI=0.09, 0.39; 12 studies), attention (g=0.90; 95% CI=0.56, 1.24; 1 study) and academic performance (g=0.26; 95% CI=0.02, 0.49; 3 studies). The effects did depend on the subdomain. Positive effects were found for physical activity on executive functions, attention and academic performance in preadolescent children. Largest effects are expected for interventions that aim for continuous regular physical activity over several weeks. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

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

    2013-03-27

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

  10. Impact of domestic and leisure activities in the academic achievement of adolescents

    OpenAIRE

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

    2016-01-01

    Abstract: Background: The academic performance of adolescents is determined by variables related to domestic and leisure activities. Objective: To identify variables related to domestic and leisure activities that influence the academic performance of adolescents. Methodology: Observational quantitative, non-experimental, cross-sectional, descriptive and correlational, explanatory and retrospective study, using a non-probabilistic sample intended for convenience, consisting ...

  11. Mathematics and Natural Science Students' Motivational Profiles and Their First-Year Academic Achievement

    Science.gov (United States)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien Elske; Deinum, Jan Folkert

    2018-01-01

    Our study focused on describing first-year university students' motivational profiles and examining differences in academic achievement based on these profiles. Data on academic motivation of 755 students in the field of mathematics and natural sciences were collected before the start of their bachelor's degree program; data on GPA were collected…

  12. High work ability in the scientific activity of older and experienced academics.

    Science.gov (United States)

    Kristjuhan, Ulo; Taidre, Erika

    2012-01-01

    At present the health of people in theirs 60s is the same as in theirs 50s around fifty years ago. Using older academics is a topical problem for universities in remaining efficient. Data regarding academics' scientific productivity at universities were collected and questionnaires compiled in the Faculty of Economics and Business Administration of Tallinn University of Technology in Estonia. Studies showed that the productivity of academics at university increases as they grow older (into their 60s). These academics are valuable to the university. The choice of academics should be made according to the candidates' knowledge and ability to work.

  13. Talented athletes and academic achievements : a comparison over 14 years

    NARCIS (Netherlands)

    Jonker, Laura; Elferink-Gemser, Marije T.; Visscher, Chris

    2009-01-01

    The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14-16 years. When compared with the national average, the athletes in 2006/2007 attended pre-university classes more often (2 = 57.001, p.05). Of the

  14. Teacher-student interpersonal relationships and academic motivation within one school year : developmental changes and linkage

    NARCIS (Netherlands)

    Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year

  15. 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.

  16. 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…

  17. Assessment of academic/non-academic factors and extracurricular activities influencing performance of medical students of faculty of medicine, Universiti Sultan Zainal Abidin, Malaysia

    OpenAIRE

    Mainul Haque; Nor Azlina A Rahman; Md. Anwarul Azim Majumder; Nor Iza A Rahman; Seraj Zohurul Haque; Zainal Zulkifli; Halyna Lugova; Rabiu Muazu Musa; Ahmed Ghazi Alattraqchi

    2018-01-01

    Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL) related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academic performance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing t...

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

    Science.gov (United States)

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

    2016-01-01

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

  19. The Association of Academic Health Sciences Libraries' legislative activities and the Joint Medical Library Association/Association of Academic Health Sciences Libraries Legislative Task Force.

    Science.gov (United States)

    Zenan, Joan S

    2003-04-01

    The Association of Academic Health Sciences Libraries' (AAHSL's) involvement in national legislative activities and other advocacy initiatives has evolved and matured over the last twenty-five years. Some activities conducted by the Medical Library Association's (MLA's) Legislative Committee from 1976 to 1984 are highlighted to show the evolution of MLA's and AAHSL's interests in collaborating on national legislative issues, which resulted in an agreement to form a joint legislative task force. The history, work, challenges, and accomplishments of the Joint MLA/AAHSL Legislative Task Force, formed in 1985, are discussed.

  20. Assessing Career Outcomes of a Resident Academic Administrator, Clinician Educator Track: A Seven-Year Follow-up.

    Science.gov (United States)

    Penner, Anne E; Lundblad, Wynne; Azzam, Pierre N; Gopalan, Priya; Jacobson, Sansea L; Travis, Michael J

    2017-04-01

    This study reports the academic outcomes, including scholarly productivity, of the graduates of one residency training track for future clinician educators and academic administrators. Since its implementation in 2008, the Academic Administrator, Clinician Educator (AACE) track at Western Psychiatric Institute and Clinic - UPMC has grown in popularity with reports of participants achieving post-graduate academic success; however, there has been no prior assessment of outcomes. In 2015 all graduates of the track were surveyed using an anonymous, web-based survey. Twenty-nine total graduates were surveyed RESULTS: Twenty-four graduates responded to the survey (83% response rate). The graduates are very active in academic psychiatry with 23 (96%) holding an academic appointment with different administrative roles, medical director (50%) and training director (17%) being the most frequent. Participants have also been active in pursuing scholarship with 80% presenting their scholarly projects at local and national conferences and producing post-graduate, peer-reviewed articles (50%). This study underscores the benefits of a clinician educator track and suggests areas for future growth.

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

    Science.gov (United States)

    Rosander, Pia; Bäckström, Martin

    2014-12-01

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

  2. Academic activism in tourism studies:

    DEFF Research Database (Denmark)

    Hales, Rob; Dredge, Dianne; Jamal, Tazim

    2018-01-01

    and critical narratives of four tourism scholars to describe and analyse in a systematic manner the experiences of these researchers each engaged in what they consider to be academic activism. Our aim is to bring into focus and raise as matters of concern the future of tourism research in the neoliberal...... political positioning; and a critical situated approach to understanding the external influences upon our research and strivings to contribute to the public good. The paper raises challenging questions on the meaning of tourism research and the “public good” in the neoliberal university, and what being...

  3. Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design.

    Science.gov (United States)

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

    2015-04-19

    Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined. From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations. Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but

  4. Teacher-Student Interpersonal Relationships and Academic Motivation within One School Year: Developmental Changes and Linkage

    Science.gov (United States)

    Opdenakker, Marie-Christine; Maulana, Ridwan; den Brok, Perry

    2012-01-01

    The present study explored the developmental changes of teacher-student interpersonal relationships as well as that of academic motivation among first-grade secondary school students. In addition, the link between teacher-student interpersonal behaviour and academic motivation across the school year was investigated. The data were collected 5…

  5. The English proficiency and academic language skills of Australian bilingual children during the primary school years.

    Science.gov (United States)

    Dennaoui, Kamelia; Nicholls, Ruth Jane; O'Connor, Meredith; Tarasuik, Joanne; Kvalsvig, Amanda; Goldfeld, Sharon

    2016-04-01

    Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ). The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children. Data were analysed from a sub-sample of 129 bilingual children from the LSAC Kindergarten cohort (n = 4983), for whom teachers completed the Australian Early Development Index (AEDI) checklist (a population measure of early childhood development) and the Academic Rating Scale (ARS) language and literacy subscale. Linear regression analyses revealed that bilingual children who commenced school with stronger English proficiency had higher academic language and literacy scores at the end of primary school (β = 0.45). English proficiency remained a significant predictor, even when accounting for gender and socio-economic disadvantage (β = 0.38). The findings indicate that bilingual children who begin school without English proficiency are at risk of difficulties with academic language and literacy, even after 6 years of schooling. Risk factors need to be identified so early support can be targeted towards the most vulnerable children.

  6. Academic literacy diagnostic assessment in the first semester of first year at university

    Directory of Open Access Journals (Sweden)

    Lorinda Palmer

    2014-03-01

    Full Text Available One vital aspect of the first semester of the first year at university is how academic literacy expectations are made explicit though teaching and assessment practices at the disciplinary level. This paper describes how an academic literacy diagnostic process, and the MASUS tool, was used to ascertain the academic literacy profile of a cohort of undergraduate nursing students [N=569] at the beginning and end of their first semester. Key findings of this quantitative descriptive case study were that only just over half of commencing students possessed appropriate academic literacy skills in all four aspects of the diagnostic and nearly 20% scored in the lowest band—suggesting difficulty with multiple aspects of academic literacy. By the end of semester, 77% of the students who had scored in the lowest band of the MASUS at the beginning of the semester had improved their scores to the middle or highest band, and 73% of them eventually attained a pass or higher grade for the course. The findings of this study suggest that large-scale academic literacy diagnostic assessment, when embedded and contextualized within a course of study, is an effective means of providing the early feedback and targeted support that many commencing university students need.

  7. The Impact of Intrusive Advising on Academic Self Efficacy Beliefs in First-Year Students in Higher Education

    Science.gov (United States)

    Miller, Lauren Kemner

    2010-01-01

    First-year retention rates have seen minimal gains as high numbers of first-year students are leaving college due to insufficient academic skills and inability to adjust to the academic and social life of college. Programs that provide strategies to improve the transition from high school to college and that help develop skills to facilitate…

  8. IMPROVEMENT EFFORTS TO LEARN LESSONS ACTIVITIES CHASSIS POWER TRANSFER STANDARD COMPETENCE AND CORRECT STEERING SYSTEM WITH LEARNING METHOD DISCOVERY INQUIRY CLASS XIB SMK MUHAMMADIYAH GAMPING ACADEMIC YEAR 2013/2014

    Directory of Open Access Journals (Sweden)

    Harry Suharto

    2013-12-01

    Full Text Available The purpose of the study to determine the increase learners' learning activities subjects chassis and power transfer competency standard steering system repair discovery learning through the implementation of class XI inquiry Lightweight Vehicle Technology SMK Muhammadiyah Gamping, Sleman academic year 2013/2014. This research including action research   Research conducted at SMK Muhammadiyah Gamping XIB class academic year 2013/2014 with a sample of 26 students. Techniques of data collection using questionnaire sheet, observation sheets and documentation to determine the increase in student activity. Instrument validation study using experts judgment. Analysis using descriptive statistics using the technique .   The results showed that the increased activity of the first cycle to the second cycle include an increase of 57.7 % Visual activities; Oral activities amounted to 61.6 %; Listening activities amounted to 23.04 %; Writing activities by 8.7 %; Mental activities of 73.1 %; Emotional activities of 42.3 % ( for the spirit of the students in learning activities ; Motor activities amounted to -7.7 % ( decrease negative activity . Based on these results can be known to most students in SMK Muhammadiyah Gamping gave a positive opinion on the use of inquiry and discovery learning method has a view that the use of inquiry discovery learning methods can be useful for students and schools themselves. Learners who have a good perception of the use of discovery learning method of inquiry he has known and fully aware of the standards of achievement of competence theory fix the steering system. Learning discovery learning methods on achievement of competency standards inquiry repair steering systems theory pleased with the learning process, they are also able to: 1 increase the motivation to learn, 2 improving learning achievement; 3 enhancing creativity; 4 listen, respect, and accept the opinion of the participants other students; 5 reduce boredom

  9. System-justifying ideologies and academic outcomes among first-year Latino college students.

    Science.gov (United States)

    O'Brien, Laurie T; Mars, Dustin E; Eccleston, Collette

    2011-10-01

    The present study examines the relationship between system-justifying ideologies and academic outcomes among 78 first-year Latino college students (21 men, 57 women, mean age = 18.1 years) attending a moderately selective West Coast university. Endorsement of system-justifying ideologies was negatively associated with grade point average (GPA); however it was positively associated with feelings of belonging at the university. In addition, system-justifying ideologies were negatively associated with perceptions of personal discrimination. In contrast, ethnic identity centrality was unrelated to GPA, feelings of belonging, and perceptions of personal discrimination once the relationship between system-justifying ideologies and these outcomes was statistically taken into account. The results of the present study suggest that endorsement of system-justifying ideologies may be a double-edged sword for Latino college students, involving trade-offs between academic success and feelings of belonging.

  10. Physical activity and obesity mediate the association between childhood motor function and adolescents' academic achievement.

    Science.gov (United States)

    Kantomaa, Marko T; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-29

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people's cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents' academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023, 95% confidence interval = -0.031, -0.015) and obesity (B = -0.025, 95% confidence interval = -0.039, -0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents' academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement.

  11. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    Science.gov (United States)

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2013-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, predicted cardiorespiratory fitness (cycle ergometer test), obesity (body weight and height), and academic achievement (grades) at age 16 y. Structural equation models with unstandardized (B) and standardized (β) coefficients were used to test whether, and to what extent, physical activity, cardiorespiratory fitness, and obesity at age 16 mediated the association between childhood motor function and adolescents’ academic achievement. Physical activity was associated with a higher grade-point average, and obesity was associated with a lower grade-point average in adolescence. Furthermore, compromised motor function in childhood had a negative indirect effect on adolescents’ academic achievement via physical inactivity (B = –0.023, 95% confidence interval = –0.031, –0.015) and obesity (B = –0.025, 95% confidence interval = –0.039, –0.011), but not via cardiorespiratory fitness. These results suggest that physical activity and obesity may mediate the association between childhood motor function and adolescents’ academic achievement. Compromised motor function in childhood may represent an important factor driving the effects of obesity and physical inactivity on academic underachievement. PMID:23277558

  12. The Relationship between Internet Use and Academic Procrastination of EFL Learners across Years of Study

    Directory of Open Access Journals (Sweden)

    Maryam Mohammadi

    2015-01-01

    Full Text Available The present study aimed at exploring the relationship between Internet use and academic procrastination of a group of EFL learners across years of study (freshmen, sophomores, juniors, and seniors. The study was conducted in two phases. First, a pilot study was conducted among 30 representative university students in order to check the reliability and validity of the main instrument utilized, i.e. a questionnaire. After that, the piloted questionnaire was distributed among 380 undergraduates studying at the University of Guilan, Kharazmi University, and Ferdowsi University. Results of Spearman Rank Order Test at the .01 level of significance revealed a medium positive relationship (rho= +.47 between Internet use and academic procrastination of the participating students. Furthermore, the results of Kruskal Wallis Test at the significance level of .05 indicated that there is a significant difference in both Internet use (sig=.029, p≤ .05 and academic procrastination (sig=.007, p≤ .05 of learners across different years of study, with freshmen being the pioneer in this respect. However, the results of another Kruskal Wallis Test run on data concerning areas of academic procrastination did not reveal any statistically significant difference among learners across years of study. The implications of the findings for EFL instructors and learners are discussed

  13. Good-quality diet in the early years may have a positive effect on academic achievement.

    Science.gov (United States)

    Nyaradi, Anett; Li, Jianghong; Foster, Jonathan K; Hickling, Siobhan; Jacques, Angela; O'Sullivan, Therese A; Oddy, Wendy H

    2016-05-01

    The aim of this study was to investigate the associations between early diet and academic performance during childhood. Participants were from the Western Australian Pregnancy Cohort (Raine) Study (n = 2287). Frequency of consumption of food and beverages was collected at the one-, two- and three-year follow-ups, using a 24-hour food recall. Diet scores were developed from the number of eating occasions. The Western Australian Literacy and Numeracy Assessment (WALNA) data from grades five (age 10) and seven (age 12) were linked to the Raine study using The Western Australian Data Linkage System. The association between diet scores and WALNA scores was assessed using multivariate linear regression models. A higher (i.e. better quality) diet score at one year of age was associated with significantly higher scores in mathematics, reading, writing and spelling at both grades five and seven. Associations were observed between a higher diet score at two years and academic scores for mathematics, writing and spelling at grade seven. Higher dairy consumption at ages one, two and three, and higher fruit consumption at age one were associated with higher academic scores at all ages. Quality of early diet may be a predictor for later academic achievement. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  14. Effect of Active Lessons on Physical Activity, Academic, and Health Outcomes: A Systematic Review

    Science.gov (United States)

    Martin, Rosemarie; Murtagh, Elaine M.

    2017-01-01

    Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar,…

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

    Science.gov (United States)

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

    2014-01-01

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

  16. Generation Psy: Student Characteristics and Academic Achievement in a Three-Year Problem-Based Learning Bachelor Program

    Science.gov (United States)

    de Koning, Bjorn B.; Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Smeets, Guus; van der Molen, Henk T.

    2012-01-01

    This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality…

  17. Family conflict and academic performance of first-year Asian American undergraduates.

    Science.gov (United States)

    Bahrassa, Nazneen F; Syed, Moin; Su, Jenny; Lee, Richard M

    2011-10-01

    This three-study investigation examined risk and protective factors for poor academic performance among Asian American first-year undergraduates. Students were surveyed prior to starting college and their GPA was collected after their first semester in college. Family conflict as a significant risk factor for poor academic performance was examined in all three studies. The results indicate that higher family conflict prior to college was related to lower first-semester college GPA, after controlling for standardized test scores and high school rank (Studies 1-3). Even though psychological distress was related to both family conflict and GPA, it did not mediate the relationship between family conflict and GPA (Studies 2 and 3). In terms of protective factors, the results indicate that life satisfaction buffered the negative effects of family conflict on first-semester college GPA (Study 3). Together, these findings support the need to take into account family variables and psychological well-being in the academic performance of Asian American students as they transition from high school to college.

  18. Brazilian academic search filter: application to the scientific literature on physical activity.

    Science.gov (United States)

    Sanz-Valero, Javier; Ferreira, Marcos Santos; Castiel, Luis David; Wanden-Berghe, Carmina; Guilam, Maria Cristina Rodrigues

    2010-10-01

    To develop a search filter in order to retrieve scientific publications on physical activity from Brazilian academic institutions. The academic search filter consisted of the descriptor "exercise" associated through the term AND, to the names of the respective academic institutions, which were connected by the term OR. The MEDLINE search was performed with PubMed on 11/16/2008. The institutions were selected according to the classification from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) for interuniversity agreements. A total of 407 references were retrieved, corresponding to about 0.9% of all articles about physical activity and 0.5% of the Brazilian academic publications indexed in MEDLINE on the search date. When compared with the manual search undertaken, the search filter (descriptor + institutional filter) showed a sensitivity of 99% and a specificity of 100%. The institutional search filter showed high sensitivity and specificity, and is applicable to other areas of knowledge in health sciences. It is desirable that every Brazilian academic institution establish its "standard name/brand" in order to efficiently retrieve their scientific literature.

  19. 10 Years Later: Lessons Learned from an Academic Multidisciplinary Cosmetic Center.

    Science.gov (United States)

    Chen, Jenny T; Nayar, Harry S; Rao, Venkat K

    2017-09-01

    In 2006, a Centers for Medicare and Medicaid Services-accredited multidisciplinary academic ambulatory surgery center was established with the goal of delivering high-quality, efficient reconstructive, and cosmetic services in an academic setting. We review our decade-long experience since its establishment. Clinical and financial data from 2006 to 2016 are reviewed. All cosmetic procedures, including both minimally invasive and operative cases, are included. Data are compared to nationally published reports. Nearly 3,500 cosmetic surgeries and 10,000 minimally invasive procedures were performed. Compared with national averages, surgical volume in abdominoplasty is high, whereas rhinoplasty and breast augmentation is low. Regarding trend data, breast augmentation volume has decreased by 25%, whereas minimally invasive procedural volume continues to grow and is comparable with national reports. Similarly, where surgical revenue remains steady, minimally invasive revenue has increased significantly. The majority of surgical cases (70%) are reconstructive in nature and insurance-based. Payer mix is 71% private insurance, 18% Medicare and Medicaid, and 11% self-pay. Despite year-over-year revenue increases, net profit in 2015 was $6,120. Rent and anesthesia costs exceed national averages, and employee salary and wages are the highest expenditure. Although the creation of our academic cosmetic ambulatory surgery center has greatly increased the overall volume of cosmetic surgery performed at the University of Wisconsin, the majority of surgical volume and revenue is reconstructive. As is seen nationwide, minimally invasive cosmetic procedures represent our most rapidly expanding revenue stream.

  20. Education fees: Indexation of the amounts for accommodation, meals and school transport for the 2010-2011 academic year

    CERN Multimedia

    HR Department

    2010-01-01

    At its meeting on 21 September 2010, the Standing Concertation Committee approved the calculated indexation of the amounts for accommodation, meals and school transport for the 2010-2011 academic year. Accommodation fees for the 2010-2011 academic year will be paid in the form of a lump sum of 537 CHF per month (paid at the rate of 100%). The amount used for the calculation of meal payments will be 18 CHF per meal (paid at the rate of 75%). The ceiling for school transport fees has been set at 615 CHF for the 2010-2011 academic year. Education Fees Service Tel. 72862 / 71421

  1. Education fees: Indexation of the amounts for accommodation, meals and school transport for the 2011-2012 academic year

    CERN Multimedia

    HR Department

    2011-01-01

    At its meeting on 1 September 2011, the Standing Concertation Committee approved the calculated indexation of the amounts for accommodation, meals and school transport for the 2011-2012 academic year.  Accommodation fees for the 2011-2012 academic year will be paid in the form of a lump sum of 545 CHF per month (paid at the rate of 100%). The amount used for the calculation of meal payments will be 18.50 CHF per meal (paid at the rate of 75%). The ceiling for school transport fees has been set at 627 CHF for the 2011-2012 academic year. Education Fees Service Tel. 72862 / 71421

  2. KEK Engineering Department activity report. Fiscal year 2000

    Energy Technology Data Exchange (ETDEWEB)

    Matsuyama, Yoshitaka; Takenaka, Tateru; Kobayashi, Yoshiharu; Ikeda, Mitsuo; Satoh, Setsuo; Tanaka, Nobuaki (eds.)

    2002-02-01

    As Engineering Department of KEK (High Energy Accelerator Research Organization) was established on April, 1977, it will be the twenty-five memorial day on March, 2002. Among them, KEK published a number of research results in Japan and foreign countries, to develop as an academic research institute with international scale on both quality and quantity. On a memorial twenty-five years, here was published an engineering department activity report for indicator of further development. It contains prize of engineering, engineering exchange meetings, seminars, co-operational research and development projects, symposiums, specialty trainings, foreign language trainings, and so on. (G.K.)

  3. Physical activity across the curriculum: year one process evaluation results

    Directory of Open Access Journals (Sweden)

    Sullivan Debra K

    2008-07-01

    Full Text Available Abstract Background Physical Activity Across the Curriculum (PAAC is a 3-year elementary school-based intervention to determine if increased amounts of moderate intensity physical activity performed in the classroom will diminish gains in body mass index (BMI. It is a cluster-randomized, controlled trial, involving 4905 children (2505 intervention, 2400 control. Methods We collected both qualitative and quantitative process evaluation data from 24 schools (14 intervention and 10 control, which included tracking teacher training issues, challenges and barriers to effective implementation of PAAC lessons, initial and continual use of program specified activities, and potential competing factors, which might contaminate or lessen program effects. Results Overall teacher attendance at training sessions showed exceptional reach. Teachers incorporated active lessons on most days, resulting in significantly greater student physical activity levels compared to controls (p Conclusion In the first year of the PAAC intervention, process evaluation results were instrumental in identifying successes and challenges faced by teachers when trying to modify existing academic lessons to incorporate physical activity.

  4. Relationship between attainment of recommended physical activity guidelines and academic achievement: undergraduate students in Egypt.

    Science.gov (United States)

    El Ansari, Walid; Stock, Christiane

    2014-07-14

    We assessed and compared by gender, students' achievement of recommended guidelines of four PA forms, and the association between guideline achievement of each of the four PA forms and students' academic performance. Data (2009-2010) comprised 3,271 students (11 faculties) at Assiut University, Egypt. A self-administered questionnaire measured: moderate PA (MPA), vigorous PA (VPA), moderate to vigorous PA (MVPA), muscle-strengthening PA; five socio-demographic variables (gender, age, year of study, father's education, living arrangements during semester); self-rated health; and, academic performance. We compared the levels of four PA forms, socio-demographic variables, and academic performance by gender. Binary logistic regression examined the factors associated with achieving the guidelines of the four PA forms. Linear regression examined the association between frequency of four PA forms and level of academic performance. Nearly equal proportions of males and females (37%, 36%) achieved the MPA guidelines. Significantly more males achieved the VPA, MVPA, and muscle strengthening PA guidelines. Father's education was positively associated with achieving all four PA guidelines (with each increasing educational achievement of the father, student's odds of achieving PA guidelines increased by 7-9%). Students living with their parents or room mates off campus were more likely to achieve the VPA and MVPA guidelines. Students who achieved VPA and MVPA guidelines were more likely to report better academic performance. For all PA forms (except MPA), increasing academic achievement was positively associated with increasing frequency of PA, but standardised Beta (0.05-0.07) suggested a modest correlation between academic achievement and PA frequency. The linear association between frequency of PA and academic achievement, and the finding that the proportions of students who achieved the recommended levels of several forms of PA were below half of the sample call for higher

  5. A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial.

    Science.gov (United States)

    Bartholomew, John B; Jowers, Esbelle M; Errisuriz, Vanessa L; Vaughn, Sharon; Roberts, Gregory

    2017-10-01

    Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity. The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning. This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. Psychobiological responses at the beginning and the end of an academic year in teachers

    Directory of Open Access Journals (Sweden)

    Miguel A. Serrano

    2013-05-01

    Full Text Available Evidence shows that work stress increases risk of cardiovascular disease. Emotional, cardiovascular and endocrine responses are affected by day-to-day experience. Perceived stress, negative mood, heart rate (HR and blood pressure (BP increase in working periods. Cortisol (C response is not so clear, there being contradictory results. The main purpose is to study stress markers in two working days in teachers. Moreover, we evaluate the role of gender in stress markers in 49 school teachers. Perceived stress, mood, BP, HR, and C were measured at the beginning and at the end of an academic year. Results show that psychological and heart rate responses to a working day were different at the end of the year, increasing, especially in men. BP and C responses descended at the end of the year. In conclusion, an academic year could affect negatively to the emotional state and heart rate of teachers.

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

    OpenAIRE

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

    2016-01-01

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

  8. The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature.

    Science.gov (United States)

    Rasberry, Catherine N; Lee, Sarah M; Robin, Leah; Laris, B A; Russell, Lisa A; Coyle, Karin K; Nihiser, Allison J

    2011-06-01

    The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement). Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. Copyright © 2010 Elsevier Inc. All rights reserved.

  9. The Impact of Parents’ Years since Migration on Children’s Academic Achievement

    DEFF Research Database (Denmark)

    Rangvid, Beatrice Schindler

    2012-01-01

    of a positive impact of parents’ years since migration on children’s academic achievement. Mothers’ years of residence tend to be more important for Danish, while fathers’ years of residence tend to be more important for math. The effects vary by gender, and family-specific effects influence girls’ and boys......In this paper, we employ register data for eight cohorts of second-generation immigrant pupils to identify the impact of each parent’s years since migration on their children’s school achievements. We exploit variation in years since migration and within-family variation. We find evidence...

  10. Development and education of academically supernormal children in Mainland China in the last 35 years

    DEFF Research Database (Denmark)

    Shi, Jiannong

    classes for academically gifted children at university, middle school and primary school levels have been set up in China since 1978. Hundreds of high ability students are benefited from the gifted education programs in China. Some essential issues about gifted education in China will be discussed......A sophisticated education system for academically gifted students at university, middle school and primary school levels has been developed since 1978. A statistics-based definition of academically supernormal children was suggested by Chinese psychologists. A series of experiments...... and investigation has been conducted on psychological development of academically supernormal children. Some principles, procedures, and steps of identification, as well as some principles and typical models of education were developed in Mainland China during the last twenty-four years. Dozens of experimental...

  11. Personality, Academic Self-Efficacy, Academic Locus of Control and Academic Procrastination Among University Students

    OpenAIRE

    Yazıcı, Hikmet; Albayrak, Elif; Reisoğlu, Serpil

    2016-01-01

    There are several variables to determine academic procrastination behavior among university students. The main aim of the present study was to investigate the relationships among big five personality, academic self-efficacy, academic locus of control and academic procrastination. Research group consisted of 885 university students (Female=496, Male=389) in 2012/2013 academic year in Karadeniz Technical University. Results from study indicated that responsibility and amenability subscales of b...

  12. Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age.

    Science.gov (United States)

    Massetti, Greta M; Lahey, Benjamin B; Pelham, William E; Loney, Jan; Ehrhardt, Ashley; Lee, Steve S; Kipp, Heidi

    2008-04-01

    The predictive validity of symptom criteria for different subtypes of ADHD among children who were impaired in at least one setting in early childhood was examined. Academic achievement was assessed seven times over 8 years in 125 children who met symptom criteria for ADHD at 4-6 years of age and in 130 demographically-matched non-referred comparison children. When intelligence and other confounds were controlled, children who met modified criteria for the predominantly inattentive subtype of ADHD in wave 1 had lower reading, spelling, and mathematics scores over time than both comparison children and children who met modified criteria for the other subtypes of ADHD. In some analyses, children who met modified criteria for the combined type had somewhat lower mathematics scores than comparison children. The robust academic deficits relative to intelligence in the inattentive group in this age range suggest either that inattention results in academic underachievement or that some children in the inattentive group have learning disabilities that cause secondary symptoms of inattention. Unexpectedly, wave 1 internalizing (anxiety and depression) symptoms independently predicted deficits in academic achievement controlling ADHD, intelligence, and other predictors.

  13. A Study about the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

    Science.gov (United States)

    Asim, Muhammad; Chambers, Cheryl; González, Ramón-Osvaldo; Morote, Elsa-Sofia; Walter, Richard J.

    2015-01-01

    This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral…

  14. A classification and summarization method for analysis of research activities in an academic faculty

    Directory of Open Access Journals (Sweden)

    Eduardo Rocha Loures

    Full Text Available Abstract Nowadays, more and more scientific research activities are carried out in different laboratories and universities, which not only play an important role in the development of science and technology, but also show a significant inference on education. The improvement of the research capability of an academic faculty can directly impact the quality of education, bring innovations to Industrial Engineering curriculum proposals, and guarantee the subjects are up to date. The investigation of the existing issues in the current research activities is usually considered as the primary and challenging step. As the output of research activities, academic articles are often considered as a kind of evidence-based resources for the investigation. Despite some methodological efforts have been made by existing article review methods, less attention has been paid to discover the implicit academic relationships among the academic staffs and to investigate their research expertise. The objective of this study is to address this existing drawback through the proposition of an Academic Information Classification and Summarization method. A case study is carried out in the Industrial and System Engineering Graduate Program (PPGEPS, PUCPR, Brazil. The result not only highlights the advantages that can be obtained from this proposition from the education perspective related to Industrial Engineering, but also can be used as evidence to balance and compare an academic staff’s research expertise and his/her teaching disciplines.

  15. 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 ...

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

    Science.gov (United States)

    Carr, Bruce Henry

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

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

    Science.gov (United States)

    Howard, Anissa K.; Ziomek-Daigle, Jolie

    2009-01-01

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

  18. Pre-entry Characteristics, Perceived Social Support, Adjustment and Academic Achievement in First-Year Spanish University Students: A Path Model.

    Science.gov (United States)

    Rodríguez, María Soledad; Tinajero, Carolina; Páramo, María Fernanda

    2017-11-17

    Transition to university is a multifactorial process to which scarce consideration has been given in Spain, despite this being one of the countries with the highest rates of academic failure and attrition within the European Union. The present study proposes an empirical model for predicting Spanish students' academic achievement at university by considering pre-entry characteristics, perceived social support and adaptation to university, in a sample of 300 traditional first-year university students. The findings of the path analysis showed that pre-university achievement and academic and personal-emotional adjustment were direct predictors of academic achievement. Furthermore, gender, parents' education and family support were indirect predictors of academic achievement, mediated by pre-university grades and adjustment to university. The current findings supporting evidence that academic achievement in first-year Spanish students is the cumulative effect of pre-entry characteristics and process variables, key factors that should be taken into account in designing intervention strategies involving families and that establish stronger links between research findings and university policies.

  19. Students at Kermanshah University of Medical Sciences: Academic Year 2015-2016

    Directory of Open Access Journals (Sweden)

    Khadijeh Jamshidi

    2017-12-01

    Full Text Available Background: Academic satisfaction is considered one of the most important factors affecting academic achievement among students. The purpose of the present study was to determine the relationship between academic satisfaction and academic achievement among students at Kermanshah University of Medical Sciences in Iran. Methods: The present cross-sectional study was conducted with 346 student participants using stratified random sampling. The research instrument included the Student Academic Satisfaction Questionnaire, the Academic Performance Rating Scale, and student grade point average (GPA. Descriptive and inferential statistics were used to analyze the data. A 0.05 significance level was used for statistical tests. Results: The mean score of academic satisfaction among students was 50.7 ± 9.8 and the academic satisfaction level was moderate in 46.2% of the students. Comparing the academic satisfaction level in different fields of study, students in health (58.5%, nursing (67.5%, and paramedics (51.1% reported a moderate satisfaction level and students in midwifery (84.2%, pharmacology (53.5%, medicine (69.3%, and dentistry (55.5% recorded a high satisfaction level (P < 0.05. There was also a significant and positive correlation between academic satisfaction and academic achievement (P = 0.001, r = 0.02. Conclusion: Academic satisfaction among the 46.2% students that reported a moderate level was far from the ideal level. The relationship between academic satisfaction and academic achievement also indicated that creating motivation among students and increasing their levels of satisfaction could provide the grounds for academic achievement among them as much as possible.

  20. Curriculum scholars: Embedding learning and teaching scholarship in first year academic identities. A Practice Report

    Directory of Open Access Journals (Sweden)

    Peter Jones

    2011-07-01

    Full Text Available This practice report details an institutional innovation designed to enhance academic capacities for curriculum development, with a particular focus on the first year experience (FYE. The authors discuss the appointment of “Curriculum Scholars” in each of the faculties at James Cook University. This innovation can be seen as an example of third generation responses to the challenges of the first year in higher education (FYHE (Kift, Nelson & Clarke, 2010. The report  discusses the question of academic identity and the tension between a discipline-specific identity and identification with the scholarship of teaching and learning. The authors argue that this tension may have significant implications for the success of third generation approaches to the FYE. This tension is the focus of a multi-method research project being developed by the authors. The autoethnographical dimension of this project is described, inviting participants to reflect on their own journeys as academics engaged in learning and teaching.

  1. PUBLICATION ACTIVITY AND ITS ROLE IN ASSESSMENT OF PROFESSIONAL ENGAGEMENT OF HEI ACADEMIC STAFF (RUSSIAN PRACTICES

    Directory of Open Access Journals (Sweden)

    I. B. Ardashkin

    2016-01-01

    Full Text Available The aim of the research is to analyze and summarize the Russian best practices of using the publication activity as a criterion to assess the professional activity of the academic staff; to identify the role of motivational factors as a method to manage and control the publication activity of the academic staff.Methods. The authors address the methodology of comprehensive research based on the method of document analysis, comparative analysis, and method of secondary use of sociological and psychological data.Results and scientific novelty concludes in presenting Russian and international best practices generalized on using the publication activity to assess the engagement of HEI (Higher Educational Institution academic staff; the most appropriate formats of using the publication activity as a criterion to assess the research component of the academic staff engagement are defined. Degree of reliability of this criterion is shown – its strengths and shortcomings. The conclusion is drawn on need of the essential changes in management of publication activity affecting both professional and motivational spheres of scientific and pedagogical staff. The most acceptable options of measurement of staff work efficiency of this category are formulated.Practical significance. The research outcomes can be the corpus for designing the assessment method for the professional engagement of the academic staff.

  2. Academic [Activities]: Looking for Symbols in the Built Landscape; What Is Service?

    Science.gov (United States)

    Charney, Len; Sims, Cheryl

    1999-01-01

    Describes two experiential, academic activities for middle and high school students. Includes target group, group size, time and space requirements, activity level, props/preparation, and instructions. The activities enable students to identify the symbolic value of community places and architecture or raise student awareness about the…

  3. The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First-Year Community College Students

    Science.gov (United States)

    Heller, Monica L.; Cassady, Jerrell C.

    2017-01-01

    The current study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester…

  4. Gender trends in dental leadership and academics: a twenty-two-year observation.

    Science.gov (United States)

    Yuan, Judy Chia-Chun; Lee, Damian J; Kongkiatkamon, Suchada; Ross, Sasha; Prasad, Soni; Koerber, Anne; Sukotjo, Cortino

    2010-04-01

    The purpose of this study was to examine gender disparities in dental leadership and academics in the United States. Nine journals that represent the dental specialties and high published impact factors were selected to analyze the percentage of female dentists' first and senior authorship for the years 1986, 1990, 1995, 2000, 2005, and 2008. Data on appointment status and female deanship were collected from the American Dental Association (ADA) survey, and the trends were studied. The proportion of female presidents in ADA-recognized specialty organizations was also calculated. Overall, the increase in first female authorship was not statistically significant, but the increase of last female authorship was statistically significant in a linear trend over the years. The percentage of tenured female faculty members and female deans in U.S. dental schools increased by factors of 1.7 and 9, respectively, during the study period. However, female involvement in professional organizations was limited. Findings from this study indicate that female participation in authorship and leadership has increased over time. Nevertheless, females are still a minority in dental academics and leadership.

  5. Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

    Science.gov (United States)

    Fabry, Götz; Giesler, Marianne

    2012-01-01

    Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

  6. The role of active teaching programmes in academic skills ...

    African Journals Online (AJOL)

    The role of active teaching programmes in academic skills enhancement of Grade 12 Learners in the Stellenbosch Region. ... The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. Learners attend school as holistic beings and both the body ...

  7. Addressing the Academic Gap Between 4- and 6-Year Pharmacy Programs in South Korea

    OpenAIRE

    Yoo, Sujin; Song, Seungyeon; Lee, Sangmi; Kwon, Kwangil; Kim, Eunyoung

    2014-01-01

    Objective. To address the academic gap (or lack of adequate training and programs) between 4- and 6-year pharmacy programs and suggest methods for reducing this gap and to evaluate pharmacists’ perceptions of preceptorship.

  8. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2018-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  9. Mathematics and Natural Science Students' Motivational Profiles and their First-year Academic Achievement

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Vermue, Carlien; Deinum, Jan

    2016-01-01

    Our study focused on describing first-year university students’ motivational profiles and their achievement. 755 students in the faculty of Mathematics and Natural Sciences participated in the study. Data on academic motivation was collected before the start of the program, data on achievement at

  10. 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.

  11. [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.

  12. Use of search engines for academic activities by the academic staff ...

    African Journals Online (AJOL)

    The research was designed to investigate the Internet Search Engine use behaviour and experiences of lecturers at the University of Jos, using the academics of the Faculty of Natural Sciences in the University as a focal population. The entire population of 148 academic staff members in the Faculty was adopted for the ...

  13. Fighting for Trans* Kids: Academic Parent Activism in the 21st Century

    Directory of Open Access Journals (Sweden)

    Kimberley Manning

    2015-12-01

    Full Text Available In this article we explore some of the affective and ethical dimensions that we have faced as parent academic-activists seeking to understand and undo some of the structural transphobia that currently exists in Canadian society.  Informed by critical feminist, critical race and black feminist thought, trans* scholarship, queer theory, and anti-oppression analysis, we discuss how our academic-activism assumes complex configurations of privilege and vulnerability.

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

    Science.gov (United States)

    Morris, David S.

    2015-01-01

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

  15. A participative evaluation model to refine academic support for first year Indigenous higher education students

    Directory of Open Access Journals (Sweden)

    Bronwyn Rossingh

    2012-03-01

    Full Text Available This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education.   The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success.  Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students.  The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.  

  16. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    Science.gov (United States)

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  17. Relationship of weight status, physical activity and screen time with academic achievement in adolescents.

    Science.gov (United States)

    García-Hermoso, Antonio; Marina, Raquel

    The aim of this study was to examine the relationship of weight status, physical activity and screen time with academic achievement in Chilean adolescents. The present cross-sectional study included 395 adolescents. The International Obesity Task Force cut-off points were used to define the weight status. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents and screen time was assessed using several questions about television, videogame and computer use. Academic achievement was measured using the mean of the grades obtained in mathematics and language subjects. In both genders, adolescents with obesity and excessive screen time earned worse grades compared to their non-obese peers and their peers that complied with screen time recommendations. The logistic regression analysis showed that adolescents with obesity, classified with medium-low physical activity and excessive screen time recommendations (excess ≥2h/day) are less likely to obtain high academic achievement (boys: OR=0.26; girls: OR=0.23) compared to their non-obese peers, high levels of physical activity and those who comply with the current screen time recommendations. Similar results were observed in adolescents with obesity and classified with medium-low physical activity (boys: OR=0.46; girls: OR=0.33) or excessive screen time (boys: OR=0.35; girls: OR=0.36) compared to adolescents with high levels of physical activity and those who complied with the screen time recommendations, respectively. This study shows that when combined, obesity, low-medium levels of physical activity and excessive screen time might be related to poor academic achievement. Copyright © 2015 Asia Oceania Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

  18. Individual values, learning routines and academic procrastination.

    Science.gov (United States)

    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-12-01

    Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. The model tested in this study posits that postmodern value orientations are positively related to procrastination and to a lack of daily routines concerning the performance of academic activities. In contrast, modern values are negatively related to procrastination and positively to learning routines. Academic procrastination, in-turn, should be associated with the tendency to prefer leisure activities to schoolwork in case of conflicts between these two life domains. Seven hundred and four students from 6th and 8th grade with a mean age of 13.5 years participated in the study. The sample included students from all tracks of the German educational system. Students completed a questionnaire containing two value prototypes as well as scales on learning routines and procrastination. Decisions in motivational conflicts were measured using two vignettes. Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.

  19. DEVELOPMENT OF THE INFORMATION COMPETENCE OF THE ACADEMIC COMMUNITY: TWENTY YEARS AFTER

    Directory of Open Access Journals (Sweden)

    Glosiene, Audrone

    2006-12-01

    Full Text Available Twenty years ago, reading culture, library skills’ development used to be one of the core directions in research and teaching policy of the Department of Library Science at Vilnius University. Lateron, the topic was marginalized and today we return to the field that meanwhile has developed huge knowledge and experience base worldwide. A stimulus for the return was participation in BIBLIONOVA project. The aim of the article is to present a holistic approach towards information competency development in a modern academic institution. Prescriptive approach based on information literacy standards proved to be limited and not always effective in the academic environment.Information competency development is problem-specific, domain-specific, and disciplinespecific. It is interrelated with critical thinking, analytical skills as well as creativity and computerliteracy skills. Holistically, information competency development is an integral part of university’s life-long learning strategy. Critical success factors for information competency development areopen and problem-based learning and cooperative, inclusive strategies of the whole university. Academic libraries continue to play a major role in the process but the connections with faculty and administration in the process are of major importance.

  20. Satisfaction from Academic Activities among Medical Students in Malaysia

    Science.gov (United States)

    Al-Naggar, Redhwan A.; Bobryshev, Yuri V.

    2013-01-01

    There is a lack of data about the levels of satisfaction among medical students in regards to their academic activities in Malaysia. Therefore, the objective of this study was to fill the gap in the existing knowledge. A cross sectional study was carried out at the International medical school, the Management and Science University of Malaysia,…

  1. Test anxiety and cardiovascular responses to daily academic stressors.

    Science.gov (United States)

    Conley, Kristen M; Lehman, Barbara J

    2012-02-01

    Routine academic events may cause stress and produce temporary elevations in blood pressure. Students who experience test anxiety may be especially prone to cardiovascular activation in response to academic stress. This study drew on self-reported stress and ambulatory blood pressure measurements provided by 99 undergraduate participants (30% men, mean age=21 years) who participated over 4 days. Posture, activity level, recent consumption and the previous same-day reading were considered as covariates in a series of hierarchical linear models. Results indicate elevations in systolic blood pressure at times of acute academic stressors; neither diastolic blood pressure nor heart rate was linked with academic stress. In addition, those participants higher in test anxiety exhibited especially pronounced elevations in systolic blood pressure during times of acute academic stress. This research suggests that everyday academic stressors are linked with temporary increases in blood pressure and that test anxiety may contribute to these elevations. Test anxiety has implications for future academic and job success, and cardiovascular responses to everyday stress may contribute to health problems later in life. Copyright © 2011 John Wiley & Sons, Ltd.

  2. 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 ...

  3. Physical activity and obesity mediate the association between childhood motor function and adolescents’ academic achievement

    OpenAIRE

    Kantomaa, Marko T.; Stamatakis, Emmanuel; Kankaanpää, Anna; Kaakinen, Marika; Rodriguez, Alina; Taanila, Anja; Ahonen, Timo; Järvelin, Marjo-Riitta; Tammelin, Tuija

    2012-01-01

    The global epidemic of obesity and physical inactivity may have detrimental implications for young people’s cognitive function and academic achievement. This prospective study investigated whether childhood motor function predicts later academic achievement via physical activity, fitness, and obesity. The study sample included 8,061 children from the Northern Finland Birth Cohort 1986, which contains data about parent-reported motor function at age 8 y and self-reported physical activity, pre...

  4. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    Science.gov (United States)

    Downs, C. T.

    2009-01-01

    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, students performed best in the…

  5. Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year.

    Science.gov (United States)

    Widlund, Anna; Tuominen, Heta; Korhonen, Johan

    2018-01-01

    It has been suggested that both performance and academic well-being play a role in adolescent students' educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students ( N grade 7 = 583, N grade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.

  6. Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year

    Science.gov (United States)

    Widlund, Anna; Tuominen, Heta; Korhonen, Johan

    2018-01-01

    It has been suggested that both performance and academic well-being play a role in adolescent students’ educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept) and mathematics performance profiles can be identified among lower secondary school students (Ngrade 7 = 583, Ngrade 9 = 497); second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%), average (51%), and negative academic well-being (15%) and four groups of students in ninth grade: thriving (25%), average (50%), negative academic well-being (18%), and low-performing (7%) with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed. PMID:29593603

  7. Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year

    Directory of Open Access Journals (Sweden)

    Anna Widlund

    2018-03-01

    Full Text Available It has been suggested that both performance and academic well-being play a role in adolescent students’ educational attainment and school dropout. In this study, we therefore examined, first, what kinds of academic well-being (i.e., school burnout, schoolwork engagement, and mathematics self-concept and mathematics performance profiles can be identified among lower secondary school students (Ngrade 7 = 583, Ngrade 9 = 497; second, how stable these profiles are across one school year during the seventh and ninth grades; and, third, how students with different academic well-being and mathematics performance profiles differ with respect to their educational aspirations. By means of latent profile analyses, three groups of students in seventh grade: thriving (34%, average (51%, and negative academic well-being (15% and four groups of students in ninth grade: thriving (25%, average (50%, negative academic well-being (18%, and low-performing (7% with distinct well-being and mathematics performance profiles were identified. Configural frequency analyses revealed that the profiles were relatively stable across one school year; 60% of the students displayed identical profiles over time. The thriving students reported the highest educational aspirations compared to the other groups. In addition, the low-performing students in the ninth grade had the lowest educational aspirations just before the transition to upper secondary school. Practical implications as well as directions for future research are discussed.

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

    Science.gov (United States)

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

    2015-12-01

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

  9. THE EFFECTIVENESS OF USING SCRABBLE AND BINGO GAME TECHNIQUE TOWARD STUDENTS’ VOCABULARY MASTERY AT THE TENTH GRADE OF SMA N 2 METRO ACADEMIC YEAR 2013/2014

    Directory of Open Access Journals (Sweden)

    Ahmad Rosidi -

    2017-02-01

    Full Text Available Abstract: Vocabulary mastery is the activity to enrich the vocabulary, they master the vocabulary in order to be able to master four language skills. The problem formulation of this research are; (1  Is there any difference influence of using Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014? (2 Which one is more effective between Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014 ?, The object of this research are; (1 To know whether there is any difference Influence of using Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014, (2 To know which one is more effective between Scrabble and Bingo Game Technique toward Students’ Vocabulary Mastery at The Tenth Grade of SMA N 2 Metro Academic Year 2013/3014. This research is Quantitative research. Research design that will be used in this research is true experimental design (pretest posttest control group design.. The population of this research is the students’ of SMA N 2 Metro Academic Year 2013/2014 that consist of 660 students. The sample is 60 students. As the sample, 30 as experimental class and 30 as  control class. In taking sample, the researcher used the cluster stratified random sampling. The data collecting tehniques the researcher used try-out, pre-test, treatment and post-test. The data analyzing tehniques, the researcher used normality test, homogenity test and hypothesis test. The differences of both the tehnique are Scrabble Game can make the students feel enjoy, creative and have a challenge and Bingo Game gives the students opportunity to identify the word interestingly. Based on the data analysis, the researcher uses t-test formula. The researcher got the result of tobserved = 3,69 and ttable is 2.00. it means that tobserved > ttable

  10. A comparative study on undergraduate students' academic motivation and academic self-concept.

    Science.gov (United States)

    Isiksal, Mine

    2010-11-01

    The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

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

    OpenAIRE

    Heather ERWIN; Alicia FEDEWA; Soyeon AHN

    2012-01-01

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

  12. 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.

  13. Association between physical activity and academic performance in Korean adolescent students.

    Science.gov (United States)

    So, Wi-Young

    2012-04-02

    Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students. A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents' education level, and the income status of the family. Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with girls who did not regularly participate in any

  14. Anesthesiology teaching during undergraduation through an academic league: what is the impact in students' learning?

    Science.gov (United States)

    Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa

    2012-01-01

    Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pperformance (pevaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.

  15. Department of Defense Annual Report on Sexual Harassment and Violence at the Military Service Academies: Academic Program Year 2013-2014

    Science.gov (United States)

    2015-02-01

    mentoring. This year, USMA will look at a “grey talk” capability similar to YouTube to share information. - Status: Complete. USMA should ensure that...anxiety, withdrawal, guilt, and depression . For more information, please see: ACADEMIC PROGRAM YEAR 2013-2014 REPORT ON SEXUAL HARASSMENT AND...assault are also known to experience higher rates of depression , anxiety, PTSD, and substance abuse compared to non-victimized persons. ACADEMIC PROGRAM

  16. California Library Statistics, 2009: Fiscal Year 2007-2008 from Public, Academic, Special and County Law Libraries

    Science.gov (United States)

    Bray, Ira, Ed.

    2009-01-01

    Each year the State Library sends annual report forms to California's public, academic, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, "California Library Directory." For this fiscal year, 389 libraries of…

  17. California Library Statistics, 2005: Fiscal Year 2003-2004 from Public, Academic, Special and County Law Libraries

    Science.gov (United States)

    Bray, Ira, Ed.

    2005-01-01

    Each year the State Library sends annual report forms to California's academic, public, special, state agency, and county law libraries. Statistical data from those reports are tabulated in this publication, with directory listings published in the companion volume, California Library Directory. For this fiscal year four hundred and eight…

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

    Science.gov (United States)

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

    2018-04-01

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

  19. The role of entrepreneurial activities in academic pharmaceutical science research.

    Science.gov (United States)

    Stinchcomb, Audra L

    2010-06-01

    Academic pharmaceutical science research is expanding further and further from the University setting to encompass the for-profit private company setting. This parallels the National Institutes of Health momentum to include multiple funding opportunities for University and private company collaboration. It has been recognized that the nonprofit and for-profit combination research model can accelerate the commercialization of pharmaceutical products, and therefore more efficiently improve human health. Entrepreneurial activities require unique considerations in the University environment, but can be modeled after the commercialization expansion of the academic healthcare enterprise. Challenges and barriers exist to starting a company as an entrepreneurial faculty member, but the rewards to one's personal and professional lives are incomparable. (c) 2009 Wiley-Liss, Inc. and the American Pharmacists Association

  20. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.

    Science.gov (United States)

    Donnelly, Joseph E; Hillman, Charles H; Castelli, Darla; Etnier, Jennifer L; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N

    2016-06-01

    The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. The purpose of this study was to answer the following questions: 1) among children age 5-13 yr, do PA and physical fitness influence cognition, learning, brain structure, and brain function? 2) Among children age 5-13 yr, do PA, physical education (PE), and sports programs influence standardized achievement test performance and concentration/attention? This study used primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness, or PE/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Two separate searches were performed to identify studies that focused on 1) cognition, learning, brain structure, and brain function and 2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990-September 2014) for studies that met inclusion criteria. Sixty-four studies met inclusion criteria for the first search (cognition/learning/brain), and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters; therefore, results were synthesized and presented by study design. A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited evidence was available concerning the effects of PA on learning

  1. The academic radiography workforce: Age profile, succession planning and academic development

    International Nuclear Information System (INIS)

    Knapp, K.M.; Wright, C.; Clarke, H.; McAnulla, S.J.; Nightingale, J.M.

    2017-01-01

    Introduction: Academia is one area of practice in which radiographers can specialise; they compile approximately 2% of the total radiography profession in the UK, but are highly influential and essential for the education and development of the workforce in addition to undertaking research. However, the academic environment is very different to clinical practice and a period of transition is required. Methods: Data were collated to explore the age and retirement profile of the academic radiography workforce in the UK; to understand the research time allocated to this workforce; the time required to develop a clinical radiographer into an academic and the mentorship and succession planning provisions nationally. An online UK wide survey was conducted and sent to all 24 Universities delivering radiography education within the UK. Results: Eighteen out of 24 Universities in the UK responded to the survey. Approximately 30% of radiography academics are due to retire over the next 10 years, with over 25% of radiographers who currently hold a doctorate qualification included within this figure. Those entering academia have notably lower qualifications as a group than those who are due to retire. Developing clinical radiographers into academics was thought to take 1–3 years on average, or longer if they are required to undertake research. Conclusion: There is vulnerability in the academic radiography workforce. Higher education institutions need to invest in developing the academic workforce to maintain research and educational expertise, which is underpinned by master's and doctorate level qualifications. - Highlights: • Approximately 30% of radiography academics are due to retire over the next 10 years. • Over 25% of radiographers who currently hold a doctorate qualification included due to retire within 10 years. • Those entering academia have significantly lower qualifications as a group than those who are due to retire. • There is vulnerability in the

  2. Student attendance and academic performance in undergraduate obstetrics/gynecology clinical rotations.

    Science.gov (United States)

    Deane, Richard P; Murphy, Deirdre J

    2013-12-04

    Student attendance is thought to be an important factor in the academic performance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academic performance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P year examination, and the timing of the rotation during the academic year. Distinction grades (overall score

  3. Age is no barrier: predictors of academic success in older learners

    Science.gov (United States)

    Imlach, Abbie-Rose; Ward, David D.; Stuart, Kimberley E.; Summers, Mathew J.; Valenzuela, Michael J.; King, Anna E.; Saunders, Nichole L.; Summers, Jeffrey; Srikanth, Velandai K.; Robinson, Andrew; Vickers, James C.

    2017-11-01

    Although predictors of academic success have been identified in young adults, such predictors are unlikely to translate directly to an older student population, where such information is scarce. The current study aimed to examine cognitive, psychosocial, lifetime, and genetic predictors of university-level academic performance in older adults (50-79 years old). Participants were mostly female (71%) and had a greater than high school education level (M = 14.06 years, SD = 2.76), on average. Two multiple linear regression analyses were conducted. The first examined all potential predictors of grade point average (GPA) in the subset of participants who had volunteered samples for genetic analysis (N = 181). Significant predictors of GPA were then re-examined in a second multiple linear regression using the full sample (N = 329). Our data show that the cognitive domains of episodic memory and language processing, in conjunction with midlife engagement in cognitively stimulating activities, have a role in predicting academic performance as measured by GPA in the first year of study. In contrast, it was determined that age, IQ, gender, working memory, psychosocial factors, and common brain gene polymorphisms linked to brain function, plasticity and degeneration (APOE, BDNF, COMT, KIBRA, SERT) did not influence academic performance. These findings demonstrate that ageing does not impede academic achievement, and that discrete cognitive skills as well as lifetime engagement in cognitively stimulating activities can promote academic success in older adults.

  4. Global Diversity and Academic Success of Foreign-Trained Academic Neurosurgeons in the United States.

    Science.gov (United States)

    Mistry, Akshitkumar M; Ganesh Kumar, Nishant; Reynolds, Rebecca A; Hale, Andrew T; Wellons, John C; Naftel, Robert P

    2017-08-01

    To quantify the proportion of academic neurosurgeons practicing in the United States who acquired residency training outside of the United States and compare their training backgrounds and academic success with those who received their residency training in the United States. We identified 1338 clinically active academic neurosurgeons from 104 programs that participated in the neurosurgery residency match in the United States in January-February 2015. Their training backgrounds, current academic positions, and history of National Institutes of Health (NIH) grant awards between 2005 and 2014 were retrieved from publicly accessible sources. Eighty-four U.S. academic neurosurgeons (6.3%) received their residency training in 20 different countries outside of the United States/Puerto Rico, representing all major regions of the world. The majority trained in Canada (n = 48). We found no major differences between the foreign-trained and U.S.-trained neurosurgeons in male:female ratio, year of starting residency, proportion with positions in medical schools ranked in the top 15 by the U.S. News and World Report, general distribution of academic positions, and proportion with an NIH grant. Compared with U.S.-trained academic neurosurgeons, foreign-trained academic neurosurgeons had a significantly higher proportion of Ph.D. degrees (32.1% vs. 12.3%; P neurosurgeons were widely distributed throughout the United States. A small group of U.S. academic neurosurgeons (6.3%) have acquired residency training outside of the United States, representing all major regions of the world. Their general demographic data and academic accomplishments are comparable to those of U.S.-trained neurosurgeons. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. [The relationship between academic self-efficacy and academic burnout in medical students].

    Science.gov (United States)

    Lee, Su Hyun; Jeon, Woo Taek

    2015-03-01

    The purpose of this study was to examine the correlation between academic burnout and academic self-efficacy in medical students. The study group comprised 446 students in years 1 to 4 of medical school. They were asked to rate their academic burnout and academic self-efficacy on a scale. The data were analyzed by multivariate analysis of variance and regression analysis. Academic self-efficacy was correlated negatively with academic burnout explaining 37% of academic burnout. Academic self-efficacy (especially self-confidence) had the greatest effect on academic burnout. The implications of these results are discussed in terms of an evaluation and support system for students.

  6. Activity-Based Costing in User Services of an Academic Library.

    Science.gov (United States)

    Ellis-Newman, Jennifer

    2003-01-01

    The rationale for using Activity-Based Costing (ABC) in a library is to allocate indirect costs to products and services based on the factors that most influence them. This paper discusses the benefits of ABC to library managers and explains the steps involved in implementing ABC in the user services area of an Australian academic library.…

  7. Academic Training: Academic Training Lectures-Questionnaire

    CERN Multimedia

    2004-01-01

    ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch SUGGEST AND WIN! Its time to plan the 2004-2005 lecture series. From today until March 19 you have the chance to give your contribution to planning for next year's Academic Training Lecture Series. At the web site: http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

  8. Is past academic productivity predictive of radiology resident academic productivity?

    Science.gov (United States)

    Patterson, Stephanie K; Fitzgerald, James T; Boyse, Tedric D; Cohan, Richard H

    2002-02-01

    The authors performed this study to determine whether academic productivity in college and medical school is predictive of the number of publications produced during radiology residency. The authors reviewed the records of 73 radiology residents who completed their residency from 1990 to 2000. Academic productivity during college, medical school, and radiology residency, other postgraduate degrees, and past careers other than radiology were tabulated. The personal essay attached to the residency application was reviewed for any stated academic interest. Residents were classified as being either previously productive or previously unproductive. Publication rates during residency and immediately after residency were compared for the two groups. For the productive residents, a correlation analysis was used to examine the relationship between past frequency of publication and type of previous activity. Least-squares regression analysis was used to investigate the relationship between preresidency academic productivity, advanced degrees, stated interest in academics, and other careers and radiology residency publications. There was no statistically significant difference in the number of articles published by those residents who were active and those who were not active before residency (P = .21). Only authorship of papers as an undergraduate was weakly predictive of residency publication. These selected measures of academic productivity as an undergraduate and during medical school are not helpful for predicting publication during residency. There was no difference in publication potential between those residents who were academically productive in the past and those who were not.

  9. Female authorship in major academic gastroenterology journals: a look over 20 years.

    Science.gov (United States)

    Long, Michelle T; Leszczynski, Ania; Thompson, Katherine D; Wasan, Sharmeel K; Calderwood, Audrey H

    2015-01-01

    Authorship in peer-reviewed medical journals is a marker for success in academic medicine. To determine the representation of female physicians among authors of original research in U.S. gastroenterology journals. Retrospective. All first and senior U.S. authors of original research published in the years 1992, 1997, 2002, 2007, and 2012 in the following journals: Gastroenterology, Hepatology, American Journal of Gastroenterology, Clinical Gastroenterology and Hepatology (CGH), and Gastrointestinal Endoscopy (GIE). The percentage of female first and senior authors compared with the percentage of women practicing in academic gastroenterology. We evaluated 6490 articles, of which 2275 original research articles and 455 editorials were eligible for inclusion. Author gender was determined for 98.5% of the 3792 authors. Overall, female first authors increased from 9.1±2.9% in 1992 to 29.3±4.9% in 2012 (Pgender gap. Copyright © 2015 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

  10. Association between physical activity and academic performance in Korean adolescent students

    Directory of Open Access Journals (Sweden)

    So Wi-Young

    2012-04-01

    Full Text Available Abstract Background Recently, physical activity (PA was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students. Methods A total of 75,066 adolescent students (39,612 males and 35,454 females from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents’ education level, and the income status of the family. Results Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when

  11. A Card-Sorting Activity to Engage Students in the Academic Language of Biology.

    Science.gov (United States)

    Wallon, Robert C; Jasti, Chandana; Hug, Barbara

    2017-03-01

    The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms "drug," "poison," "toxicant," and "toxin." Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms.

  12. On How Editors of Academic Journals at Institutions of Higher Learning Should Resist Academic Corruption

    Science.gov (United States)

    Jing, Xiao

    2007-01-01

    Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and…

  13. Department of Petroleum Engineering and Center for Petroleum and Geosystems Engineering annual report, 1990--1991 academic year

    Energy Technology Data Exchange (ETDEWEB)

    1991-12-31

    The Department of Petroleum Engineering at The University of Texas at Austin is one of more than 20 such departments in the United States and more than 40 worldwide. The department has more than 20 faculty members and, as of the fall of 1990, 146 undergraduate and 156 graduate students. During the 1990--91 academic year, undergraduate enrollment is up slightly from the several downturns that began in 1986; graduate enrollment continues to increase, significantly in the number of Ph.D. candidates enrolled. The 1990--91 academic year was one of consolidation of gains. A remote teaching program in the Midland-Odessa area was initiated. During 1991, the Center for Petroleum and Geosystems Engineering (CPGE) continued its large, diversified research activities related to oil, gas and geopressured/geothermal energy production, energy and mineral resources analysis, and added new research projects in other areas such as groundwater remediation. Many of these research projects included interdisciplinary efforts involving faculty, research scientists and graduate students in chemistry, mathematics, geology, geophysics, engineering mechanics, chemical engineering, microbiology and other disciplines. Several projects were undertaken in cooperation with either the Bureau of Economic Geology or the Institute for Geophysics at The University of Texas at Austin. Collaborative research projects with scientists at Brookhaven National Laboratory, Los Alamos National Laboratory, Rice University, and Sandia National Laboratory were also initiated. About 43 companies from seven countries around the world continued to provide the largest portion of research funding to CPGE.

  14. Department of Petroleum Engineering and Center for Petroleum and Geosystems Engineering annual report, 1990--1991 academic year

    Energy Technology Data Exchange (ETDEWEB)

    1991-01-01

    The Department of Petroleum Engineering at The University of Texas at Austin is one of more than 20 such departments in the United States and more than 40 worldwide. The department has more than 20 faculty members and, as of the fall of 1990, 146 undergraduate and 156 graduate students. During the 1990--91 academic year, undergraduate enrollment is up slightly from the several downturns that began in 1986; graduate enrollment continues to increase, significantly in the number of Ph.D. candidates enrolled. The 1990--91 academic year was one of consolidation of gains. A remote teaching program in the Midland-Odessa area was initiated. During 1991, the Center for Petroleum and Geosystems Engineering (CPGE) continued its large, diversified research activities related to oil, gas and geopressured/geothermal energy production, energy and mineral resources analysis, and added new research projects in other areas such as groundwater remediation. Many of these research projects included interdisciplinary efforts involving faculty, research scientists and graduate students in chemistry, mathematics, geology, geophysics, engineering mechanics, chemical engineering, microbiology and other disciplines. Several projects were undertaken in cooperation with either the Bureau of Economic Geology or the Institute for Geophysics at The University of Texas at Austin. Collaborative research projects with scientists at Brookhaven National Laboratory, Los Alamos National Laboratory, Rice University, and Sandia National Laboratory were also initiated. About 43 companies from seven countries around the world continued to provide the largest portion of research funding to CPGE.

  15. Teacher-and child-managed academic activities in preschool and kindergarten and their influence on children's gains in emergent academic skills

    NARCIS (Netherlands)

    De Haan, Annika K E; Elbers, Ed; Leseman, Paul P M

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool (n = 8) and kindergarten (n = 8) classrooms revealed that

  16. Academic Judgment and Institutional Evaluation Made by Teachers According to Pupils' Explanatory Activity

    Science.gov (United States)

    Jouffre, Stephane; Py, Jacques; Somat, Alain

    2008-01-01

    The influence of sixth-graders' explanatory activity was studied on their teachers' academic judgment. Concerning the pupils' explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to…

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

    Science.gov (United States)

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

    2017-12-01

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

  18. 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.

  19. Changes in teachers' involvement versus rejection and links with academic motivation during the first year of secondary education: a multilevel growth curve analysis.

    Science.gov (United States)

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

    2013-09-01

    Research consistently shows that the learning environment plays an important role for early adolescents' learning and outcomes and suggests that good teacher-student relationships can serve as a protective factor for maintaining young adolescents' interest and active engagement in learning. However, less is known about the dynamic nature of teacher-student relationships and how they link with academic motivation development. Furthermore, little is known about the nature and the effects of teacher-student relationships in a cross-national context. The present study investigated changes in two components of teacher-student relationships (teachers' involvement vs. rejection) and examined links with students' academic motivation during the first grade of secondary school. Ten Dutch and ten Indonesian teachers (65 % female) from 24 classes were videoed 12 times across the school year, and four videos for each class were selected randomly and coded on teachers' involvement versus rejection. A total of 713 students (52 % girls) completed four-wave measures of their academic motivation after each video observation. Multilevel growth curve modeling revealed that the teacher's involvement changed in a curvilinear way and decreased across the first year of secondary education, while changes in the teacher's rejection did not follow a linear time function. Academic motivation changed in an undesirable way: controlled motivation increased, while autonomous motivation decreased over time. Teachers' involvement had a unique contribution in preventing high levels of controlled motivation in both countries. Findings suggest that teacher-student relationships (teachers' involvement) play an essential role in early adolescents' motivation regardless of the nations and should be a priority for schools.

  20. 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.

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

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2012-01-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities forstudents throughout the school day. The purpose of this study was to determine the effect of aclassroom PA intervention on student academic performance outcomes. Intervention participants(n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized testscores were collected. Effects of the intervention were examined using mixed-design ANOVAs.Intervention students had significantly higher reading fluency and mathematics scores postinterventionand higher means for standardized reading and mathematics scores as well as grades.Short bouts of PA are important for improving CBM math and reading fluency scores. Classroomteachers should be encouraged to devote time during academic learning to incorporate PA.

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

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2013-03-01

    Full Text Available Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA

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

    Science.gov (United States)

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

    2015-06-01

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

  4. Gender Differences in First-Year College Students' Academic Expectations

    Science.gov (United States)

    Diniz, António M.; Alfonso, Sonia; Araújo, Alexandra M.; Deaño, Manuel; Costa, Alexandra R.; Conde, Ângeles; Almeida, Leandro S.

    2018-01-01

    Based on a multidimensional definition of academic expectations (AEs), the authors examine students' AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across…

  5. Publishing to become an 'ideal academic'

    DEFF Research Database (Denmark)

    Lund, Rebecca

    2012-01-01

    over a two-year period in a recently merged Finnish university. I focus specifically on how a translocal discourse of competitive performance measurement and standards of academic excellence are accomplished in the local construction of the “ideal academic” as a person who publishes articles in A level...... journals. While the construct is hard for anyone to live up to, it would seem to be more difficult for some people than for others. The current obsession with getting published in top journals place those women, who are heavily engaged in teaching activities and with responsibilities besides academic work...

  6. First-year at university: the effect of academic employability skills and physical quality of life on students' well-being.

    Science.gov (United States)

    Baumann, Michèle; Amara, Marie-Emmanuelle; Karavdic, Senad; Limbach-Reich, Arthur

    2014-01-01

    With increasing access at European universities, supporting and promoting the high education, students' mental well-being and generic employability capacities have become priorities, but their respective influences, after an adaptation period of seven months, remain unclear. Our aims were to analyse the relationships between students' well-being and self-perceived academic employability skills, and other social and environmental factors. Three hundred and twenty-one freshmen students at the end of their first year completed an online questionnaire. Two instruments were used to assess well-being: the General Health Questionnaire (GHQ-12), which explores psychological suffering, and the psychological quality of life subdomain of the Whoqol-bref. Psychological Whoqol-bref scores are linked to the academic employability skills (AES) items of drafting, critical spirit, problem-solving, teamwork, and supervision/direction of others, and has positive effects on AES score and on the following Whoqol-bref domains: physical, social relationships and environmental. Although three of six psychological Whoqol-bref items (ability to concentrate, satisfaction with self, negative feelings) are correlated with GHQ-12 items (sleeping, decision-making, feeling under strain, problem-solving, depression, self-confidence, thinking about self, feeling happy). GHQ-12 score is negatively linked with Whoqol-bref physical. For better quality of life, and improved employability skills, innovative activities should be developed to ascertain the sustainable academic's abilities of students.

  7. An analysis of students' slang terms for academic activities in a ...

    African Journals Online (AJOL)

    Using a semiotic approach, this article analyses Nigerian university students' slang terms for academic activities. It inquires into how students in an ESL context are able to exchange meanings with one another using their own form of English. Using a combination of Peirce's, de Saussure's and Barthes' semiotic models of ...

  8. The Association of Physical Activity and Academic Behavior: A Systematic Review

    Science.gov (United States)

    Sullivan, Rachel A.; Kuzel, AnnMarie H.; Vaandering, Michael E.; Chen, Weiyun

    2017-01-01

    Background: In this systematic review, we assessed the existing research describing the effects of physical activity (PA) on academic behavior, with a special focus on the effectiveness of the treatments applied, study designs, outcome measures, and results. Methods: We obtained data from various journal search engines and 218 journal articles…

  9. Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

    Science.gov (United States)

    de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.

    2014-01-01

    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in…

  10. The Relationship between Engagement in Cocurricular Activities and Academic Performance: Exploring Gender Differences

    Science.gov (United States)

    Zacherman, Avi; Foubert, John

    2014-01-01

    The effects of time spent in cocurricular activities on academic performance was tested. A curvilinear relationship between hours per week spent involved in cocurricular activities and grade point average was discovered such that a low amount of cocurricular involvement was beneficial to grades, while a high amount can potentially hurt academic…

  11. A 25-year analysis of the American College of Gastroenterology research grant program: factors associated with publication and advancement in academics.

    Science.gov (United States)

    Crockett, Seth D; Dellon, Evan S; Bright, Stephanie D; Shaheen, Nicholas J

    2009-05-01

    The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Demographic data, the year and amount of award, title of project, and recipient's institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. A similar analysis was performed for recipients of junior investigator awards. A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred with 255 of the 368 awards (69%) for 1983-2006 [corrected]. Higher award value was associated with subsequent publication. Of the 313 awardees over the same period, 195 (62%) are currently in academic positions [corrected]. Factors associated with staying in academics included higher award value (P academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of investigation, publication, and academic career development in the field of gastroenterology.

  12. United States and European students’ social-networking site activities and academic performance

    NARCIS (Netherlands)

    Karpinski, Aryn; Kirschner, Paul A.; Shreffler, Anthony; Albert, Patricia; Tomko, Carrie

    2018-01-01

    Different cultures communicate differently. Research is beginning to examine the differences in culture related to social-networking site (SNS) use. Differences in specific SNS activities related to academic performance among United States (US; n = 446) and European (n = 394) university students

  13. Academic Reading ability of first-year students: what's high school ...

    African Journals Online (AJOL)

    Both groups were administered a pre-test and post-test of academic reading ability. The dependent variable was academic reading ability and the independent variables were matric grade and prior exposure. Two measures of reading ability were used, namely a reading comprehension and a cloze passage. An analysis of ...

  14. erceptions of U.S. Academic Library Services of First-year Graduate Students from Taiwan—A Photo-elicitation Study

    Directory of Open Access Journals (Sweden)

    Shao-Chen Lin

    2005-12-01

    Full Text Available In this study investigating international students’ perceptions of U.S. academic libraries, a qualitative method, photo-elicitation, is for the first time used to study how previous library experiences influence international students’ current perceptions of U.S. academic libraries. This study focuses on four dimensions of library service including access to information, affect of service, library as place, and personal control; these four dimensions are adapted from the LibQUAL+™, a web-based survey tool used among academic libraries for measuring users’ perceptions of library services.Five first-year graduate students from Taiwan were interviewed about how they perceived the library services of Center for Instructional Materials and Computing (CIMC, an academic library serving the students and faculty of School of Education at the University of Wisconsin, Madison. The findings of this study confirm the findings of previous studies both on international students’ in U.S. academic libraries and on photo-elicitation studies, and add empirical examples and insights for the claims in the limited body of research on international students in U.S. academic libraries. [Article content in Chinese

  15. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review

    Science.gov (United States)

    Donnelly, Joseph E.; Hillman, Charles H.; Castelli, Darla; Etnier, Jennifer L.; Lee, Sarah; Tomporowski, Phillip; Lambourne, Kate; Szabo-Reed, Amanda N.

    2016-01-01

    Background The relation among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science. Objective To answer the following questions: (1) among children aged 5-13, do PA and physical fitness influence cognition, learning, brain structure, and brain function? (2) among children aged 5-13, do PA, physical education, and sports programs influence standardized achievement test performance and concentration/attention? Study Eligibility Criteria Primary source articles published in English in peer-reviewed journals. Articles that presented data on, PA, fitness or physical education (PE)/sport participation and cognition, learning, brain function/structure, academic achievement, or concentration/attention were included. Data Sources Two separate searches were performed to identify studies that focused on (1) cognition, learning, brain structure, and brain function; and (2) standardized achievement test performance and concentration/attention. PubMed, ERIC, PsychInfo, SportDiscus, Scopus, Web of Science, Academic Search Premier, and Embase were searched (January 1990- September 2014) for studies that met inclusion criteria. Sixty-four met inclusion criteria for the first search (cognition/learning/brain) and 73 studies met inclusion criteria for the second search (academic achievement/concentration). Study appraisal and synthesis methods Articles were grouped by study design as cross-sectional, longitudinal, acute, or intervention trials. Considerable heterogeneity existed for several important study parameters, therefore results were synthesized and presented by study design. Results A majority of the research supports the view that physical fitness, single bouts of PA, and PA interventions benefit children's cognitive functioning. Limited

  16. Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years?

    Science.gov (United States)

    Sawyer, A C P; Chittleborough, C R; Mittinty, M N; Miller-Lewis, L R; Sawyer, M G; Sullivan, T; Lynch, J W

    2015-09-01

    The aim of this study was to estimate the association between two key aspects of self-regulation, 'task attentiveness' and 'emotional regulation' assessed from ages 2-3 to 6-7 years, and academic achievement when children were aged 6-7 years. Participants (n = 3410) were children in the Longitudinal Study of Australian Children. Parents rated children's task attentiveness and emotional regulation abilities when children were aged 2-3, 4-5 and 6-7. Academic achievement was assessed using the Academic Rating Scale completed by teachers. Linear regression models were used to estimate the association between developmental trajectories (i.e. rate of change per year) of task attentiveness and emotional regulation, and academic achievement at 6-7 years. Improvements in task attentiveness between 2-3 and 6-7 years, adjusted for baseline levels of task attentiveness, child and family confounders, and children's receptive vocabulary and non-verbal reasoning skills at age 6-7 were associated with greater teacher-rated literacy [B = 0.05, 95% confidence interval (CI) = 0.04-0.06] and maths achievement (B = 0.04, 95% CI = 0.03-0.06) at 6-7 years. Improvements in emotional regulation, adjusting for baseline levels and covariates, were also associated with better teacher-rated literacy (B = 0.02, 95% CI = 0.01-0.04) but not with maths achievement (B = 0.01, 95% CI = -0.01-0.02) at 6-7 years. For literacy, improvements in task attentiveness had a stronger association with achievement at 6-7 years than improvements in emotional regulation. Our study shows that improved trajectories of task attentiveness from ages 2-3 to 6-7 years are associated with improved literacy and maths achievement during the early school years. Trajectories of improving emotional regulation showed smaller effects on academic outcomes. Results suggest that interventions that improve task attentiveness when children are aged 2-3 to 6-7 years have the potential to improve literacy and maths achievement during

  17. Academic Entrepreneurship and Traditional Academic Duties: Synergy or Rivalry?

    Science.gov (United States)

    De Silva, Muthu

    2016-01-01

    This study investigates the influence of academic entrepreneurship on traditional academic duties carried out in a resource-constrained environment, particularly focusing on whether there is synergy or rivalry between these two activities. Using qualitative evidence, we discover that there are funding, resource, knowledge and skill and networking…

  18. Ten Years in the Academic Integrity Trenches: Experiences and Issues

    Science.gov (United States)

    Atkinson, Doug; Nau, S. Zaung; Symons, Christine

    2016-01-01

    In 2016, our university launched its Academic Integrity Program (AIP) in order to promote and protect academic integrity. All commencing students must complete this online AIP within 14 days of starting their course. Satisfactory completion of this module with a test score of 80% is required before students can access their course materials.…

  19. 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…

  20. Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

    Science.gov (United States)

    Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

    2014-01-01

    This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

  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. Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

    Science.gov (United States)

    Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

    2012-01-01

    The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

  3. When Earning Is Beneficial for Learning: The Relation of Employment and Leisure Activities to Academic Outcomes

    Science.gov (United States)

    Derous, Eva; Ryan, Ann Marie

    2008-01-01

    The present study investigates the joint effect of the quantity and quality of out-of-school activities (i.e., employment and leisure) on academic outcomes (i.e., well-being, study attitude, and academic performance) among 230 undergraduates. A series of hierarchical regression analyses show that spending too much time in both employment and…

  4. Physical Activity--Academic Achievement: Student and Teacher Perspectives on the "New" Nexus

    Science.gov (United States)

    Macdonald, Doune; Abbott, Rebecca; lisahunter; Hay, Peter; McCuaig, Louise

    2014-01-01

    Background: The association between physical activity/fitness with cognitive and academic functioning has become a topic of considerable research interest. Increasingly, schooling systems are being expected to respond to these relationships through curricular and extra-curricular interventions. Purpose: This paper reports on the qualitative…

  5. Depressive Symptomatology and Academic Achievement among First-Year College Students: The Role of Effort Regulation

    Science.gov (United States)

    Boyraz, Güler; Horne, Sharon G.; Granda, Rebecca

    2017-01-01

    We conducted 2 studies to determine whether the relationship between depressive symptomatology and college GPA is mediated by effort regulation and to understand how depressive symptomatology upon entry to college affects students' adjustment and academic achievement later in the first year of college. In Study 1, we found that the relationship…

  6. 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.

  7. Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students

    Science.gov (United States)

    Rezazadeh, Mohsen; Tavakoli, Mansoor

    2009-01-01

    The construct of anxiety plays a major role in one's life. One of these anxieties is test anxiety or apprehension over academic evaluation. The present study was designed to investigate the relationship between gender, academic achievement, years of study and levels of test anxiety. This investigation is a descriptive analytic study and was done…

  8. Academic season does not influence cardiac surgical outcomes at US Academic Medical Centers.

    Science.gov (United States)

    Lapar, Damien J; Bhamidipati, Castigliano M; Mery, Carlos M; Stukenborg, George J; Lau, Christine L; Kron, Irving L; Ailawadi, Gorav

    2011-06-01

    Previous studies have demonstrated the influence of academic season on outcomes in select surgical populations. However, the influence of academic season has not been evaluated nationwide in cardiac surgery. We hypothesized that cardiac surgical outcomes were not significantly influenced by time of year at both cardiothoracic teaching hospitals and non-cardiothoracic teaching hospitals nationwide. From 2003 to 2007, a weighted 1,614,394 cardiac operations were evaluated using the Nationwide Inpatient Sample database. Patients undergoing cardiac operations at cardiothoracic teaching and non-cardiothoracic teaching hospitals were identified using the Association of American Medical College's Graduate Medical Education Tracking System. Hierarchic multivariable logistic regression analyses were used to estimate the effect of academic quarter on risk-adjusted outcomes. Mean patient age was 65.9 ± 10.9 years. Women accounted for 32.8% of patients. Isolated coronary artery bypass grafting was the most common operation performed (64.7%), followed by isolated valve replacement (19.3%). The overall incidence of operative mortality and composite postoperative complication rate were 2.9% and 27.9%, respectively. After accounting for potentially confounding risk factors, timing of operation by academic quarter did not independently increase risk-adjusted mortality (p = 0.12) or morbidity (p = 0.24) at academic medical centers. Risk-adjusted mortality and morbidity for cardiac operations were not associated with time of year in the US at teaching and nonteaching hospitals. Patients should be reassured of the safety of performance of cardiac operations at academic medical centers throughout a given academic year. Copyright © 2011 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

  9. Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.

    Science.gov (United States)

    Stoutjesdijk, Regina; Scholte, Evert M; Swaab, Hanna

    2016-01-01

    Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data. Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found. © The Author(s) 2013.

  10. 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.

  11. The combined impact of diet, physical activity, sleep and screen time on academic achievement: a prospective study of elementary school students in Nova Scotia, Canada.

    Science.gov (United States)

    Faught, Erin L; Ekwaru, John P; Gleddie, Douglas; Storey, Kate E; Asbridge, Mark; Veugelers, Paul J

    2017-03-09

    Few studies have investigated the independent associations of lifestyle behaviors (diet, physical activity, sleep, and screen time) and body weight status with academic achievement. Even fewer have investigated the combined effect of these behaviors on academic achievement. We hypothesize that the combined effect of these behaviors will have a higher impact on academic achievement than any behavior alone, or that of body weight status. In 2011, 4253 grade 5 (10-11 years old) students and their parents were surveyed about the child's diet, physical activity, screen time and sleep. Students' heights and weights were measured by research assistants. Academic achievement was measured using provincial standardized exams in mathematics, reading and writing, and was expressed as 'meeting' or 'not meeting' expectations as per standardized criterion. Exams were written 1 year following the measurement of lifestyle behaviors. Lifestyle behaviors were measured with self- and parental proxy reports and expressed as meeting recommendations (yes/no) for each behavior. Mixed effects logistic regression models adjusting for demographic confounders and caloric intake were used to determine the independent and combined associations. Meeting dietary recommendations was associated with increased likelihood of meeting academic expectations for each of math, reading and writing. Meeting recommendations for screen time and sleep was associated with meeting expectations for writing. For all three subjects, meeting additional lifestyle behavior recommendations was associated with higher likelihood of meeting expectations. Children who met 7-9 lifestyle behavior recommendations had greater than three-times the odds of meeting expectations for reading compared to those who met 0-3 recommendations (OR: 3.07, 95% CI: 2.09, 4.51), and 1.47 and 2.77 times the odds of meeting expectations in mathematics and writing, respectively. Body weight status was not associated with academic achievement

  12. English language proficiency and academic performance: A study of a medical preparatory year program in Saudi Arabia.

    Science.gov (United States)

    Kaliyadan, Feroze; Thalamkandathil, Nazer; Parupalli, Srinivas Rao; Amin, Tarek Tawfik; Balaha, Magdy Hassan; Al Bu Ali, Waleed Hamad

    2015-01-01

    All medical schools in Saudi Arabia have English as the primary official medium of instruction. Most of the high school education, however, is delivered in Arabic and hence the transition to an English based learning environment tends to be difficult for some students. Our study aims to correlate English language proficiency with academic performance among medical students in their preparatory year. A cross-sectional study design was used. Test scores of 103 preparatory year students (54 female and 49 male) were analyzed after the students completed an English language course and medical introductory course in their preparatory year. The total score obtained in the English course assessment was compared to each component of the medical content assessment. A significantly positive correlation (Spearman's Rho, at 0.01 levels) was seen between the scores of the English exam and the written exam (P English exam score was not obtained for the other components of the medical assessment, namely; student assignments, presentations and portfolios. English language proficiency is an important factor in determining academic proficiency of medical students in our college at the preparatory year level.

  13. EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

    Directory of Open Access Journals (Sweden)

    Rossana Perez del Aguila

    2014-12-01

    Full Text Available ABSTRACT: This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of adiscipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline.

  14. Association between physical fitness and academic achievement in a cohort of Danish school pupils

    DEFF Research Database (Denmark)

    Andersen, Mikkel Porsborg; Mortensen, Rikke Nørmark; Vardinghus-Nielsen, Henrik

    2016-01-01

    BACKGROUND: Time spent on physical activity in elementary school has been altered to improve core academics. However, little is known about the relationship between physical fitness and academic achievement. We examined the association between physical fitness and academic achievement......) ). Academic achievement was measured 1 school year later through a series of mandatory exams within the humanities, sciences, and all obligatory defined exams. Parental income and education were drawn from nationwide registers. Linear regression models were used to investigate the association. RESULTS...

  15. SU-E-P-19: A National Collaborative Academic Medical Physics Network: Structure, Activity and Outcomes

    International Nuclear Information System (INIS)

    Thwaites, D

    2015-01-01

    Purpose: A national Australian inter-university medical physics (MP) group was formed in 2011/12, supported by Department of Health Better Access to Radiation Oncology BARO) seed funding. Core membership includes the six universities providing postgraduate MP courses. Objectives include increasing capacity, development and efficiency of national academic MP structures/systems and hence supporting education, clinical training and research, for the MP workforce support. Although the BARO scheme focuses on Radiation Oncology, the group has wider MP interests. Methods: Two further BARO seed grants were achieved: 1) for networked academic activities, including shared-resource teaching, eg using virtual reality systems; MP outreach to schools and undergraduates; developing web-based student and registrar education/resources, etc.; and 2) for conjoint ‘translational research’ posts between universities and partner hospitals, to clinically progress advanced RT technologies and to support students and registrars. Each university received 0.5 FTE post from each grant over 2 years (total: $1.75M) and leveraged local additional partner funds. Results: Total funding: $4–5M. Overall there have been 35 (mainly overseas) postholders bringing specific expertise, beginning in early 2013. Periods in Australia have been from 0.25–2 years (median=1). As well as the education activities, research projects include lung/spine SBRT, 4D RT, FFF beams, technology assessment, complex treatment planning, imaging for radiation oncology, DIR, adaptive breast, datamining, radiomics,etc. Observed positive impacts include: increased interest in MP courses, training support, translational research infrastructure and/or clinical practice in the hospitals involved, plus increased collaboration and effectiveness between the universities. Posts are continuing beyond grant end using leveraged funds, providing the basis for sustainability of some posts. Conclusion: The BARO-funded projects have

  16. SU-E-P-19: A National Collaborative Academic Medical Physics Network: Structure, Activity and Outcomes

    Energy Technology Data Exchange (ETDEWEB)

    Thwaites, D [University of Sydney, Camperdown, Sydney (Australia)

    2015-06-15

    Purpose: A national Australian inter-university medical physics (MP) group was formed in 2011/12, supported by Department of Health Better Access to Radiation Oncology BARO) seed funding. Core membership includes the six universities providing postgraduate MP courses. Objectives include increasing capacity, development and efficiency of national academic MP structures/systems and hence supporting education, clinical training and research, for the MP workforce support. Although the BARO scheme focuses on Radiation Oncology, the group has wider MP interests. Methods: Two further BARO seed grants were achieved: 1) for networked academic activities, including shared-resource teaching, eg using virtual reality systems; MP outreach to schools and undergraduates; developing web-based student and registrar education/resources, etc.; and 2) for conjoint ‘translational research’ posts between universities and partner hospitals, to clinically progress advanced RT technologies and to support students and registrars. Each university received 0.5 FTE post from each grant over 2 years (total: $1.75M) and leveraged local additional partner funds. Results: Total funding: $4–5M. Overall there have been 35 (mainly overseas) postholders bringing specific expertise, beginning in early 2013. Periods in Australia have been from 0.25–2 years (median=1). As well as the education activities, research projects include lung/spine SBRT, 4D RT, FFF beams, technology assessment, complex treatment planning, imaging for radiation oncology, DIR, adaptive breast, datamining, radiomics,etc. Observed positive impacts include: increased interest in MP courses, training support, translational research infrastructure and/or clinical practice in the hospitals involved, plus increased collaboration and effectiveness between the universities. Posts are continuing beyond grant end using leveraged funds, providing the basis for sustainability of some posts. Conclusion: The BARO-funded projects have

  17. Admissions Criteria as Predictors of Academic Performance in a Three-Year Pharmacy Program at a Historically Black Institution

    Science.gov (United States)

    Parmar, Jayesh R.; Purnell, Miriam; Lang, Lynn A.

    2016-01-01

    Objective. To determine the ability of University of Maryland Eastern Shore School of Pharmacy’s admissions criteria to predict students’ academic performance in a 3-year pharmacy program and to analyze transferability to African-American students. Methods. Statistical analyses were conducted on retrospective data for 174 students. Didactic and experiential scores were used as measures of academic performance. Results. Pharmacy College Admission Test (PCAT), grade point average (GPA), interview, and observational scores combined with previous pharmacy experience and biochemistry coursework predicted the students' academic performance except second-year (P2) experiential performance. For African-American students, didactic performance positively correlated with PCAT writing subtests, while the experiential performance positively correlated with previous pharmacy experience and observational score. For nonAfrican-American students, didactic performance positively correlated with PCAT multiple-choice subtests, and experiential performance with interview score. The prerequisite GPA positively correlated with both of the student subgroups’ didactic performance. Conclusion. Both PCAT and GPA were predictors of didactic performance, especially in nonAfrican-Americans. Pharmacy experience and observational scores were predictors of experiential performance, especially in African-Americans. PMID:26941432

  18. Academic Freedom in Higher Education

    Directory of Open Access Journals (Sweden)

    Tokay GEDİKOĞLU

    2013-12-01

    Full Text Available In this study, the concept ‘academic freedom’ is discussed, its implications and value for the academics, institutions of higher education, and the society are focused, and a few suggestions for the Turkish higher education are made. Academic freedom is defined as the freedom of the academic staff to look for and to find the truth in their scientific field, to publish the findings, and to teach these findings to their students without any external intervention. The concept has gained a further definition with inclusion of research activities into academic freedom as part of the reform attempts started in the German higher education in the 19th century. Therefore, academic freedom is at the very core of the missions of the institutions of higher education; that is, teaching-learning and research. On the point of academic staff and their academic activities of the academic freedom, the subjects such as the aim of the course, choosing the teaching materials and textbooks, the lecturer, and the criteria for the measurement and evaluation of the course take place. And he point of research covers the aim of the study, academicians can’t be imposed the involve in an academic and artistic studies that conflict their values and beliefs; researchers should comply with codes of ethical principles and practices during the process of researching; and research outputs should be reported accurately and honestly without any misleading manipulation. Academic freedom does not provide any exemption from accountability in academic activities of the faculty, nor does it provide any right to act against the well-being of the society, current laws and regulations, and codes of ethical principles and practices.

  19. 2001 - 2002 ACADEMIC TRAINING PROGRAMME

    CERN Multimedia

    Academic Training; Tel. 73127

    2001-01-01

    1ST TERM 1ST OCTOBER - 23 NOVEMBER 2001 LECTURE SERIES FOR POSTGRADUATE STUDENTS The Autumn term of the Academic Training Programme is about to start. As usual, the first term includes lectures primarily dedicated to Post-graduate students. These are meant to help students complement the courses available from their home Universities with lectures on topics close to CERN activities. The lectures are nevertheless open to all CERN staff, and in particular to young Fellows. This year's series include courses on Accelerator Physics, on Field Theory, and on Symmetry Breaking Phenomena in Physics. The course on Accelerators by Dr. Wilson has been a regular feature on the Academic Training programme for many previous editions. This year, the course will be updated to include new sections on Colliders and on future facilities such as the Neutrino Factory. A good introduction to this very successful course can be found in the previous version of these lectures, available from the Web Lecture Archive Project: http://w...

  20. 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)

  1. The Academic Advantage: Gender Disparities in Patenting

    Science.gov (United States)

    Sugimoto, Cassidy R.; Ni, Chaoqun; West, Jevin D.; Larivière, Vincent

    2015-01-01

    We analyzed gender disparities in patenting by country, technological area, and type of assignee using the 4.6 million utility patents issued between 1976 and 2013 by the United States Patent and Trade Office (USPTO). Our analyses of fractionalized inventorships demonstrate that women’s rate of patenting has increased from 2.7% of total patenting activity to 10.8% over the nearly 40-year period. Our results show that, in every technological area, female patenting is proportionally more likely to occur in academic institutions than in corporate or government environments. However, women’s patents have a lower technological impact than that of men, and that gap is wider in the case of academic patents. We also provide evidence that patents to which women—and in particular academic women—contributed are associated with a higher number of International Patent Classification (IPC) codes and co-inventors than men. The policy implications of these disparities and academic setting advantages are discussed. PMID:26017626

  2. The academic advantage: gender disparities in patenting.

    Science.gov (United States)

    Sugimoto, Cassidy R; Ni, Chaoqun; West, Jevin D; Larivière, Vincent

    2015-01-01

    We analyzed gender disparities in patenting by country, technological area, and type of assignee using the 4.6 million utility patents issued between 1976 and 2013 by the United States Patent and Trade Office (USPTO). Our analyses of fractionalized inventorships demonstrate that women's rate of patenting has increased from 2.7% of total patenting activity to 10.8% over the nearly 40-year period. Our results show that, in every technological area, female patenting is proportionally more likely to occur in academic institutions than in corporate or government environments. However, women's patents have a lower technological impact than that of men, and that gap is wider in the case of academic patents. We also provide evidence that patents to which women--and in particular academic women--contributed are associated with a higher number of International Patent Classification (IPC) codes and co-inventors than men. The policy implications of these disparities and academic setting advantages are discussed.

  3. The academic advantage: gender disparities in patenting.

    Directory of Open Access Journals (Sweden)

    Cassidy R Sugimoto

    Full Text Available We analyzed gender disparities in patenting by country, technological area, and type of assignee using the 4.6 million utility patents issued between 1976 and 2013 by the United States Patent and Trade Office (USPTO. Our analyses of fractionalized inventorships demonstrate that women's rate of patenting has increased from 2.7% of total patenting activity to 10.8% over the nearly 40-year period. Our results show that, in every technological area, female patenting is proportionally more likely to occur in academic institutions than in corporate or government environments. However, women's patents have a lower technological impact than that of men, and that gap is wider in the case of academic patents. We also provide evidence that patents to which women--and in particular academic women--contributed are associated with a higher number of International Patent Classification (IPC codes and co-inventors than men. The policy implications of these disparities and academic setting advantages are discussed.

  4. Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology

    Directory of Open Access Journals (Sweden)

    Thembeka G.C. Shange

    2016-03-01

    Full Text Available With the increase in student enrolments in higher education, which has resulted in changesto student profiles, academic development has become important in terms of students’success. This article is a report on a qualitative study that used in-depth interviews toinvestigate the perceptions of Engineering students and staff to academic developmentclasses at a university of technology (UoT in South Africa. The students’ feelingsconcerning the need for academic development to continue beyond their first year ofstudy was of particular interest. Participants included five lecturers from the Engineeringfaculty and four academic development practitioners, who were all purposefully selected.The sample consisted of men and women who were interviewed individually. Interviewswere also conducted with ten first-year Engineering students and ten second-year students,who were randomly selected on the grounds of having been involved in the academicdevelopment programme during their first year.The responses of the lecturers were compared with those of the academic developmentpractitioners and the first- and second-year students’ responses were compared. It emergedthat academic development was considered questionable as it did not seem to be structuredand that the academic development curriculum, itself, was problematic.

  5. Student academic performance outcomes of a classroom physical activity ıntervention: A pilot study

    Directory of Open Access Journals (Sweden)

    Heather Erwin

    2012-06-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA.

  6. How to be a good academic leader.

    Science.gov (United States)

    Detsky, Allan S

    2011-01-01

    Individuals who take on leadership positions in academic health science centers help facilitate the mission of those institutions. However, they are often chosen on the basis of success in the core activities in research, education and patient care rather than on the basis of demonstrated leadership and management skills. Indeed, most academic leaders in the past have "learned on the job." This commentary provides practical advice on how to be an effective leader on the basis of the author's experiences as a Division Head and Chief of Medicine. It covers six themes (vision, managerial style, knowledge, people skills, organizational orientation and personal development) and offers 21 specific suggestions, one for each year of the author's leadership. It is hoped that this experience-derived advice will help future leaders in academic medicine.

  7. The Effects of Teaching and Assessment Methods on Academic Performance: A Study of an Operations Management Course

    Science.gov (United States)

    Sacristán-Díaz, Macarena; Garrido-Vega, Pedro; Alfalla-Luque, Rafaela; González-Zamora, María-del-Mar

    2016-01-01

    Whether the use of more active teaching-learning methods has a positive impact on academic performance remains unanswered. This article seeks to contribute to the issue by conducting a study of an Operations Management course with almost 1000 students per year over three consecutive academic years. The study compares three scenarios with differing…

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

    Science.gov (United States)

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

    2013-07-01

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

  9. Academic attainment and special educational needs in extremely preterm children at 11 years of age: the EPICure study.

    Science.gov (United States)

    Johnson, S; Hennessy, E; Smith, R; Trikic, R; Wolke, D; Marlow, N

    2009-07-01

    To assess academic attainment and special educational needs (SEN) in extremely preterm children in middle childhood. Of 307 extremely preterm (special school. In mainstream schools, 105 (57%) extremely preterm children had SEN (OR 10; 6 to 18) and 103 (55%) required SEN resource provision (OR 10; 6 to 18). Teachers rated 50% of extremely preterm children as having below average attainment compared with 5% of classmates (OR 18; 8 to 41). Extremely preterm children who entered compulsory education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR 2; 1.0 to 3.6). Extremely preterm survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources to access the national curriculum. The prevalence and impact of SEN are likely to increase as these children approach the transition to secondary school.

  10. Making Sense of Academic Life: Academics, Universities and Change.

    Science.gov (United States)

    Taylor, Peter G.

    Universities and academics today are facing challenges that require more active and self-interested management. The book argues that higher education in the future will not become any more ordered, but will actually become more complex, more fractured and less bounded, and that academics will have to respond with new ways of thinking. The book…

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

    Science.gov (United States)

    Wunsch, Kathrin; Kasten, Nadine; Fuchs, Reinhard

    2017-01-01

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

  12. Public health, academic medicine, and the alcohol industry's corporate social responsibility activities.

    Science.gov (United States)

    Babor, Thomas F; Robaina, Katherine

    2013-02-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry's economic interests.

  13. A novel framework for intelligent surveillance system based on abnormal human activity detection in academic environments.

    Science.gov (United States)

    Al-Nawashi, Malek; Al-Hazaimeh, Obaida M; Saraee, Mohamad

    2017-01-01

    Abnormal activity detection plays a crucial role in surveillance applications, and a surveillance system that can perform robustly in an academic environment has become an urgent need. In this paper, we propose a novel framework for an automatic real-time video-based surveillance system which can simultaneously perform the tracking, semantic scene learning, and abnormality detection in an academic environment. To develop our system, we have divided the work into three phases: preprocessing phase, abnormal human activity detection phase, and content-based image retrieval phase. For motion object detection, we used the temporal-differencing algorithm and then located the motions region using the Gaussian function. Furthermore, the shape model based on OMEGA equation was used as a filter for the detected objects (i.e., human and non-human). For object activities analysis, we evaluated and analyzed the human activities of the detected objects. We classified the human activities into two groups: normal activities and abnormal activities based on the support vector machine. The machine then provides an automatic warning in case of abnormal human activities. It also embeds a method to retrieve the detected object from the database for object recognition and identification using content-based image retrieval. Finally, a software-based simulation using MATLAB was performed and the results of the conducted experiments showed an excellent surveillance system that can simultaneously perform the tracking, semantic scene learning, and abnormality detection in an academic environment with no human intervention.

  14. The Role of Academic Developers in Embedding High-Impact Undergraduate Research and Inquiry in Mainstream Higher Education: Twenty Years' Reflection

    Science.gov (United States)

    Healey, Mick; Jenkins, Alan

    2018-01-01

    The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…

  15. Exploring the Academic and Social Experiences of Latino Engineering Community College Transfer Students at a 4-Year Institution: A Qualitative Research Study

    Science.gov (United States)

    Hagler, LaTesha R.

    As the number of historically underrepresented populations transfer from community college to university to pursue baccalaureate degrees in science, technology, engineering, and mathematics (STEM), little research exists about the challenges and successes Latino students experience as they transition from 2-year colleges to 4-year universities. Thus, institutions of higher education have limited insight to inform their policies, practices, and strategic planning in developing effective sources of support, services, and programs for underrepresented students in STEM disciplines. This qualitative research study explored the academic and social experiences of 14 Latino engineering community college transfer students at one university. Specifically, this study examined the lived experiences of minority community college transfer students' transition into and persistence at a 4-year institution. The conceptual framework applied to this study was Schlossberg's Transition Theory, which analyzed the participant's social and academic experiences that led to their successful transition from community college to university. Three themes emerged from the narrative data analysis: (a) Academic Experiences, (b) Social Experiences, and (c) Sources of Support. The findings indicate that engineering community college transfer students experience many challenges in their transition into and persistence at 4-year institutions. Some of the challenges include lack of academic preparedness, environmental challenges, lack of time management skills and faculty serving the role as institutional agents.

  16. 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.

  17. The Cost of Library Services: Activity-Based Costing in an Australian Academic Library.

    Science.gov (United States)

    Robinson, Peter; Ellis-Newman, Jennifer

    1998-01-01

    Explains activity-based costing (ABC), discusses the benefits of ABC to library managers, and describes the steps involved in implementing ABC in an Australian academic library. Discusses the budgeting process in universities, and considers benefits to the library. (Author/LRW)

  18. Mothers' and fathers' involvement with school-age children's care and academic activities in Navajo Indian families.

    Science.gov (United States)

    Hossain, Ziarat; Anziano, Michael C

    2008-04-01

    This exploratory study examined mothers' and fathers' reports of time involvement in their school-age children's care and academic activities. The study also explored the relationship between parents' socioeconomic status (SES) variables (age, education, income, work hours, and length of marriage) and their relative involvement with children. Mother and father dyads from 34 two-parent Navajo (Diné) Indian families with a second- or third-grade child participated in the study. Repeated measures analysis of variance showed that mothers invested significantly more time in children's care on demand and academic activities than fathers, but the differences in maternal and paternal perceptions of time involvement in routine care were not significant. The gender of the child did not influence the amount of time parents invested in children's care and academic activities. Mothers' involvement with children was not related to any of the SES variables. Fathers' involvement was significantly associated with work hours and length of marriage, and work hours produced significant interaction with fathers' involvement with children. Findings are discussed in light of gender role differences in parental involvement with children within Navajo families.

  19. Drug consumption among medical students in São Paulo, Brazil: influences of gender and academic year.

    Science.gov (United States)

    Oliveira, Lucio Garcia de; Barroso, Lucia Pereira; Wagner, Gabriela Arantes; Ponce, Julio de Carvalho; Malbergier, André; Stempliuk, Vladimir de Andrade; Andrade, Arthur Guerra de

    2009-09-01

    To analyze alcohol, tobacco and other drug use among medical students. Over a five-year period (1996-2001), we evaluated 457 students at the Universidade de São Paulo School of Medicine, located in São Paulo, Brazil. The students participated by filling out an anonymous questionnaire on drug use (lifetime, previous 12 months and previous 30 days). The influence that gender and academic year have on drug use was also analyzed. During the study period, there was an increase in the use of illicit drugs, especially inhalants and amphetamines, among the medical students evaluated. Drug use (except that of marijuana and inhalants) was comparable between the genders, and academic year was an important influencing factor. Increased inhalant use was observed among the medical students, especially among males and students in the early undergraduate years. This is suggestive of a specific behavioral pattern among medical students. Our findings corroborate those of previous studies. Inhalant use is on the rise among medical students at the Universidade de São Paulo School of Medicine. Because of the negative health effects of illicit drug use, further studies are needed in order to deepen the understanding of this phenomenon and to facilitate the development of preventive measures.

  20. The Development of Early Childhood Education as an Academic Discipline in Finland

    Directory of Open Access Journals (Sweden)

    Eeva Hujala

    2008-10-01

    Full Text Available Early Childhood Education (ECE as an academic discipline has gained an academic legitimacy in Finland in 2005. In accordance with internationally established practice, Early Childhood Education as an academic field and a field of research has been set to cover the period from birth to eight years of age. The focus of ECE re- search is to analyse and define the development and upbringing of young children, including such themes as learning and teaching and the complex connection between child development to the growth environment. In recent years in Finland, the internal paradigmatic discussions within academic ECE have been both enlightened and critical. The emergence of an academic Early Childhood Education paradigm has been apparent in the discussions of early pedagogy, professional growth, leadership, management and quality and as a definer of pedagogy to support children’s learning. The challenge of academic Early Childhood Education is to introduce into the discussion ontological and epistemological issues of early childhood and thereby activate teachers and other professional educators and parents to consider personal and professional conceptions of the child, of learning and of the role of adults in the upbringing of young children from birth to eight years of age.

  1. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    Directory of Open Access Journals (Sweden)

    Aung MN

    2015-12-01

    Full Text Available Myo Nyein Aung,1 Juraiporn Somboonwong,2 Vorapol Jaroonvanichkul,1 Pongsak Wannakrairot3 1Medical Education Unit, 2Quality Management Division and Department of Physiology, 3Academic Affairs Division, Faculty of Medicine, Chulalongkorn University, Bangkok, ThailandBackground: Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study.Design and methods: An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS. Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance.Results: Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (P<0.001. Moreover, intrinsic motivation toward accomplishment increased significantly (P<0.001. This is related to the enjoyment of passing academic milestones, and a step

  2. Does Academic Apprenticeship Increase Networking Ties among Participants? A Case Study of an Energy Efficiency Training Program

    Science.gov (United States)

    Hytönen, Kaisa; Palonen, Tuire; Lehtinen, Erno; Hakkarainen, Kai

    2014-01-01

    In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field…

  3. Research Plan of the Operations Research Center and Department of Systems Engineering for the Academic Year 2005

    National Research Council Canada - National Science Library

    Kwinn, Michael

    2004-01-01

    ...) for the Academic Year 04-05. The research plan includes a statement of purpose for research which supports DSE and the ORCEN, a description of the two organizations, a list of the key personnel responsible for executing the plan...

  4. Assessment of preclinical students’ academic motivation before and after a three-day academic affair program

    Science.gov (United States)

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Background Medical students’ motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students’ motivation to study. Design and methods An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students’ academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach’s alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Results Students’ academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students’ self-esteem and feeling of self-worth (PAmotivation level declined significantly (P<0.001). The change of academic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). Conclusion After experiencing a three-day intervention, the new students’ motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile conducting an academic intervention to

  5. Different Roads to Academic Entrepreneurship

    Science.gov (United States)

    Venkatesan, T. Venky

    There has been a sea change over the last few decades in the way academic institutions view entrepreneurial activities of the faculty and the role of the Institution in fostering an ecosystem conducive to such activities. This has become a global phenomenon and many of the leading Institutions in Europe and Asia are also beginning to replicate the model of the Boston or Silicon Valley academic Institutions. While this is an opportunity for the innovative, entrepreneurial faculty member it also presents a significant dilemma in terms of how one manages such extra-curricular activities with minimal detriment to one's academic program. In my talk I will discuss a variety of models that are available to the academic entrepreneur, their pluses and minuses and also some of the critical knowledge one needs to understand about the world of entrepreneurship in general. I will use examples from several of my colleagues' startups and my own experience in running a company for over three decades maintaining an academic life.

  6. Correlation among academic performance, recurrent abdominal pain and other factors in Year-6 urban primary-school children in Malaysia.

    Science.gov (United States)

    Boey, C C M; Omar, A; Arul Phillips, J

    2003-07-01

    The present study aimed to investigate the extent to which recurrent abdominal pain and other factors were associated with academic achievement among Year-6 (12 years of age) schoolchildren. The present study was a cross-sectional survey conducted from September to November 2001. Schoolchildren were recruited from primary schools that were selected randomly from a list of all primary schools in Petaling Jaya, Malaysia, using random sampling numbers. Information concerning recurrent abdominal pain, socio-economic status, life events, demographic and other details was obtained using a combination of questionnaires and interviews. Academic achievement was assessed using a score based on the Malaysian Primary School Achievement Examination. An overall score at or above the mean was taken to indicate high academic achievement while a score below the mean indicated poor academic achievement. A total of 1971 children were studied (958 boys and 1013 girls: 1047 Malays, 513 Chinese and 411 Indians). Of these children, 456 (23.1%) fulfilled the criteria for recurrent abdominal pain. Using the method of binary logistic regression analysis, the following factors were found to be independently associated with poor academic performance: a low socio-economic status (odds ratio (OR) 1.30; 95% confidence interval (CI) 1.25-1.35); male sex (OR 1.61; 95% CI 1.26-2.05); the death of a close relative (OR 2.22; 95% CI 1.73-2.85); the divorce or separation of parents (OR 3.05; 95% CI 1.73-5.40); the commencement of work by the mother (OR 1.34; 95% CI 1.02-1.76); hospitalization of the child in the 12 months prior to the study (OR 1.83; 95% CI 1.12-3.01); lack of health-care consultation (OR 1.80; 95% CI 1.36-2.36); missing breakfast (OR 1.47; 95% CI 1.07-2.02); and lack of kindergarten education (OR 1.35; 95% CI 1.04-1.75). Many factors, such as socio-economic status and recent life events, were associated with poor academic performance. Recurrent abdominal pain did not correlate

  7. Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

    Science.gov (United States)

    Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

    2013-06-01

    Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

  8. 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.

  9. Students' Perceptions toward Academic Competencies: The Case of German First-Year Students

    Science.gov (United States)

    Mah, Dana-Kristin; Ifenthaler, Dirk

    2018-01-01

    Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning…

  10. The impact of social media on the academic performance of second year medical students at College of Medicine, University of Babylon, Iraq

    OpenAIRE

    Ahmed Tawfeeq Alahmar

    2016-01-01

    Social media applications and their use among students have witnessed dramatic increase in the last decade and data on their effect on students academic performance are inconsistent. The aim of this study was to assess the impact of social media on the academic performance and grades of second year medical students at the College of Medicine, University of Babylon, Iraq. Second year medical students (n=57) completed online questionnaire about the type of social media they use frequently, time...

  11. Using Multiple Sources of Data to Gauge Outcome Differences between Academic-Themed and Transition-Themed First-Year Seminars

    Science.gov (United States)

    Zerr, Ryan J.; Bjerke, Elizabeth

    2016-01-01

    Students in two different types of first-year experience seminar courses at a moderately sized public university were compared using a large variety of measures--both direct and indirect. One of these first-year experience types was a three-credit academic-themed course offered in sections with variable content; the other was a two-credit…

  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. PMID:29326615

  13. 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.

  14. College Students' Experiences of Childhood Developmental Traumatic Stress: Resilience, First-Year Academic Performance, and Substance Use

    Science.gov (United States)

    Arnekrans, Allison K.; Calmes, Stephanie A.; Laux, John M.; Roseman, Christopher P.; Piazza, Nick J.; Reynolds, Jennifer L.; Harmening, Debra; Scott, Holly L.

    2018-01-01

    Developmental trauma--distressing childhood experiences that include mistreatment, interpersonal violence, abuse, assault, and neglect--is associated with substance use and poor academic performance. The authors investigated the links between developmental trauma, grade point average, substance use, and resilience among first-year college students…

  15. A New Model and Its Implementation of Academic Resources Services for Academic Libraries

    Directory of Open Access Journals (Sweden)

    Yu-Ting Chiang

    2006-12-01

    Full Text Available Internet has become one of the important channels for retrieval of academic resources in the recent years. The roles and service models of academic libraries has been changed accordingly. Most academic libraries have been providing subject directory (subject gateway for users to browse the highly selected academic resources. On the contrary, few academic libraries managed to provide academic resources for user to retrieve. This article proposes a new model which the libraries will cooperate with search engine providers to support the full-text retrieval for academic resources in a low cost. We discuss the design and implementation of “NTU Scholars Gateway” based on the new model. In addition, the functionalities and future development of NTU Scholars Gateway are discussedas well. [Article content in Chinese

  16. Does Adolescents’ Disclosure to their Parents Matter for their Academic Adjustment?

    OpenAIRE

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.; Dong, Wei

    2012-01-01

    The role of adolescents’ disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents’ autonomy support and control. Information about multiple dimensions of adolescents’ academic adjustment (e.g.,...

  17. Possible Link between Medical Students' Motivation for Academic Work and Time Engaged in Physical Exercise

    Science.gov (United States)

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2016-01-01

    Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…

  18. 17-year outcome of preterm infants with diverse neonatal morbidities: part 2, impact on activities and participation.

    Science.gov (United States)

    Sullivan, Mary C; Miller, Robin J; Msall, Michael E

    2012-10-01

    To examine functioning and participation in a diverse U.S. sample of 180 infants at age 17 years. The World Health Organization International Classification of Functioning, Disability and Health model framed functioning and participation domains and contextual factors. Assessment included cognition, executive functioning, academic achievement, personal functioning, community participation, and social involvement. Socioeconomic status, not prematurity, impacted cognitive and academic outcomes. Across neonatal morbidities, male gender and social disadvantage are key determinants of cognitive, academic, and social functioning. Interventions addressing academic and social-behavioral competencies in early school years may potentially optimize long-term preterm outcomes. © 2012, Wiley Periodicals, Inc.

  19. Assessment of preclinical students' academic motivation before and after a three-day academic affair program.

    Science.gov (United States)

    Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak

    2015-01-01

    Medical students' motivation is an important driving factor for academic performance, and therefore medical teachers and educators are often highly interested in this topic. This study evaluated the impact of an academic affair program upon preclinical year medical students' motivation to study. An intervention study was conducted using a pretest-posttest study design. A total of 296 preclinical year medical students who had just passed their first year and were about to attend their second year at the Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand, participated in the study. The intervention comprised of dialogues for personality development, pictorial expression in groups, as well as small group lectures delivered by senior students giving information on how to prepare for the forthcoming classes. Students' academic motivation was measured before and after the intervention program, applying the transculturally translated Academic Motivation Scale (AMS). Cronbach's alpha of Thai version AMS was 0.8992. The average scores in seven scales of AMS were compared between the pre- and posttest results, using the Wilcoxon signed-rank test. The differences were confirmed by using the multivariate analysis of variance. Students' academic motivation increased after participation in the three-day academic program. There was also a significant increase in introjected extrinsic motivation, which can enhance the students' self-esteem and feeling of self-worth (Pmotivation toward accomplishment increased significantly (Pacademic milestones, and a step ahead of autonomous motivation. Amotivation level declined significantly (Pacademic motivational constructs before and after the intervention was altogether significant (P=0.036, multivariate analysis of variance). After experiencing a three-day intervention, the new students' motivation advanced along the continuum of self-determination toward autonomous motivation. Therefore, it is considered to be worthwhile

  20. Cognition, academic progress, behavior and self-concept at 14 years of very low birth weight children.

    Science.gov (United States)

    Rickards, A L; Kelly, E A; Doyle, L W; Callanan, C

    2001-02-01

    The aim of this study was to compare cognition, academic progress, behavior, and self-concept children of very low birth weight (VLBW, birth weight 2,499 g). At 14 years of age, 130 (84.4%) of 154 VLBW and 42 (70.0%) of 60 NBW children were assessed. Ten VLBW children and one NBW child who had cerebral palsy were excluded. VLBW children scored at a significantly lower level on all three composite scales of the Wechsler Intelligence Scale for Children, 3rd Edition. VLBW children were also significantly disadvantaged on more specific cognitive processes, including tests of visual processing and visual memory and on subtests reflecting learning and problem solving. Only in arithmetic was a difference between the groups discerned on tests of achievement. Significantly more VLBW children were rated by teachers as socially rejected and by their parents as having learning problems at school. VLBW children had significantly reduced self-esteem. VLBW children had more cognitive, academic, and behavioral problems and lower self-esteem at 14 years of age than NBW control subjects.

  1. 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.

  2. Annual Report of the Department of Systems Engineering and the Operations Research Center for the Academic Year 2005

    National Research Council Canada - National Science Library

    Kwinn, Michael J., Jr; McGinnis, Michael L

    2005-01-01

    ...) for the Academic Year 04-05. The annual research report includes a statement of purpose for research which supports DSE and the ORCEN, a description of the two organizations, a list of the key personnel responsible for executing...

  3. Association of physical activity in the past year and immediately after in vitro fertilization on pregnancy.

    Science.gov (United States)

    Evenson, Kelly R; Calhoun, Kathryn C; Herring, Amy H; Pritchard, David; Wen, Fang; Steiner, Anne Z

    2014-04-01

    To estimate the association of physical activity on in vitro fertilization (IVF). Prospective cohort study. Academic infertility clinic. Women (n = 121) undergoing nondonor IVF embryo transfer (fresh or frozen). The women completed a questionnaire on past year physical activity and wore an accelerometer from embryo transfer to serum pregnancy testing. Implantation, intrauterine gestation, and live birth. Based on self-reported past year physical activity, the adjusted odds of intrauterine gestation was higher among those that had higher continuous active living (odds ratio [OR] 1.96, 95% confidence interval [CI] 1.09-3.50), sports/exercise (OR 1.48, CI 1.02-2.15), and total activity (OR 1.52, 95%CI 1.15-2.01) indices. After embryo transfer, women did almost no vigorous activity (median 0 min/d) as measured by the accelerometer. More of their time was spent in light activity (median 3.0 h/d) and sedentary behaviors (median 9.3 h/d). Accelerometer-measured physical activity and sedentary behavior after embryo transfer were not associated with any IVF outcome. An active lifestyle in the preceding year favorably impacted the IVF outcome. After embryo transfer, women engaged in mostly light physical activity and sedentary behaviors; therefore, the impact of vigorous physical activity on implantation could not be determined. Copyright © 2014 American Society for Reproductive Medicine. Published by Elsevier Inc. All rights reserved.

  4. Proposals for improving the mother tongue from the orientation of the academic year` s group

    Directory of Open Access Journals (Sweden)

    Virgen Arelys Ferrer-Miyares

    2017-04-01

    Full Text Available When graduating from the university students must demonstrate that they master the Spanish language that allows them the development of a coherent, fluid and expressive oral and written comunication with a good spelling and calligraphy. For achieving a positive result, it is essential to assume a stance of analysis, internalization and reflection. It depends on how the student, profesor and group year face this pedagogical challenge that can only be beat with perseverance, interest, knowledges and team work. The aim of this project is to socialize the experiences achieved from the orientation done by the academic year`s group that made posible an adequate treatment to the improvement of students` mother tongue.

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

    Directory of Open Access Journals (Sweden)

    Wunsch K

    2017-04-01

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

  6. The Effects of Maternal Postnatal Depression and Child Sex on Academic Performance at Age 16 Years: A Developmental Approach

    Science.gov (United States)

    Murray, Lynne; Arteche, Adriane; Fearon, Pasco; Halligan, Sarah; Croudace, Tim; Cooper, Peter

    2010-01-01

    Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on…

  7. Looking beyond Grades: Comparing Self-Esteem and Perceived Academic Control as Predictors of First-Year College Students' Well-Being

    Science.gov (United States)

    Stupnisky, Robert H.; Perry, Raymond P.; Renaud, Robert D.; Hladkyj, Steve

    2013-01-01

    Previous research has found perceived academic control (PAC) to be a better predictor of first-year college students' grades than self-esteem; however, it is uncertain which construct is more important for students' well-being. The current study compared PAC and self-esteem on first-year college students' emotions, perceived stress, and…

  8. The Constitution and Academic Freedom.

    Science.gov (United States)

    Gilbertson, Eric R.

    During the past 150 years U.S. courts have demonstrated a special protectiveness toward academics and academic institutions. Academic freedom was not a concern when the U.S. Constitution and the First Amendment were drafted and is not mentioned in the "Federalist Papers." However, decisions by a series of Supreme Court justices led to…

  9. [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.

  10. Implementing a Nutrition and Physical Activity Curriculum in Head Start Through an Academic-Community Partnership.

    Science.gov (United States)

    Zahnd, Whitney E; Smith, Tracey; Ryherd, Susan J; Cleer, Melissa; Rogers, Valerie; Steward, David E

    2017-06-01

    Schools may be an effective avenue for interventions that prevent childhood obesity. I am Moving I am Learning/Choosy Kids © (IMIL/CK) is a curriculum recommended by Head Start (HS) for education in nutrition, physical activity, and healthy lifestyle habits. We formed an academic-community partnership (ACP), the Springfield Collaborative for Active Child Health, to promote prevention of childhood obesity, in part, to implement the IMIL/CK curriculum in local HS sites. The ACP included a medical school, HS program, public school district, and state health department. Community-based participatory research principles helped identify and organize important implementation activities: community engagement, curriculum support, professional teacher training, and evaluation. IMIL/CK was piloted in 1 school then implemented in all local HS sites. All sites were engaged in IMIL/CK professional teacher training, classroom curriculum delivery, and child physical activity assessments. Local HS policy changed to include IMIL/CK in lesson plans and additional avenues of collaboration were initiated. Furthermore, improvements in physical activity and/or maintenance or improvement of healthy weight prevalence was seen in 4 of the 5 years evaluated. An ACP is an effective vehicle to implement and evaluate childhood obesity prevention programming in HS sites. © 2017, American School Health Association.

  11. 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.  

  12. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    Science.gov (United States)

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. A Year in the Life: Academic Coaching and the Role of Collaboration in a Rural Ohio School

    Science.gov (United States)

    Hartman, Sara Lohrman

    2012-01-01

    This year-long qualitative case study provides an analysis of the work of a math coach as she built collaborative partnerships in a rural Appalachian school. Academic coaches provide embedded professional development and the theoretical hope of improving teachers' instructional abilities and thereby raising student achievement. As rural schools…

  14. EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES

    Directory of Open Access Journals (Sweden)

    Aunurrahman Aunurrahman

    2017-05-01

    Full Text Available For tertiary English as a Foreign Language (EFL students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014. The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.

  15. International Academic Franchises: Identifying the Benefits of International Academic Franchise Provision

    Science.gov (United States)

    Pon, Kevin; Ritchie, Caroline

    2014-01-01

    This paper is an exploratory study of the benefits that institutions of higher education can gain when entering into partnerships of academic franchising, an international activity which has been increasing in popularity over the past few decades. The paper looks at the current literature on academic franchising and then goes on to study, through…

  16. Medical service plans in academic medical centers.

    Science.gov (United States)

    Siegel, B

    1978-10-01

    Medical service plans are of major importance to academic medical centers and are becoming increasingly so each year as evidenced by growing dependence of medical schools on resulting funds. How these funds are generated and used varies among schools. The procedures may affect the governance of the institution, modifying the authority of the central administration or the clinical departments. Recent developments in federal legislation, such as health maintenance organizations and amendments (Section 227) to the Social Security Act, and the future development of national health insurance will certainly have an effect on how academic medical centers organize their clinical activities. How successfully various medical schools deal with the dynamic problem may well determine their future survival.

  17. Development of visual working memory and distractor resistance in relation to academic performance.

    Science.gov (United States)

    Tsubomi, Hiroyuki; Watanabe, Katsumi

    2017-02-01

    Visual working memory (VWM) enables active maintenance of goal-relevant visual information in a readily accessible state. The storage capacity of VWM is severely limited, often as few as 3 simple items. Thus, it is crucial to restrict distractor information from consuming VWM capacity. The current study investigated how VWM storage and distractor resistance develop during childhood in relation to academic performance in the classroom. Elementary school children (7- to 12-year-olds) and adults (total N=140) completed a VWM task with and without visual/verbal distractors during the retention period. The results showed that VWM performance with and without distractors developed at similar rates until reaching adult levels at 10years of age. In addition, higher VWM performance without distractors was associated with higher academic scores in literacy (reading and writing), mathematics, and science for the younger children (7- to 9-year-olds), whereas these academic scores for the older children (10- to 12-year-olds) were associated with VWM performance with visual distractors. Taken together, these results suggest that VWM storage and distractor resistance develop at a similar rate, whereas their contributions to academic performance differ with age. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. NATIONAL POLICY FOR ACADEMIC MOBILITY IN RUSSIA AND THE BRICS COUNTRIES: 20 YEARS OF THE BOLOGNA PROCESS IMPLEMENTATION

    Directory of Open Access Journals (Sweden)

    D. Teplyakov

    2018-01-01

    Full Text Available The article analyses the Russian Federal Education Programmes from the aspect of their impact on student and academic staff mobility. The subject of the analysis is the programmes adopted for the period 2000 to 2020 and their implementation reports. A cluster of academic mobility forms compiled by the authors is based on two groups: academic staff and students. The forms of academic staff mobility have been identified as: (1 a migration flow: outward and incoming; and (2 purpose: teaching and research. The forms of student mobility have been identified as: (1 migration flow: outward and incoming; and (2 purpose: credit mobility and degree mobility. The cluster is based on the National Reports on the Implementation of the Bologna Process by different countries from 2012 to 2015 and the Russian Federal Education Programmes. The analysis finds that academic mobility in Russia has been an indicator of the development of education programmes for almost 20 years. During this period, the government’s approach to academic mobility has undergone a change from a simple reference as an expected result to the establishing of quantitative indicators. The four quantitative indicators of academic mobility have been in place since 2000. As a result of the analysis, the authors conclude that among the forms of student mobility the most developed is the incoming degree mobility of international students. The student outward credit mobility is the least developed of the four indicators. In the current situation, it is necessary to reform and liberalise the recognition of study abroad periods for Russian students. Without reform, it will be difficult to achieve the target set by the government to have 6 percent of students studying abroad for at least one semester by 2020. The data for 2016 show that only a few higher education institutions have approached the target. The authors also identify problems relating to academic staff mobility.

  19. Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance.

    Science.gov (United States)

    Alsaggaf, Mohammed A; Wali, Siraj O; Merdad, Roah A; Merdad, Leena A

    2016-02-01

    To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS) in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

  20. Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children.

    Directory of Open Access Journals (Sweden)

    Eero A Haapala

    Full Text Available There are no prospective studies that would have compared the relationships of different types of physical activity (PA and sedentary behavior (SB with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children.The participants were 186 children (107 boys, 79 girls, 6-8 yr who were followed-up in Grades 1-3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1-3.Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1-3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1-3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1-3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1-3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents.Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls.ClinicalTrials.gov: NCT01803776.

  1. Noncognitive Variables to Predict Academic Success among Junior Year Baccalaureate Nursing Students

    Science.gov (United States)

    Smith, Ellen M. T.

    2017-01-01

    An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study was to discover how Sedlacek's (2004a) Noncognitive Questionnaire (NCQ) and Duckworth & Quinn's (2009) Grit-S predicted baccalaureate nursing student academic performance and…

  2. Afterschool School Triathlon Training for 11- to 14-Year Old Girls: Influences on Academic Motivation and Achievement

    Science.gov (United States)

    Gatz, Jennifer; Kelly, Angela M.

    2018-01-01

    Objective: This study evaluated the effect of a Transformation through Triathlon after school programme in promoting health status, academic motivation and socioemotional development in at-risk girls aged 11-14 years attending middle school in the USA. Design: A phenomenological approach was employed with elements of grounded theory to analyse…

  3. Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement.

    Science.gov (United States)

    Respondek, Lisa; Seufert, Tina; Stupnisky, Robert; Nett, Ulrike E

    2017-01-01

    The present study addressed concerns over the high risk of university students' academic failure. It examined how perceived academic control and academic emotions predict undergraduate students' academic success, conceptualized as both low dropout intention and high achievement (indicated by GPA). A cross-sectional survey was administered to 883 undergraduate students across all disciplines of a German STEM orientated university. The study additionally compared freshman students ( N = 597) vs. second-year students ( N = 286). Using structural equation modeling, for the overall sample of undergraduate students we found that perceived academic control positively predicted enjoyment and achievement, as well as negatively predicted boredom and anxiety. The prediction of dropout intention by perceived academic control was fully mediated via anxiety. When taking perceived academic control into account, we found no specific impact of enjoyment or boredom on the intention to dropout and no specific impact of all three academic emotions on achievement. The multi-group analysis showed, however, that perceived academic control, enjoyment, and boredom among second-year students had a direct relationship with dropout intention. A major contribution of the present study was demonstrating the important roles of perceived academic control and anxiety in undergraduate students' academic success. Concerning corresponding institutional support and future research, the results suggested distinguishing incoming from advanced undergraduate students.

  4. Passion for Academics and Problematic Health Behaviors.

    Science.gov (United States)

    Bureau, Alexander T; Razon, Selen; Saville, Bryan K; Tokac, Umit; Judge, Lawrence W

    2017-01-01

    According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, ppassion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics.

  5. Academic achievement and college persistence of African American students with trauma exposure.

    Science.gov (United States)

    Boyraz, Güler; Horne, Sharon G; Owens, Archandria C; Armstrong, Aisha P

    2013-10-01

    This study examined the relationship between posttraumatic stress disorder (PTSD) symptomatology and college persistence in African American 1st-year students from 2 universities. Of the 569 participants, 423 (74%) reported lifetime exposure to traumatic events; 20.6% of these students met the criteria for PTSD. For trauma-exposed females, after controlling for academic and nonacademic factors, higher levels of PTSD symptomatology in the 1st semester of college were associated with increased likelihood of leaving college prior to the end of the 2nd year of college; the relationship between the 2 variables was partially mediated by 1st-year grade point average (GPA). PTSD symptomatology was not significantly associated with academic achievement or persistence for males. For trauma-exposed females, in addition to PTSD symptomatology, being a student at a predominantly White institution and entering college with low high school GPA were identified as risk factors for low academic achievement and college dropout; on the other hand, involvement in on-campus activities and higher levels of perceived academic integration in the 1st semester were associated with higher 1st-year GPA, which, in turn, was related to increased likelihood of remaining in college. Clinical implications and strategies to support students with trauma exposure and PTSD are discussed.

  6. RELATED VOCATIONAL INTEREST TO LEARNING AND ENTREPRENEURIAL LEARNING ACHIEVEMENT WITH ENTREPRENEURSHIP INTEREST ON THE STUDENS AUTOMOTIVE ENGINEERING ISLAMIC VOCATIONAL SCHOOL YOGYAKARTA ACADEMIC YEAR 2013/2014

    OpenAIRE

    Choiruddin Nurcholis Suwondo; Subagyo Subagyo

    2014-01-01

    The purpose of the study (1) to determine whether there is a positive relationship between vocational interest to learning with entrepreneurship interest on the studens Automotive Engineering Islamic Vocational School Yogyakarta Academic Year 2013/2014; (2) to determine whether there is a positive relationship between entrepreneurial learning achivement with entrepreneurship interest on the studens Automotive Engineering Islamic Vocational School Yogyakarta Academic Year 2013/2014; (3) to det...

  7. Public Health, Academic Medicine, and the Alcohol Industry’s Corporate Social Responsibility Activities

    Science.gov (United States)

    Robaina, Katherine

    2013-01-01

    We explored the emerging relationships among the alcohol industry, academic medicine, and the public health community in the context of public health theory dealing with corporate social responsibility. We reviewed sponsorship of scientific research, efforts to influence public perceptions of research, dissemination of scientific information, and industry-funded policy initiatives. To the extent that the scientific evidence supports the reduction of alcohol consumption through regulatory and legal measures, the academic community has come into increasing conflict with the views of the alcohol industry. We concluded that the alcohol industry has intensified its scientific and policy-related activities under the general framework of corporate social responsibility initiatives, most of which can be described as instrumental to the industry’s economic interests. PMID:23237151

  8. A COMPARISON ON THE TIME MANAGEMENT UNDERSTANDINGS OF UNIVERSITY ACADEMIC STAFF

    Directory of Open Access Journals (Sweden)

    Kubilay Çimen

    2017-10-01

    Full Text Available The aim of this study was to investigate time management understandings of university academic staff with their participation or not participation in the sports activities, gender and their work year. The sample of the study consisted of 93 university academic staff who Works at Dumlupinar University (37 women and 56 men. As data collection tool in addition to a questionary, which consists 10 items developed by the researchers, “Time Management Scale”, which was developed by Britton and Tesser (1991 and Turkish adaptation was done by Koçak and Alay (2002 was used. The obtained data were analyzed by using SPSS for windows. In addition to descriptive statistics, Mann Whitney U and Kruskal Wallis test were done in order to determine significant differences between time management understandings of the academic staff. As a result, although, there was no significant difference between participants’ time management understanding according to gender (p>.05 there were significant differences between participants’ time management understandings in the “time attitudes” subscale according to their work year and in “time management” and “time attitudes” subscales according to participation /or not participation in sport activities (p<.05.

  9. Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

    Science.gov (United States)

    Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

    2009-04-29

    Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in

  10. The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children.

    Science.gov (United States)

    Einarsdóttir, Jóhanna T; Björnsdóttir, Amalía; Símonardóttir, Ingibjörg

    2016-02-01

    The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development-Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18-19 years, were contacted again. Of the original 267 participants, 221 (83%) gave permission to link their results from the preschool language assessments with their performance on national tests in 4th, 7th, and 10th grades. The results showed strong correlation between phonological awareness (as measured by the HLJÓM-2) and academic achievement (Icelandic and mathematics) in 4th, 7th, and 10th grades. There was also a significant but lower correlation with oral comprehension skills, as measured with the TOLD-2P. Regression analysis showed that the preschool oral-language assessments in phonological awareness and oral comprehension explained between 35% and 43% of variability in scores on national tests in Icelandic and between 20% and 39% of variability in scores in mathematics. Preschool language knowledge is a reliable predictor of later academic achievement.

  11. Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction

    Science.gov (United States)

    Clavier, Cheri Whitehead

    2013-01-01

    With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of…

  12. Fostering Academic Success of First-Year Students: Exploring the Roles of Motivation, Race, and Faculty

    Science.gov (United States)

    Roksa, Josipa; Whitley, Sarah E.

    2017-01-01

    Although academic motivation is an important predictor of academic success, we show that being academically motivated is not equally beneficial for everyone. More specifically, the results indicate that African American students benefit less from being academically motivated than do their White peers, particularly when they report interacting with…

  13. MARD – Maritime Academic Resource Database

    Directory of Open Access Journals (Sweden)

    Bogumil Laczynski

    2014-12-01

    Full Text Available IAMU (International Association of Maritime Universities was established fifteen years ago. For this moment IAMU content close to 60 Members Institution. One of the research activities in years 2012- 2014 was: preparing the algorithm for collect and analyze the necessary information and convert it into Matrix form. Both: IAMU MEMBERS INSTITUTION DATABASE and HUMAN RESOURCE DATABASE include comparison indicators such as academic degree, teaching subjects, qualifications, research experience and so on. In opinion of group of researchers new established database should be very useful and helpful in field of cooperation between IAMU Members Institutions.

  14. Disentangling the relationship between children's motor ability, executive function and academic achievement.

    Directory of Open Access Journals (Sweden)

    Mirko Schmidt

    Full Text Available Even though positive relations between children's motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination, core executive functions (t2: updating, inhibition, shifting, and academic achievement (t3: mathematics, reading, spelling. Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children's academic achievement. However, only in the case of children's motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children's physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning.

  15. Gender difference in academic planning activity among medical students.

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    Huy Van Nguyen

    Full Text Available BACKGROUND: In Vietnam, as doctor of medicine is socially considered a special career, both men and women who are enrolled in medical universities often study topics of medicine seriously. However, as culturally expected, women often perform better than men. Because of this, teaching leadership and management skill (LMS to develop academic planning activity (APA for female medical students would also be expected to be more effective than male counterparts. This research aimed to compare by gender the effect of teaching LMS on increasing APA, using propensity score matching (PSM. METHODS: In a cross-sectional survey utilizing a self-reported structured questionnaire on a systematic random sample of 421 male and female medical students in Hanoi Medical University, this study adopted first regression techniques to construct a fit model, then PSM to create a matched control group in order to allow for evaluating the effect of LMS education. RESULTS: There were several interesting gender differences. First, while for females LMS education had both direct and indirect effects on APA, it had only direct effect on males' APA. Second, after PSM to adjust for the possible confounders to balance statistically two groups - with and without LMS education, there is statistically a significant difference in APA between male and female students, making a net difference of 11% (p<.01, equivalent to 173 students. The difference in APA between exposed and matched control group in males and females was 9% and 20%, respectively. These estimates of 9.0 and 20.0 percentage point increase can be translated into the practice of APA by 142 males and 315 females, respectively, in the population. These numbers of APA among male and female students can be explained by LMS education. CONCLUSIONS: Gender appears to be a factor explaining in part academic planning activity.

  16. Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance

    OpenAIRE

    Mohammed A. Alsaggaf; Siraj O. Wali; Roah A. Merdad; Leena A. Merdad

    2016-01-01

    Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. Methods: In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Qual...

  17. Physical Activity, Physical Fitness and Academic Achievement in Adolescents: A Self-Organizing Maps Approach

    Science.gov (United States)

    Pellicer-Chenoll, Maite; Garcia-Massó, Xavier; Morales, Jose; Serra-Añó, Pilar; Solana-Tramunt, Mònica; González, Luis-Millán; Toca-Herrera, José-Luis

    2015-01-01

    The relationship among physical activity, physical fitness and academic achievement in adolescents has been widely studied; however, controversy concerning this topic persists. The methods used thus far to analyse the relationship between these variables have included mostly traditional lineal analysis according to the available literature. The…

  18. Activity report

    International Nuclear Information System (INIS)

    1990-11-01

    The Department of Physics and Measurement Technology, Biology and Chemistry (IFM) presents every year a progress report containing a brief description of activities in research and education within the department. The report is intended as an information for colleagues and institutions. The present report contains activities for the academic year July 1989 to June 1990

  19. Nuclear Engineering Academic Programs Survey, 2002 Data

    International Nuclear Information System (INIS)

    Oak Ridge Institute for Science and Education

    2003-01-01

    The survey includes degrees granted between July 1, 2001 and June 30, 2002. Enrollment information refers to the fall term 2002. Thirty-five academic programs were in the survey universe and all responded (100% response rate). One of the 35 programs reported that it was discontinued after the 2001-2002 academic year. Also, two programs were discontinued after the previous academic year (2000-2001) and were not included in 2002 survey

  20. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    Science.gov (United States)

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  1. Attitudes about Help-Seeking Mediate the Relation between Parent Attachment and Academic Adjustment in First-Year College Students

    Science.gov (United States)

    Holt, Laura J.

    2014-01-01

    Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…

  2. 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.

  3. Scientific literacy and academic identity: Creating a community of practice

    Science.gov (United States)

    Reveles, John Michael

    2005-07-01

    This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A

  4. How do educational attainment and gender relate to fluid intelligence, crystallized intelligence, and academic skills at ages 22-90 years?

    Science.gov (United States)

    Kaufman, Alan S; Kaufman, James C; Liu, Xin; Johnson, Cheryl K

    2009-03-01

    Educational attainment and gender differences on fluid intelligence (Gf), crystallized intelligence (Gc), and academic skills in reading, math, and writing were analyzed for stratified adult samples ranging in age from 22 to 90 years. The data sources were the adult portions of the standardization samples of the second editions of Kaufman Brief Intelligence Test (N = 570) and the Kaufman Test of Educational Achievement-Brief Form (N = 555). Five univariate analysis of covariance were conducted with age as the covariate. Correlational analysis supplemented the covariate analyses to better understand the relationship of the five variables to education. All variables related significantly and substantially to years of formal schooling, an important finding in view of the key nature of this background variable for conducting neuropsychological assessments, as elaborated by Heaton and his colleagues. Surprisingly, Gf related just as strongly to education as did the school-related Gc. Among academic skill areas, math correlated higher with years of formal schooling than did either reading or writing. Women significantly outperformed men on the writing test and the reverse was true for the math test; other gender differences were not significant. These analyses fill a gap in the literature regarding the nature of gender and education differences in academic skills for heterogeneous samples of normal adults between young adulthood and old age and have practical implications for neuropsychological assessment.

  5. A qualitative survey for the academic libraries in the throes of a great recession

    Directory of Open Access Journals (Sweden)

    Kostagiolas Petros

    2016-01-01

    Full Text Available Over the last years the economic crisis affected the wide range of activities and services that Academic Libraries provide. On the other hand the demand for such services is increasing due to the reduced individual income of the librarie’s users. The management of libraries is sometimes forced to make agonizing decisions regarding further shrinkage or/and mergers. An alternative to this scenario involves a strategy for advocating the value and developing alliances and collaborations among the Academic Libraries. The paper focuses on academic libraries in Greece during the economic crisis of the last five years with the aim to investigate problems and difficulties as well as challenges; changes brought about are discussed proposing at the same time a framework not only for overcoming the difficulties but also for exploiting the new opportunities. Initially, an overview of the role and function of academic libraries is presented with emphasis on their social character. Key leadership issues are explored in the context of on going restructuring attempts in order to establish viable operational models for academic institutions.

  6. Sleep quantity, quality, and insomnia symptoms of medical students during clinical years. Relationship with stress and academic performance

    Directory of Open Access Journals (Sweden)

    Mohammed A. Alsaggaf

    2016-02-01

    Full Text Available Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academic performance and psychological stress. Methods: In this cross-sectional study, medical students (n=320 were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, and Perceived Stress Scale. Results: Students acquired on average, 5.8 hours of sleep each night, with an average bedtime at 01:53. Approximately 8% reported acquiring sleep during the day, and not during nighttime. Poor sleep quality was present in 30%, excessive daytime sleepiness (EDS in 40%, and insomnia symptoms in 33% of students. Multivariable regression models revealed significant associations between stress, poor sleep quality, and EDS. Poorer academic performance and stress were associated with symptoms of insomnia. Conclusion: Sleep deprivation, poor sleep quality, and EDS are common among clinical years medical students. High levels of stress and the pressure of maintaining grade point averages may be influencing their quality of sleep.

  7. One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London

    Directory of Open Access Journals (Sweden)

    Fear Nicola T

    2011-04-01

    Full Text Available Abstract Background The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i to pilot a mentoring scheme for female academics; (ii to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Methods Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. Results N = 46 mentoring pairs, 44 (96% mentees completed the pre-mentoring survey, 37 (80% at 6 months and 30 (65% at 1 year. Job-related well-being (anxiety-contentment, self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%, increased confidence (38; 87%, development of networking skills (33; 75%, better time-management (29; 66% and better work-life balance (28; 64%. For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39, 36 (92% completed the pre-mentoring survey, 32 (82% at 6 months and 28 (72% at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%, seeing junior staff develop and grow (19; 53%, helping solve problems (18; 50%, helping women advance their careers (18; 50% and helping remove career obstacles (13; 36%. Overall, gains at 6 months and 1

  8. One year outcomes of a mentoring scheme for female academics: a pilot study at the Institute of Psychiatry, King's College London.

    Science.gov (United States)

    Dutta, Rina; Hawkes, Sarah L; Kuipers, Elizabeth; Guest, David; Fear, Nicola T; Iversen, Amy C

    2011-04-07

    The professional development of under-represented faculty may be enhanced by mentorship, but we understand very little about the mechanisms by which mentoring brings about change. Our study posed the research question, what are the mechanisms by which mentoring may support professional development in under-represented groups? The study aims to: (i) to pilot a mentoring scheme for female academics; (ii) to compare various health-related and attitudinal measures in mentees at baseline, 6 months, and 1 year into the mentoring relationship and, (iii) to compare pre-mentoring expectations to outcomes at 6 months and 1 year follow-up for mentees and mentors. Female academic mentees were matched 1:1 or 2:1 with more senior academic mentors. Online surveys were conducted to compare health-related and attitudinal measures and expectations of mentoring at baseline with outcomes at 6 months and 1 year using paired t-tests and McNemar's test for matched cohort data. N = 46 mentoring pairs, 44 (96%) mentees completed the pre-mentoring survey, 37 (80%) at 6 months and 30 (65%) at 1 year. Job-related well-being (anxiety-contentment), self-esteem and self-efficacy all improved significantly and work-family conflict diminished at 1 year. Highest expectations were career progression (39; 89%), increased confidence (38; 87%), development of networking skills (33; 75%), better time-management (29; 66%) and better work-life balance (28; 64%). For mentees, expectations at baseline were higher than perceived achievements at 6 months or 1 year follow-up. For mentors (N = 39), 36 (92%) completed the pre-mentoring survey, 32 (82%) at 6 months and 28 (72%) at 1 year. Mentors' highest expectations were of satisfaction in seeing people progress (26; 69%), seeing junior staff develop and grow (19; 53%), helping solve problems (18; 50%), helping women advance their careers (18; 50%) and helping remove career obstacles (13; 36%). Overall, gains at 6 months and 1 year exceeded pre

  9. The impact of social media on the academic performance of second year medical students at College of Medicine, University of Babylon, Iraq

    Directory of Open Access Journals (Sweden)

    Ahmed Tawfeeq Alahmar

    2016-07-01

    Full Text Available Social media applications and their use among students have witnessed dramatic increase in the last decade and data on their effect on students academic performance are inconsistent. The aim of this study was to assess the impact of social media on the academic performance and grades of second year medical students at the College of Medicine, University of Babylon, Iraq. Second year medical students (n=57 completed online questionnaire about the type of social media they use frequently, time spent on these media in hours per day, the reasons for use of these media and the effect of social media on their grades. Students were also asked to provide the cumulative grades of physiology and anatomy courses. Time spent by students on social media and facebook messenger was correlated with combined grades of physiology and anatomy courses. All students have been using facebook and 96.5% have been using facebook messenger. Other popular applications were telegram, instagram and ask.fm. Average time spent on social media was 5.07+/- 2.93 and on facebook messenger was 1.80 +/-1.45 hours per day. Forty-two percent of students reported that social media have positive effect on their academic performance. No correlation has been found between time spent on social media or facebook messenger and students combined grades of physiology and anatomy. To conclude, social media and in particular facebook and facebook messenger are very popular among second year medical students. Time spent on social media seems to have no influence on second year medical students grades and academic performance. [J Med Allied Sci 2016; 6(2.000: 77-83

  10. Gender, school and academic year differences among Spanish university students at high-risk for developing an eating disorder: An epidemiologic study

    Directory of Open Access Journals (Sweden)

    Carrobles Jose A

    2008-03-01

    Full Text Available Abstract Background The aim of this study was to assess the magnitude of the university population at high-risk of developing an eating disorder and the prevalence of unhealthy eating attitudes and behaviours amongst groups at risk; gender, school or academic year differences were also explored. Methods A cross-sectional study based on self-report was used to screen university students at high-risk for an eating disorder. The sample size was of 2551 university students enrolled in 13 schools between the ages of 18 and 26 years. The instruments included: a social-demographic questionnaire, the Eating Disorders Inventory (EDI, the Body Shape Questionnaire (BSQ, the Symptom Check List 90-R (SCL-90-R, and the Self-Esteem Scale (RSE. The sample design is a non-proportional stratified sample by academic year and school. The prevalence rate was estimated controlling academic year and school. Logistic regression analysis was used to investigate adjusted associations between gender, school and academic year. Results Female students presented unhealthy weight-control behaviours as dieting, laxatives use or self-induced vomiting to lose weight than males. A total of 6% of the females had a BMI of 17.5 or less or 2.5% had amenorrhea for 3 or more months. In contrast, a higher proportion of males (11.6% reported binge eating behaviour. The prevalence rate of students at high-risk for an eating disorder was 14.9% (11.6–18 for males and 20.8% (18.7–22.8 for females, according to an overall cut-off point on the EDI questionnaire. Prevalence rates presented statistically significant differences by gender (p Conclusion The prevalence of eating disorder risk in university students is high and is associated with unhealthy weight-control practices, similar results have been found in previous studies using cut-off points in questionnaires. These results may be taken into account to encourage early detection and a greater awareness for seeking treatment in order

  11. Positive Illusions in the Academic Context: A Longitudinal Study of Academic Self-Enhancement in College.

    Science.gov (United States)

    Chung, Joanne; Schriber, Roberta A; Robins, Richard W

    2016-10-01

    In the present research, we examined academic self-enhancement in students (N = 264) followed longitudinally through 4 years of college. We used social comparison (i.e., better-than-average ratings) and self-insight (i.e., criterion-based) approaches to assess the degree to which students self-enhanced in their self-perceptions of academic ability, with SAT scores, high school grade point average (GPA), and college GPA used as criterion measures. We also examined ethnic variability in academic self-enhancement. We found that academic self-enhancement (a) increased or decreased over the 4 years of college, depending on its operationalization, (b) tended to be adaptive according to social comparison indices, and (c) demonstrated a trajectory that differed by ethnicity, but ethnicity did not moderate the effect of academic self-enhancement on outcomes. We discuss the implications of the findings for debates about the adaptive value of self-enhancement, the magnitude of cultural differences, and how best to conceptualize and operationalize the construct. © 2016 by the Society for Personality and Social Psychology, Inc.

  12. Academic career in medicine – requirements and conditions for successful advancement in Switzerland

    Directory of Open Access Journals (Sweden)

    Stamm Martina

    2009-04-01

    Full Text Available Abstract Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1 focus on basic sciences, (2 strong focus on research (PhD programs followed by clinical training, (3 one to two years in research followed by clinical training, (4 clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role

  13. Height for age z score and cognitive function are associated with Academic performance among school children aged 8-11 years old.

    Science.gov (United States)

    Haile, Demewoz; Nigatu, Dabere; Gashaw, Ketema; Demelash, Habtamu

    2016-01-01

    Academic achievement of school age children can be affected by several factors such as nutritional status, demographics, and socioeconomic factors. Though evidence about the magnitude of malnutrition is well established in Ethiopia, there is a paucity of evidence about the association of nutritional status with academic performance among the nation's school age children. Hence, this study aimed to determine how nutritional status and cognitive function are associated with academic performance of school children in Goba town, South East Ethiopia. An institution based cross-sectional study was conducted among 131 school age students from primary schools in Goba town enrolled during the 2013/2014 academic year. The nutritional status of students was assessed by anthropometric measurement, while the cognitive assessment was measured by the Kaufman Assessment Battery for Children (KABC-II) and Ravens colored progressive matrices (Raven's CPM) tests. The academic performance of the school children was measured by collecting the preceding semester academic result from the school record. Descriptive statistics, bivariate and multivariable linear regression were used in the statistical analysis. This study found a statistically significant positive association between all cognitive test scores and average academic performance except for number recall (p = 0.12) and hand movements (p = 0.08). The correlation between all cognitive test scores and mathematics score was found positive and statistically significant (p academic subjects among school age children (ß = 0.53; 95 % CI: 0.11-0.95). A single unit change of age resulted 3.23 unit change in average score of all academic subjects among school age children (ß = 3.23; 95 % CI: 1.20-5.27). Nutritional status (height for age Z score) and wealth could be modifiable factors to improve academic performance of school age children. Moreover, interventions to improve nutrition for mothers and children may be

  14. A DESCRIPTIVE SURVEY ON SMARTPHONES FEATURES FOR SUPPORTING THE ACADEMIC ACTIVITIES AT UNIVERSITAS PENDIDIKAN GANESHA

    Directory of Open Access Journals (Sweden)

    Nyoman Putri Rustrini

    2016-09-01

    Full Text Available The objectives of the study are to analyse the use of smartphones for lecturers and students in Universitas Pendidikan Ganesha which are measured based on the supporting factors of the smartphoness application and to analyse its features in academic activities. The data were collected by using questionnaires and analyzed by using a descriptive analysis method. This study showed that the level of smartphones use to support academic activities is categorized as very high with the motivation factor of 90. 51%. There are 3 groups of features that dominate the use of smartphones namely calculation, storage and documentation. The calculation feature was represented by calculator with the percentage of 99%. The storage feature was represented by contact, gallery, and dropbox with the precentages of 99%, 97%, and 71% respectively. The documentation feature was represented by camera, video and recorder with the percentages of 97%, 81%, and 51% respectively.

  15. Study protocol: the Fueling Learning through Exercise (FLEX) study - a randomized controlled trial of the impact of school-based physical activity programs on children's physical activity, cognitive function, and academic achievement.

    Science.gov (United States)

    Wright, Catherine M; Duquesnay, Paula J; Anzman-Frasca, Stephanie; Chomitz, Virginia R; Chui, Kenneth; Economos, Christina D; Langevin, Elizabeth G; Nelson, Miriam E; Sacheck, Jennifer M

    2016-10-13

    Physical activity (PA) is critical to preventing childhood obesity and contributes to children's overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA). Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX) Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children's MVPA, cognitive function, and academic outcomes. Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program) or Just Move™ (classroom-based PA program) intervention, or control. Schoolchildren (grades 3-4, approximately 50 per school) were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT), cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5-6 months post-baseline), and post-intervention (approximately 1.5 years post-baseline). Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. The FLEX study will evaluate strategies for increasing children's MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children's cognitive functioning and academic success. Demonstration of a relationship

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

    Science.gov (United States)

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

    2014-01-01

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

  17. Z factor: a new index for measuring academic research output

    Directory of Open Access Journals (Sweden)

    Zhuo Min

    2008-11-01

    Full Text Available Abstract With rapid progress in scientific research activities and growing competition for funding resources, it becomes critical to effectively evaluate an individual researcher's annual academic performance, or their cumulative performance within the last 3–5 years. It is particularly important for young independent investigators, and is also useful for funding agencies when determining the productivity and quality of grant awardees. As the funding becomes increasingly limited, having an unbiased method of measuring recent performance of an individual scientist is clearly needed. Here I propose the Z factor, a new and useful way to measure recent academic performance.

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

    Directory of Open Access Journals (Sweden)

    Lavinia Flueckiger

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

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Academic outcomes in Asian children aged 8-11 years with attention-deficit/hyperactivity disorder treated with atomoxetine hydrochloride.

    Science.gov (United States)

    Mendez, Luis; Singh, Pritibha; Harrison, Gavan; Huang, Yu-Shu; Jin, Xingming; Cho, Soo Churl

    2011-06-01

    To investigate the relationship between changes in attention-deficit/hyperactivity disorder (ADHD) core symptoms and changes in academic outcome of Asian children treated with atomoxetine. This open-label study enrolled patients aged 8-11 years with DSM-IV-TR-defined ADHD, who were naïve to ADHD medications and met the symptomatic severity threshold of 1.5 standard deviations above the age and gender norm for the ADHDRS-IV-Parent:Inv (ADHDRS) total score. Data collection occurred for 24 weeks and included academic outcome, measured by the school grade average (SGA). Of 228 patients enrolled from China (n = 82), Taiwan (n = 76), and Korea (n = 70), 77.2% completed the study. Statistically significant (P < 0.001) baseline to last observation improvements in ADHDRS and SGA scores were observed. However, no linear correlation between change in ADHDRS total score and SGA (-0.083, P = 0.293) was observed. Despite significant independent improvements in core ADHD symptoms and academic grades over 24 weeks, the mean improvements observed in these measures did not appear to be correlated.

  1. Screen time impairs the relationship between physical fitness and academic attainment in children

    OpenAIRE

    Aguilar, Macarena M.; Vergara, Felipe A.; Velásquez, Erikson J.A.; Marina, Raquel; García-Hermoso, Antonio

    2015-01-01

    OBJECTIVE: The purpose of this study was twofold: to analyze the association between physical fitness and academic attainment, and to determine the influence of screen time on the association between physical fitness and academic attainment.METHODS: A cross-sectional study including 395 schoolchildren from seven schools of the Maule Region, Chile (mean age 12.1 years; 50.4% boys) participated in the autumn of 2014 (March to June). Self-reported physical activity and screen time were evaluated...

  2. Professor in Residence: An Innovative Academic-Practice Partnership.

    Science.gov (United States)

    Hinic, Katherine; Kowalski, Mildred Ortu; Silverstein, Wendy

    2017-12-01

    This article describes an academic-practice partnership between an American Nurses Credentialing Center Magnet ® -designated hospital and an academic nurse educator that has increased the hospital's capacity for research, evidence-based practice, and support for nurses continuing their education. Through close collaboration with the full-time nurse researcher and members of the nursing education department, the professor in residence consults with clinical staff to support completion of research and evidence-based practice projects. The collaboration also has resulted in the development of a formal year-long mentoring program for clinical nurses in the area of evidence-based practice. Individual support and academic consults are offered to nurses enrolled in school to promote advancement of nurses' educational level. This collaboration has been beneficial for both the hospital and the university, increasing the capacity for scholarly activities for nurses in the hospital and serving as a forum for ongoing faculty practice and scholarship. J Contin Educ Nurs. 2017;48(12):552-556. Copyright 2017, SLACK Incorporated.

  3. Coping Self-Efficacy and Academic Stress among Hispanic First-Year College Students: The Moderating Role of Emotional Intelligence

    Science.gov (United States)

    Watson, Joshua C.; Watson, April A.

    2016-01-01

    In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self-efficacy among a sample of 125 Hispanic 1st-year college students enrolled at a medium-size, southern Hispanic-serving institution. Results of a 2-stage hierarchical multiple regression analysis…

  4. Social Adjustment, Academic Adjustment, and the Ability to Identify Emotion in Facial Expressions of 7-Year-Old Children

    Science.gov (United States)

    Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2009-01-01

    The authors aimed to examine the possible association between (a) accurately reading emotion in facial expressions and (b) social and academic competence among elementary school-aged children. Participants were 840 7-year-old children who completed a test of the ability to read emotion in facial expressions. Teachers rated children's social and…

  5. A gender-based comparison of promotion and research productivity in academic dermatology.

    Science.gov (United States)

    John, Ann M; Gupta, Arjun B; John, Elizabeth S; Lopez, Santiago A; Lambert, William Clark

    2016-04-18

    Gender disparities within academic promotion have been reported in several medical specialties. Female representationin association with research productivity has not been reported among academic dermatologists. As research productivity is a heavily weighted factor in determining promotion, we sought to determine whether gender disparities in academic rank and scholarly impact, measured by the h-index, exist in academic dermatology. In 2015, the authors determined gender and academic rank using academic dermatology department websites. H- index and publication range were determined using the Scopus database. Rank, h-index, and publication range were compared between male and female academic dermatologists. The h-index of academic dermatologists increased with successive academic rank from Assistant Professor through Professor (p<0.001), although no significant difference existed between Chairs and Professors. Publication range also increased with each successive rank from Assistant Professor through Professor (p<0.001), with no statistical significant difference between publication range of Chairs and Professors. Overall, men had higher h-indices than female colleagues (p<0.001). This difference was maintained when controlling for academic rank among Assistant Professors, Professors, and Chairs and when controlling for publication range in years. Women in academic dermatology are underrepresented among senior academic ranks. The difference in scholarly productivity between male and female academic dermatologists may contribute to this disparity. Recommendation for earlyinvolvement in research activities may help minimize this gap.

  6. Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

    Science.gov (United States)

    Haapala, Eero A.; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H. T.; Laaksonen, David E.; Lindi, Virpi; Lakka, Timo A.

    2014-01-01

    Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Conclusions Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. Trial Registration ClinicalTrials.gov: NCT01803776 PMID:25207813

  7. Investigation of Academic Success, Self-Esteem and Academic Self-Concept in 4th Class Primary School Students

    Science.gov (United States)

    Çetinkaya, Seher

    2017-01-01

    In Turkey due to changes in the age starting school implemented during the 2012-2013 academic year, children ages from 60 months to 84 months were subject to the same educational program in the same class. By the 2015-2016 academic year these children were at the end of 4th class. This research aimed to investigate the Turkish and mathematic…

  8. Individual Values, Learning Routines and Academic Procrastination

    Science.gov (United States)

    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-01-01

    Background: Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. Aims: The…

  9. Spatial Experiences of High Academic Achievers: Insights from a Developmental Perspective

    Science.gov (United States)

    Weckbacher, Lisa Marie; Okamoto, Yukari

    2012-01-01

    The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early…

  10. Long-term effects of physically active academic lessons on physical fitness and executive functions in primary school children

    NARCIS (Netherlands)

    de Greeff, Johannes W; Hartman, Esther; Wijnsma, Marijke; Bosker, Roelof J; Doolaard, Simone; Visscher, Christiaan

    Integrating physical activity into the curriculum has potential health and cognitive benefits in primary school children. The aim of this study was to investigate the effects of physically active academic lessons on cardiovascular fitness, muscular fitness and executive functions. In the current

  11. Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds.

    Science.gov (United States)

    Ma, Jasmin K; Le Mare, Lucy; Gurd, Brendon J

    2015-03-01

    The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.

  12. Women's Participation in Academic Conferences in Israel

    Science.gov (United States)

    Eden, Devorah

    2016-01-01

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

  13. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance

    Directory of Open Access Journals (Sweden)

    Wei Han Hong

    2015-08-01

    Full Text Available Background: Studies have shown the importance of metacognition in medical education. Metacognitive skills consist of two dimensions: knowledge of metacognition and regulation of metacognition. Aim: This study hypothesizes that the knowledge and regulation of metacognition is significantly different at the beginning and end of the academic year, and a correlation exists between the two dimensions of metacognitive skills with academic performance. Methods: The Metacognitive Skills Inventory comprising 52 Likert-scale items was administered to 159 first-year medical students at the University of Malaya. Students’ year-end results were used to measure their academic performance. Results: A paired sample t-test indicated no significant difference for knowledge of metacognition at the beginning and end of the academic year. A paired sample t-test revealed significant difference for regulation of metacognition at the beginning and end of the academic year. A very strong correlation was found between the two dimensions of metacognition. The correlation between knowledge and regulation of metacognition with students’ academic result was moderate. Conclusions: The improvement in students’ metacognitive regulation and the moderate correlation between knowledge and regulation of metacognition with academic performance at the end of the academic year indicate the probable positive influence of the teaching and learning activities in the medical program.

  14. Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

    Science.gov (United States)

    Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

    2018-01-01

    To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

  15. Early predictors of first-year academic success at university : Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university

    NARCIS (Netherlands)

    van Herpen, Sanne G.A.; Meeuwisse, Marieke; Hofman, W. H.Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the

  16. Video game-based exercise, Latino children's physical health, and academic achievement.

    Science.gov (United States)

    Gao, Zan; Hannan, Peter; Xiang, Ping; Stodden, David F; Valdez, Verónica E

    2013-03-01

    There is a paucity of research investigating the effects of innovative physical activity programs on physical health and academic performance in the Latino population. To examine the impact of Dance Dance Revolution [DDR]-based exercise on Latino children's physical fitness and academic achievement. A repeated-measures crossover design was used. In Year 1, Grade-4 students were assigned to the intervention group and offered 30 minutes of exercise (DDR, aerobic dance) three times per week. Grade-3 and Grade-5 students made up the comparison group and were offered no structured exercise at school. In Year 2, the Grade-4 students were again assigned to the intervention, whereas Grade-5 and Grade-6 students were in the comparison group. Assessments were conducted with 208 Latino school children. The baseline measures included time to complete a 1-mile run, BMI, and reading and math scores. Data were collected again 9 months later. Overall, data were collected in 2009-2011 and analyzed in 2012. Data yielded significant differences between the intervention and comparison groups in differences in 1-mile run and math scores in Year 1 and Year 2. The results also revealed net differences in the intervention versus comparison group scores on the 1-mile run for Grade 3 (p<0.01). Additionally, children's yearly pre-test and post-test BMI group changes differed (χ(2)((2)) = 6.6, p<0.05) only for the first year of intervention. The DDR-based exercise intervention improved children's cardiorespiratory endurance and math scores over time. Professionals should consider integrating exergaming at schools to achieve the goals of promoting a physically active lifestyle and enhancing academic success among Latino children. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  17. Involving Nepali academics in health research

    DEFF Research Database (Denmark)

    Neupane, Dinesh; van Teijlingen, E; Khanal, V

    2013-01-01

    Many academics from Nepal do not involve in research activities. There are several factors hindering the involvement such as inadequate human resources and lack of financial resources. Despite limited human and financial resources, we believe it is still possible to attract many Nepali academics...... in health research. This paper purposes some ideas to increase involvement of Nepali academics in health research....

  18. Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students.

    Science.gov (United States)

    Chae, Su Jin; Kim, Miran; Chang, Ki Hong

    2016-03-01

    Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design. The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012-2013) among students who were divided into academic achievement improvement and decline groups. Comparing the improvement and decline groups' mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (pimportant basis for enhancing academic achievement among medical students.

  19. Medical student psychological distress and academic performance.

    Science.gov (United States)

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

    2018-01-21

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

  20. Differentiated Effects of Sensory Activities as Abolishing Operations via Non-Contingent Reinforcement on Academic and Aberrant Behavior

    Science.gov (United States)

    Mancil, G. Richmond; Haydon, Todd; Boman, Marty

    2016-01-01

    The purpose of the study was to evaluate the effectiveness of sensory activities used as antecedent interventions on the percentage correct on academic tasks and rate of aberrant behavior in three elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in an after school program for children with ASD where…

  1. Purpose of Engagement in Academic Self-Regulation

    Science.gov (United States)

    Lichtinger, Einat; Kaplan, Avi

    2011-01-01

    "Academic self-regulation" refers to the self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2000). Self-regulation is crucial for academic success, particularly in higher education, where students are required to take increased responsibility for their learning and where the diversity of courses and activities may…

  2. The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

    Directory of Open Access Journals (Sweden)

    Kemal Özgen

    2014-04-01

    Full Text Available The aim of this study was to identify the effects of learning activities according to students’ learning styles on students’ academic success and attitude towards mathematics within a scope of constructivist learning approach. The study had a semi-experimental research design based on the pre test-post test model with a control group. The participants of the study were students studying at a state high school in the 2010-2011 academic year. As part of the study, activities which were suitable to the students’ learning styles were developed within the scope of constructivist learning approach in line with McCarthy’s 4MAT system with 8 steps of learning and used for the learning of the concepts of function and derivative. Data were collected using data collection tools such as a personal information form, non-routine problems, and a mathematics attitude scale. Descriptive and non-parametric statistics were used for the analysis of quantitative data. Data analysis indicated that, the learning process in which activities appropriate for students’ learning styles were used to contribute to an increase in the students’ academic success and problem solving skills. Yet, there was no statistically significant difference in students’ attitudes towards mathematics.Key Words:    Constructivist learning approach, learning style, learning activity, success, attitude

  3. Sixty Minutes of Physical Activity per Day Included Within Preschool Academic Lessons Improves Early Literacy.

    Science.gov (United States)

    Kirk, Stacie M; Kirk, Erik P

    2016-03-01

    The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Over 8 months, rhyming significantly (p literacy. © 2016, American School Health Association.

  4. Predicting Physical Activity Outcomes During Episodes of Academic Goal Conflict: The Differential Role of Action Planning and Coping Planning.

    Science.gov (United States)

    Carraro, Natasha; Gaudreau, Patrick

    2015-09-01

    The moderating role of academic goal conflict in the relations between action planning (AP) and coping planning (CP) with physical activity was tested using samples of university students concurrently pursuing an academic and a physical activity goal. In Study 1 (N = 317), AP was found to positively relate to physical activity goal progress at low, but not at high, levels of goal conflict. CP trended toward being positively related to goal progress at high, but not at low levels of goal conflict. Study 2 (N = 97), using a 1-week daily diary design and measures of self-reported physical activity behavior and goal progress, showed that daily AP positively related to daily physical activity outcomes on days when students experienced lower, but not higher, levels of goal conflict relative to their average. Conversely, CP positively related to daily physical activity outcomes on days when students experienced higher, but not lower, levels of goal conflict. © 2015 by the Society for Personality and Social Psychology, Inc.

  5. ACADEMIC TRAINING LECTURES-QUESTIONNAIRE

    CERN Multimedia

    Françoise Benz

    2004-01-01

    ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch SUGGEST AND WIN! Its time to plan the 2004-2005 lecture series. From today until March 19 you have the chance to give your contribution to planning for next year's Academic Training Lecture Series. At the web site: http://cern.ch/Academic.Training/questionnaire you will find questionnaires proposing topics in high energy physics, applied physics and science and society. Answering the questionnaire will help ensure that the selected topics are as close as possible to your interests. In particular requests and comments from students will be much appreciated. To encourage your contribution, the AT Committee will reward one lucky winner with a small prize, a 50 CHF coupon for a book purchase at the CERN bookshop.

  6. Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study

    Science.gov (United States)

    Samuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher

    2016-01-01

    Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…

  7. MANAGING CHANGE IN ACADEMIC LIBRARY: THE CASE OF VILNIUS UNIVERSITY LIBRARY

    Directory of Open Access Journals (Sweden)

    Marija Prokopčik

    2014-04-01

    Full Text Available ABSTRACTPurpose: The main objective of this article is to ascertain some most significant fields of the academic library activities, which have (or could have an impact on strengthening the library’s role as a partner in academic community, as well as to perform assessment of Vilnius University Library (thereinafter VUL capacities in order to see what kind of current or future activities performed by the library may contribute to the building-up of such role in Vilnius University (thereinafter VU community.Methodology/approach: Analysis of LIS professional literature of the latter five years reveals the key trends in development of academic libraries, their innovative change and challenges – partnerships of open access, managing of research data; research support; research assessment, Library scientific research, as well as allows to perform situation analysis of one particular library in order to see if and at what scale these identified trends can be traced in VUL.Results: It was established that VUL contributes to the idea and practical implementation of open access, collaborates with VU and Lithuania’s academic community in the projects of research data management, takes an active part in carrying out bibliometric research, helps to form a range of research support services, promotes the Library’s scholarly research and contributes to formation of the institution’s research potential.Research limitation: This article focuses on analysis of one academic library (VUL and its activities. Such issues like studies support, library as a space for communication, professional assistance in research events organization, improvement of information and media literacy were deliberately not covered.Originality/practical implications: Identification of common trends and measures of their practical implementation in one particular institution may be useful for other libraries planning the strategy of change and (or implementing selected solutions.

  8. Motivation and academic achievement in medical students.

    Science.gov (United States)

    Yousefy, Alireza; Ghassemi, Gholamreza; Firouznia, Samaneh

    2012-01-01

    Despite their ascribed intellectual ability and achieved academic pursuits, medical students' academic achievement is influenced by motivation. This study is an endeavor to examine the role of motivation in the academic achievement of medical students. In this cross-sectional correlational study, out of the total 422 medical students, from 4th to final year during the academic year 2007-2008, at School of Medicine, Isfahan University of Medical Sciences, 344 participated in completion of the Inventory of School Motivation (ISM), comprising 43 items and measuring eight aspects of motivation. The gold standard for academic achievement was their average academic marks at pre-clinical and clinical levels. Data were computer analyzed by running a couple of descriptive and analytical tests including Pearson Correlation and Student's t-student. Higher motivation scores in areas of competition, effort, social concern, and task were accompanied by higher average marks at pre-clinical as well as clinical levels. However, the latter ones showed greater motivation for social power as compared to the former group. Task and competition motivation for boys was higher than for girls. In view of our observations, students' academic achievement requires coordination and interaction between different aspects of motivation.

  9. Social Cognitive Predictors of Interest in Research Among Life Sciences Academics

    Science.gov (United States)

    Sawitri, Dian R.; Nurtjahjanti, Harlina; Prasetyo, Anggun R.

    2018-02-01

    Research interest is the degree to which an individual is interested in conducting research-related activities. Nowadays, Indonesian higher education academics are expected to be research productive, especially those in life sciences. However, what predicts interest in research among life sciences academics is rarely known. We surveyed 240 life sciences academics (64.6% female, mean age = 31.91 years) from several higher degree institutions in Indonesia, using interest in research, research self-efficacy, and research outcome expectations questionnaires. We used social cognitive career theory which proposes that individual’s interests are the results of the interaction between one’s self-efficacy beliefs and outcome expectations overtime. Structural equation modelling demonstrated that research self-efficacy was directly and indirectly associated with interest in research via research outcome expectations. Understanding the social cognitive predictors of interest in research contributes to an understanding of the associations between research self-efficacy, outcome expectations, and interest in research. Recommendations for life sciences academics, faculties, and higher education institutions are discussed.

  10. Doctoral Students’ Experiences of Feeling (or not Like an Academic

    Directory of Open Access Journals (Sweden)

    Esma Emmioglu Sarikaya

    2017-04-01

    Full Text Available Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and more experienced academics within their community. They are also personally and directly experiencing the rewards as well as the challenges related to doing academic work. Methodology\t: This study used a qualitative methodology; and daily activity logs as a data collection method. The data was collected from 57 PhD students in the social sciences and STEM (Science, Technology, Engineering, and Mathematics fields at two universities in the UK and two in Canada. Contribution: The current study moves beyond the earlier studies by elaborating on how academic activities contribute/hinder doctoral students’ sense of being an academic. Findings: The participants of the study generally focused on disciplinary/scholarly rather than institutional/service aspects of academic work, aside from teaching, and regarded a wide range of activities as having more positive than negative meanings. The findings related to both extrinsic and intrinsic factors that play important roles in students’ experiences of feeling (or not like academics are elaborated in the study. Recommendations for Practitioners: Supervisors should encourage their students to develop their own support networks and to participate in a wide range of academic activities as much as possible. Supervisors should encourage students to self-assess and to state the activities they feel they need to develop proficiency in. Future Research: More research is needed to examine the role of teaching in doctoral

  11. Gender and motor competence affects perceived likelihood and importance of physical activity outcomes among 14 year olds.

    Science.gov (United States)

    Hands, B; Parker, H E; Rose, E; Larkin, D

    2016-03-01

    Perceptions of the effects of physical activity could facilitate or deter future participation. This study explored the differences between gender and motor competence at 14 years of age in the perceptions of likelihood and importance of physical activity outcomes. The sample comprised 1582 14-year-old adolescents (769 girls) from the Western Australian Pregnancy Cohort (Raine) Study. Four motor competence groups were formed from a standardized Neuromuscular Developmental Index score (McCarron 1997). Perceptions of the likelihood and the importance of 15 physical activity outcomes were measured by a questionnaire developed for the NSW Schools Fitness and Physical Activity Survey (Booth et al. 1997). Gender (two) × motor competence (four) analyses of variance and Tukey post hoc were conducted on outcome scores (P importance of physical activity outcomes within competition, social friendships and injury domains. Motor competence was significant in the perceived likelihood of physical health (P importance was perceived for academic outcomes for 14 year olds categorized with low compared with high motor competence (P importance. Although level of motor competence at 14 years affected the perceived likelihood of health, social and fun outcomes from future participation in physical activity, adolescents highly valued these outcomes, whereas gender affected competition and winning, outcomes that were less valued. Physical activity that promotes these key and valued outcomes may encourage young people's ongoing involvement in physical activity, especially for those at risk of low participation. © 2015 John Wiley & Sons Ltd.

  12. Digital reference service: trends in academic health science libraries.

    Science.gov (United States)

    Dee, Cheryl R

    2005-01-01

    Two years after the initial 2002 study, a greater number of academic health science libraries are offering digital reference chat services, and this number appears poised to grow in the coming years. This 2004 follow-up study found that 36 (27%) of the academic health science libraries examined provide digital chat reference services; this was an approximately 6% increase over the 25 libraries (21%) located in 2002. Trends in digital reference services in academic health science libraries were derived from the exploration of academic health science library Web sites and from digital correspondence with academic health science library personnel using e-mail and chat. This article presents an overview of the current state of digital reference service in academic health science libraries.

  13. Academic Engagement and Commercialisation

    DEFF Research Database (Denmark)

    Perkmann, Markus; Tartari, Valentina; McKelvey, Maureen

    2013-01-01

    A considerable body of work highlights the relevance of collaborative research, contract research, consulting and informal relationships for university–industry knowledge transfer. We present a systematic review of research on academic scientists’ involvement in these activities to which we refer......, and pursued by academics to access resources supporting their research agendas. We conclude by identifying future research needs, opportunities for methodological improvement and policy interventions....

  14. Evaluating Nonclinical Performance of the Academic Pathologist: A Comprehensive, Scalable, and Flexible System for Leadership Use.

    Science.gov (United States)

    Wiles, Austin Blackburn; Idowu, Michael O; Clevenger, Charles V; Powers, Celeste N

    2018-01-01

    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.

  15. Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students

    Directory of Open Access Journals (Sweden)

    Abbasi M.

    2016-02-01

    Full Text Available Aims: Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality.  Instrument & Methods: In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests. Findings: The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001 and the subscales including emotional motivation (r=0.103; p<0.048 and cognitive motivation (r=0.154; p<0.003. Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation. Conclusion: The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role. 

  16. New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

    Science.gov (United States)

    Pachter, Lee M; Kodjo, Cheryl

    2015-07-01

    This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

  17. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    Science.gov (United States)

    van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    2017-01-01

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

  18. 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…

  19. Motor skills of first year students in Human Movement Studies ...

    African Journals Online (AJOL)

    should also be a clear distinction between movement activities as part of the formal academic programme and activities as part of an extra mural activity plan. Keywords: Motor skills; Movement; Physical development; First year students. South African Journal for Research in Sport, Physical Education and Recreation Vol.

  20. Two-Year Comparison of Transfer and Native Student Academic Performance: University of Illinois at Urbana-Champaign, Fall 1986 Group.

    Science.gov (United States)

    Heiser, Linda M.; Abbed, Nejla

    In 1989, a two-year study was completed comparing the academic progress of community college transfers, senior college transfers, and continuing juniors (natives) at the University of Illinois at Urbana-Champaign (UIUC). The study samples were comprised of 673 former community college students and 393 senior college transfers who entered UIUC in…

  1. Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

    OpenAIRE

    Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; Litalien, David

    2010-01-01

    Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 hig...

  2. Identities of research-active academics in new universities : towards a complete academic profession cross-cutting different worlds of practice

    NARCIS (Netherlands)

    Monica van Winkel; Roeland van der Rijst; Rob Poell; Jan van Driel

    2017-01-01

    This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The

  3. The relationship among self-efficacy, perfectionism and academic burnout in medical school students.

    Science.gov (United States)

    Yu, Ji Hye; Chae, Su Jin; Chang, Ki Hong

    2016-03-01

    The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

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

    Science.gov (United States)

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

    2014-04-01

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

  5. Identities of research-active academics in new universities : Towards a complete academic profession cross-cutting different worlds of practice

    NARCIS (Netherlands)

    van Winkel, Monica; van der Rijst, Roeland; Poell, R.F.; van Driel, Jan

    2018-01-01

    This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is

  6. "The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

    Directory of Open Access Journals (Sweden)

    Sophie Goldingay

    2014-03-01

    Full Text Available The widening participation agenda means that students will be entering degree courses with increasingly diverse needs, particularly with respect to the academic skills necessary for successful tertiary study in Australia. This paper presents findings from a mixed methods project investigating first year social work students’ perceived role in academic skills and their development. Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and identified a stigma associated with accessing study support services. The paper concludes that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students in the teaching and learning of academic skills, and hence constitutes a socially inclusive strategy to teaching professional courses such as social work, within higher education.  Recommendations to enhance the success and sustainability of such an initiative in the current higher education environment are offered.

  7. Academic language in early childhood interactions : a longitudinal study of 3- to 6-year-old Dutch monolingual children

    NARCIS (Netherlands)

    Henrichs, L.F.

    2010-01-01

    This study examines academic language in early childhood. It covers children’s exposure to academic language in early childhood, children’s early production of academic language, the development of academic language proficiency and the co-construction of academic language by children and adults.The

  8. Academic procrastination: An exploratory study

    Directory of Open Access Journals (Sweden)

    Rita Karina Nobre Sampaio

    2011-10-01

    Full Text Available Academic procrastination has been understood as a dynamic phenomenon, which involves personal, behavioral and environmental issues and is characterized by the postponement of non-strategic actions. This behavior may affect the academic performance of the students. The present study aimed to describe the procrastination among university students, and identify activities that are more or less delayed and feelings reported to be procrastinating.The results indicate the frequency of procrastination among university students, as well as a list of academic tasks and unpleasant feelings postponed to procrastinate.

  9. Academic Trajectories of Newcomer Immigrant Youth

    Science.gov (United States)

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

    2010-01-01

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

  10. Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance: Follow-up of a Randomized Clinical Trial Through 8 Years of Age.

    Science.gov (United States)

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

    2016-12-01

    Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. To examine whether ParentCorps delivered as an enhancement to prekindergarten programs in high-poverty urban schools leads to fewer mental health problems and increased academic performance in the early elementary school years. This is a 3-year follow-up study of a cluster randomized clinical trial of ParentCorps in public schools with prekindergarten programs in New York City. Ten elementary schools serving a primarily low-income, black student population were randomized in 2005, and 4 consecutive cohorts of prekindergarten students were enrolled from September 12, 2005, through December 31, 2008. We report follow-up for the 3 cohorts enrolled after the initial year of implementation. Data analysis was performed from September 1, 2014, to December 31, 2015. ParentCorps included professional development for prekindergarten and kindergarten teachers and a program for parents and prekindergarten students (13 two-hour group sessions delivered after school by teachers and mental health professionals). Annual teacher ratings of mental health problems and academic performance and standardized tests of academic achievement in kindergarten and second grade by testers masked to the intervention or control group randomization. A total of 1050 children (4 years old; 518 boys [49.3%] and 532 girls [50.7%]) in 99 prekindergarten classrooms participated in the trial (88.1% of the prekindergarten population), with 792 students enrolled from 2006 to 2008. Most families in the follow-up study (421 [69.6%]) were low income; 680 (85.9%) identified as non-Latino black, 78 (9.8%) as

  11. Mobility of academic staff from Faculty of Social Sciences at Charles University in years 2011- 2015

    OpenAIRE

    Gregáňová, Nikola

    2016-01-01

    The main topic of this thesis is analysing of the mobility of academic staff from the Faculty of Social Sciences in period 2011- 2015. The main aim of thesis will be exploration of the mobility of academic staff of the Faculty of Social Sciences at Charles University, focuses on the individual academic degrees and different institutions inside of faculty. The first sub-objective will analyse the usability offered by the mobility of academic staff and their interest. As another sub-goal I chos...

  12. Academic and non-academic predictors of success on the Nottingham undergraduate medical course 1970-1995.

    Science.gov (United States)

    James, D; Chilvers, C

    2001-11-01

    To identify academic and non-academic predictors of success of entrants to the Nottingham medical course over the first 25 completed years of the course's existence. SETTING, DESIGN AND MAIN OUTCOME MEASURES: Retrospective study of academic and non-academic characteristics of 2270 entrants between 1970 and 1990, and their subsequent success. Analyses were undertaken of two cohorts (entrants between 1970 and 1985 and entrants between 1986 and 1990). Overall, 148 of 2270 (6.5%) entrants left the course, with the highest proportion being from the first 6 years (10.7%). Of the 148 leavers, 58 (39.2%) did so after obtaining their BMedSci degree. Concerning non-academic factors, in the 1970-85 cohort, applicants from the later years and those not taking a year out were more successful. However, these two factors had no influence on outcome in 1986-90. In contrast, ethnicity and gender were highly significant predictors of success in obtaining honours at BMBS in 1986-90 but at no other exam nor in the earlier years. Older, mature or graduate entrants were more successful at obtaining a first-class degree at BMedSci for the whole 21 years. However, they were less likely to be successful at passing the BMBS. With regard to academic factors, overall, A grades at Ordinary level/General Certificate of Secondary Education (O-Level/GCSE) were inconsistent independent predictors of success. However, for 1986-90, high grades at O-Level/GCSE chemistry and biology were strong independent predictors of success at BMedSci and BMBS. Very few Advanced level (A-Level) criteria were independent predictors of success for 1970-85. In contrast, for 1986-90 entrants, achieving a high grade at A-Level chemistry predicted success at obtaining a first-class degree at BMedSci, and a high grade at A-Level biology predicted success at BMBS. Over the 21 years, the majority of entrants achieved significantly lower grades at A-Level than predicted. General Studies A-Level was a poor predictor of

  13. Transferable skills of incoming medical students and their development over the first academic year: The United Arab Emirates experience.

    Science.gov (United States)

    McLean, Michelle; Shaban, Sami; Murdoch-Eaton, Deborah

    2011-01-01

    Increasingly, it is being recognised in higher and medical education that learners should be adequately prepared for the unpredictable nature of professional practice. Several generic or transferable skills or capabilities (e.g., communication, information handling) that will enable graduates to function in an ever-changing professional world have been identified. Using a validated inventory comprising six categories of transferable skills, three cohorts of incoming male and female medical students at a Gulf university documented their level of practice and confidence for 31 skills. The exercise was repeated a year later. New medical students identified computer and organisational skills and the ability to manage their learning as strengths, but scores for technical and numeracy, information handling and presentation and communication skills suggested that learners generally required guidance. A year later, despite considerable self-reported information handling and communication skills development, learners generally did not consider themselves self-sufficient. A significant gender difference emerged, with incoming males reporting less experience and confidence in many skills. This gap was reduced but did not disappear over the first academic year. An audit such as this may be useful for identifying individual skills levels as well as providing insight into shortcomings in the academic programme in terms of opportunities for transferable skills development.

  14. A Cohort-based Learning Community Enhances Academic Success and Satisfaction with University Experience for First-Year Students

    Directory of Open Access Journals (Sweden)

    Corey A. Goldman

    2012-12-01

    Full Text Available Assessment of a successful cohort-based learning communities program for first-year undergraduate students shows that students in the program perform better academically and also report a higher level of satisfaction with their university experience than students who are not in the program. Students enrolled in arts and science at the University of Toronto, who take several large-enrolment courses in their first year, may optionally participate in the First-Year Learning Communities (FLC program, designed to assist with the academic and social transition from high school to university. In this Freshman Interest Group model of learning community, the curriculum across the clustered courses is not linked. The FLC program was assessed over a five-year period, using student academic records and self-reported survey data. This paper also provides details on program design and implementation.L’évaluation d’un programme de communautés d’apprentissage fondées sur les cohortes pour les étudiants de première année du premier cycle qui a obtenu du succès montre que ceux qui sont inscrits à ce programme ont de meilleurs résultats scolaires et sont plus satisfaits de leur expérience universitaire que les autres. Les étudiants inscrits en arts et sciences à l’Université de Toronto, qui suivent plusieurs cours de première année où il y a de nombreux inscrits, peuvent participer au programme de communautés d’apprentissage la première année (CAPA qui vise à les aider à effectuer la transition entre l’école secondaire et l’université sur le plan scolaire et social. Dans ce modèle de communautés d’apprentissage destiné au groupe d’intérêts particuliers des étudiants de première année, il n’y a pas de lien entre les programmes d’études des participants. Les chercheurs ont évalué le programme pendant cinq ans à partir des dossiers scolaires des étudiants et des données d’un sondage réalisé auprès d

  15. 407 CONTENDING WITH CONTEST IN ACADEMIC LITERACY ...

    African Journals Online (AJOL)

    But, learning how to behave appropriately toward texts in an academic ..... the discipline to access or activate the relevant schemas of background knowledge they have ..... [English] are turning to communicating in written academic English.

  16. Brain Gym To Increase Academic Performance Of Children Aged 10-12 Years Old ( Experimental Study in Tembalang Elementary School and Pedalangan Elementary School Semarang)

    Science.gov (United States)

    Marpaung, M. G.; Sareharto, T. P.; Purwanti, A.; Hermawati, D.

    2017-02-01

    Academic performance becomes an important determinant of individual quality. it is determined by the function of affective, cognitive, psychomotor, and intelligence. Brain gym can improve learning processes and integrate all areas that related to the learning process. To prove the effect of brain gym towards academic performance of children aged 10-12 years. This study was a quasy experiment study with one group pre and post test design. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. Pretest were administered, followed by brain gym, and post test administered in the end of study. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The Improvement of IQ score with Culture Fair Test Scale 2 was analyzed by Dependent T test showed significant results (p=0,000). The improvement of Bahasa score was analyzed by Wilcoxon test showed significant results (p=0,001), an unsignificant result were shown in Mathematics p=0,079 and natural sciences p=0,306. Brain gym can increase academic performance of children aged 10-12 years old.

  17. 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...

  18. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    Science.gov (United States)

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  19. Teacher Ratings of Academic Achievement of Children between 6 and 12 Years Old from Intact and Non-Intact Families

    Science.gov (United States)

    Molepo, Lephodisa S.; Maunganidze, Levison; Mudhovozi, Pilot; Sodi, Tholene

    2010-01-01

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of the children had…

  20. Does Adolescents' Disclosure to their Parents Matter for their Academic Adjustment?

    Science.gov (United States)

    Cheung, Cecilia S.-S.; Pomerantz, Eva M.; Dong, Wei

    2013-01-01

    The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships…

  1. Parasympathetic Nervous System Reactivity Moderates Associations Between Children's Executive Functioning and Social and Academic Competence.

    Science.gov (United States)

    McQuade, Julia D; Penzel, Taylor E; Silk, Jennifer S; Lee, Kyung Hwa

    2017-10-01

    This study examined whether children with poor executive functioning (EF) evidenced less social and academic impairments, compared to other children, if they demonstrated adaptive parasympathetic nervous system (PNS) regulation during experiences of failure. Participants with and without clinical elevations in ADHD symptoms (N = 61; 9-13 years; 48% male; 85% Caucasian) were administered a battery of EF tests and completed manipulated social and cognitive failure tasks. While participants completed failure tasks, respiratory sinus arrhythmia reactivity (RSA-R) was measured as an indicator of PNS reactivity. Children's social and academic impairment in daily life was assessed based on parent and teacher report on multiple measures. RSA-R during social failure moderated the association between poor EF and adult-rated social impairment and RSA-R during cognitive failure moderated the association between poor EF and adult-rated academic impairment. Simple effects indicated that poor EF was significantly associated with impairment when children demonstrated RSA activation (increased PNS activity) but not when children demonstrated RSA withdrawal (decreases in PNS activity). Domain-crossed models (e.g., reactivity to social failure predicting academic impairment) were not significant, suggesting that the moderating effect of RSA-R was domain-specific. Results suggest that not all children with poor EF evidence social and academic impairment; RSA withdrawal during experiences of failure may be protective specifically for children with impaired EF skills.

  2. The relationship among self-efficacy, perfectionism and academic burnout in medical school students

    Directory of Open Access Journals (Sweden)

    Ji Hye Yu

    2016-03-01

    Full Text Available Purpose: The purpose of this study was to examine the relationship among academic self-efficacy, socially-prescribed perfectionism, and academic burnout in medical school students and to determine whether academic self-efficacy had a mediating role in the relationship between perfectionism and academic burnout. Methods: A total of 244 first-year and second-year premed medical students and first- to fourth-year medical students were enrolled in this study. As study tools, socially-prescribed perfectionism, academic self-efficacy, and academic burnout scales were utilized. For data analysis, correlation analysis, multiple regression analysis, and hierarchical multiple regression analyses were conducted. Results: Academic burnout had correlation with socially-prescribed perfectionism. It had negative correlation with academic self-efficacy. Socially-prescribed perfectionism and academic self-efficacy had 54% explanatory power for academic burnout. When socially-prescribed perfectionism and academic self-efficacy were simultaneously used as input, academic self-efficacy partially mediated the relationship between socially-prescribed perfectionism and academic burnout. Conclusion: Socially-prescribed perfectionism had a negative effect on academic self-efficacy, ultimately triggering academic burnout. This suggests that it is important to have educational and counseling interventions to improve academic self-efficacy by relieving academic burnout of medical school students.

  3. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates

    Directory of Open Access Journals (Sweden)

    P. Ranasinghe

    2017-02-01

    Full Text Available Abstract Background Previous research has shown that higher Emotional Intelligence (EI is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. Methods This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS and Schutte Self-Report Emotional Intelligence Test (SEIT. Examination results were used as the dichotomous outcome variable in a logistic regression analysis. Results Females had higher mean EI scores (p = 0.014. A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008. Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001. Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001 and a lower PSS score (p <0.05. Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98 and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69 were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’. Conclusions Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical

  4. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates.

    Science.gov (United States)

    Ranasinghe, P; Wathurapatha, W S; Mathangasinghe, Y; Ponnamperuma, G

    2017-02-20

    Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis. Females had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with 'Examination Results'. Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate

  5. Language and Academic Abilities in Children with Selective Mutism

    Science.gov (United States)

    Nowakowski, Matilda E.; Cunningham, Charles E.; McHolm, Angela E.; Evans, Mary Ann; Edison, Shannon; St. Pierre, Jeff; Boyle, Michael H.; Schmidt, Louis A.

    2009-01-01

    We examined receptive language and academic abilities in children with selective mutism (SM; n = 30; M age = 8.8 years), anxiety disorders (n = 46; M age = 9.3 years), and community controls (n = 27; M age = 7.8 years). Receptive language and academic abilities were assessed using standardized tests completed in the laboratory. We found a…

  6. Emotional Intelligence and Academic Anxieties: A Literature Review

    Science.gov (United States)

    Jan, Sajjad Ullah; Anwar, Mumtaz Ali; Warraich, Nosheen Fatima

    2017-01-01

    Emotional intelligence is an important area of psychology, which has gained acceptance in almost every academic discipline. It also seems to influence the various academic activities undertaken by students. This article, which is part of a larger study, reviews the literature on emotional intelligence, and its relationship with the academic and…

  7. 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…

  8. The distribution of the h-index among academic emergency physicians in the United States.

    Science.gov (United States)

    DeLuca, Lawrence A; St John, Alex; Stolz, Uwe; Matheson, Lincoln; Simpson, Allan; Denninghoff, Kurt R

    2013-10-01

    Hirsch's h-index (h) attempts to measure the combined academic impact and productivity of a scientist by counting the number of publications by an author, ranked in descending order by number of citations, until the paper number equals the number of citations. This approach provides a natural number or index of the number of publications and the number of citations per publication. H was first described in physics and was demonstrated to be highly predictive of continued academic activity, including recognized measures of scientific excellence such as membership in the National Academy of Sciences and being a Nobel laureate. Citation rates, research environments, and years of experience all affect h, making any comparisons appropriate only for scientists working in the same field for a similar time period. The authors are unaware of any report describing the distribution of h among academic emergency physicians (AEPs). The objective was to describe the distribution of h for AEPs and to determine whether Hirsch's demonstration of the h-index as a predictor of continued scholarly activity among physicists would also apply to AEPs. Academic EPs were identified from lists provided on allopathic U.S. emergency medicine (EM) residency program websites. "Harzing's Publish or Perish," a free program available on the Web that queries Google Scholar, was used to calculate h for each AEP. Agreement between raters was analyzed on a subset of 100 EPs. An analysis of the 20 EPs with the top h-indices was performed to characterize the entire body of their scholarly work, and their h-indices were calculated at 12 and 24 years into their careers. A total of 4,744 AEPs from 136 programs were evaluated. Nine programs did not publicly list the faculty at their institutions and were excluded. A linear weighted kappa was used to measure rater concordance, with agreement of 98.3% and κ = 0.92 (95% confidence interval [CI] = 0.861 to 0.957). The majority of AEPs had h-indices of zero or

  9. Changing roles of academic societies due to globalization.

    Science.gov (United States)

    Ehara, Shigeru; Aoki, Shigeki; Honda, Hiroshi

    2016-10-01

    Because of the globalization of environment around the academic society, the expected roles have changed significantly. In this short communication, we present the current situation in our international activities of the Japan Radiological Society, particularly in the academic activities and clinical practice. Establishing and reinforcing international network is one process of their promotion.

  10. What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

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    Joanne Munn

    2017-09-01

    Full Text Available Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction. Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of

  11. 20 Years of Publications on Relationship Marketing in Brazil: An Analysis of the 1992 Academic Production a 2012

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    Luiz Henrique Lima Faria

    2014-03-01

    Full Text Available This work, using as sample the ENANPAD`s annals and the periodics RAE and RAUSP, analyzed the academic production on relationship marketing from 1992 to 2012. For this, we used, as basis methodological, six aspects observed in the study de Almeida, Lopes and Pereira (2006, which provided comparisons of results, allowing to build an overview of 20 years of research on relationship marketing in Brazil.    

  12. Comparison of prescribing indicators of academic versus non-academic specialist physicians in Urmia, Iran

    Science.gov (United States)

    Sadigh-Rad, Laya; Majdi, Leila; Javaezi, Mehrnush; Delirrad, Mohammad

    2015-01-01

    Objective: As chief prescribers, physicians could have a key role in rational drug use. Core prescribing indicators of all physicians have been evaluated in the Islamic Republic of Iran for several years, but no study has assessed the effects of academic status of doctors on their prescribing behaviors. We aimed to compare prescribing indicators of two groups of academic and non-academic specialist physicians working in Urmia, Iran. Methods: In this cross-sectional study, prescribing indicators of the total number of 37 academic and 104 non-academic specialist physicians in six medical specialties (infectious diseases, psychiatry, otorhinolaryngology, gynecology, pediatrics and general surgery) were studied during 2012 using Rx-analyzer, a dedicated computer application. A set of five quality indicators was used based on the World Health Organization and International Network for Rational Use of Drugs recommendations. Findings: Totally, 709,771 medications in 269,660 prescriptions were studied. For academic and non-academic specialist physicians, the average number of medications per prescription was 2.26 and 2.65, respectively. Similarly, patients’ encounters with injectable pharmaceuticals were 17.37% and 26.76%, respectively. The corresponding figures for antimicrobial agents were 33.12% and 45.46%, respectively. The average costs of every prescription were 6.53 and 3.30 United States Dollar for academic and non-academic specialist physicians, respectively. All the above-mentioned differences were statistically significant. Conclusion: Better prescribing patterns were observed in academic specialist physicians. However, they prescribed medications that were more expensive, while the reason was not investigated in this study. Further studies may reveal the exact causes of these differences. PMID:25984540

  13. Integrating Physical Activity into Academic Pursuits

    Science.gov (United States)

    Gaus, Mark D.; Simpson, Cynthia G.

    2009-01-01

    Children of today may be the first generation in the United States in more than 200 years to have a life expectancy shorter than their parents. Low levels of fitness caused by physical inactivity and poor nutritional habits of many of today's youth may be a contributing factor. Combating low fitness levels with physical activity is of utmost…

  14. Impact of Communication on Parents' and First-Year College Students' Ratings of Student Academic, Emotional, and Social Adjustment

    Science.gov (United States)

    Yogan, Lissa; Freedle, Agata; Ringenberg, Matthew

    2017-01-01

    This study explored the effects of parents' and students' communication patterns on students' social, emotional, and academic adjustment to college. It matched 118 pairs of parents and students (n = 236) and asked them to report their frequency and mode of communication, as well as the first-year students' perceived adjustment to college. The…

  15. Measuring faculty retention and success in academic medicine.

    Science.gov (United States)

    Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

    2012-08-01

    To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

  16. Why Does Dave Spend Ten Times More Time on Interaction with Industry than Paul? Toward a Model of Social Capital Activation for Entrepreneurial Academics

    NARCIS (Netherlands)

    Dervojeda, K.; Dervojeda, Kristina; Kraaijenbrink, Jeroen; Groen, Arend J.

    2010-01-01

    This paper focuses on academics that are looking for entrepreneurial ways to pursue their teaching, research and commercialization interests, in particular by actively engaging in university-industry interactions. The paper aims to improve our knowledge of why some academics exploit their social

  17. Academic Words and Academic Capitalism Academic Words and Academic Capitalism

    Directory of Open Access Journals (Sweden)

    Michael Billig

    2013-03-01

    Full Text Available

    Este artículo sugiere que esta época es la mejor y peor para la labor académica. La mejor en cuanto hay más publicaciones académicas que nunca. Y la peor porque sobra mucho de estas publicaciones. Trabajando en las condiciones competitivas del capitalismo académico, los académicos se sienten en la necesidad de continuar publicando, independientemente de que tengan algo que decir. Las presiones de publicar continuamente y promover la propia perspectiva se reflejan en la manera en la que los científicos sociales están escribiendo. Y es que los académicos utilizan un lenguaje técnico basado en sustantivos, con una precisión menor a la del lenguaje ordinario. Los estudiantes de postgrado han sido educados en esta manera de escribir como una condición previa a iniciarse en las ciencias sociales. Así, la naturaleza misma del capitalismo académico no sólo determina las condiciones en las que los académicos trabajan, sino que también afecta su manera de escribir.


    This paper suggests that it is the best and worst of times for academic work. It is the best of times because there are more academics publishing than ever before. It is the worst of times because there is much unnecessary publication. Working in the competitive conditions of academic capitalism, academics feel impelled to keep publishing, whether or not they have anything to say. The pressures to publish continually and to promote one’s own approach are reflected in the way that social scientists are writing. Academics use a noun-based technical language, which is less precise than ordinary language. Postgraduates are taught this way of writing as a precondition for entering the social sciences. In this way, the nature of academic capitalism not only determines the conditions under which academics are working but it affects the way that they are writing.

  18. The Economics of Academic Advancement Within Surgery.

    Science.gov (United States)

    Baimas-George, Maria; Fleischer, Brian; Korndorffer, James R; Slakey, Douglas; DuCoin, Christopher

    The success of an academic surgeon's career is often viewed as directly related to academic appointment; therefore, the sequence of promotion is a demanding, rigorous process. This paper seeks to define the financial implication of academic advancement across different surgical subspecialties. Data was collected from the Association of American Medical College's 2015 report of average annual salaries. Assumptions included 30 years of practice, 5 years as assistant professor, and 10 years as associate professor before advancement. The base formula used was: (average annual salary) × (years of practice [30 years - fellowship/research years]) + ($50,000 × years of fellowship/research) = total adjusted lifetime salary income. There was a significant increase in lifetime salary income with advancement from assistant to associate professor in all subspecialties when compared to an increase from associate to full professor. The greatest increase in income from assistant to associate professor was seen in transplant and cardiothoracic surgery (35% and 27%, respectively). Trauma surgery and surgical oncology had the smallest increases of 8% and 9%, respectively. With advancement to full professor, the increase in lifetime salary income was significantly less across all subspecialties, ranging from 1% in plastic surgery to 8% in pediatric surgery. When analyzing the economics of career advancement in academic surgery, there is a substantial financial benefit in lifetime income to becoming an associate professor in all fields; whereas, advancement to full professor is associated with a drastically reduced economic benefit. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  19. Developing academic literacy through self-regulated online learning

    Directory of Open Access Journals (Sweden)

    Emmaline Lear

    2016-03-01

    Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

  20. Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study.

    Science.gov (United States)

    Walkiewicz, Maciej; Tartas, Malgorzata; Majkowicz, Mikolaj; Budzinski, Waldemar

    2012-01-01

    Our study investigated the styles of success in the medical career in young physicians, in comparison with the same subjects examined 4-10 years earlier. The participants were first studied when they applied to the medical university (1999). Questionnaires were sent to all students each year (2000-2005). Fifty-four medical doctors participated in the first phase of the study completed a questionnaire four years after graduation. The current questionnaire included measures of burnout, satisfaction with medicine as a career, quality of life (QOL) and postgraduate examination results. Previous questionnaires had included measures of academic achievement, depression and anxiety. We can describe three different styles of success, which can be predicted during medical education. Physicians with the best professional competence have the lowest income. However, physicians with the lowest professional competence gain the highest income. Those with the highest QOL (general well-being and life satisfaction) have the lowest professional stress and vulnerability to burnout. Anxiety and academic achievement (during the second and fourth year of study) are the significant predictors of specific style belonging. Our results may be useful to medical school admissions and resident selection committees to identify candidates at risk for less satisfaction or less competence.

  1. Study protocol: the Fueling Learning through Exercise (FLEX study – a randomized controlled trial of the impact of school-based physical activity programs on children’s physical activity, cognitive function, and academic achievement

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    Catherine M. Wright

    2016-10-01

    Full Text Available Abstract Background Physical activity (PA is critical to preventing childhood obesity and contributes to children’s overall physical and cognitive health, yet fewer than half of all children achieve the recommended 60 min per day of moderate-to-vigorous physical activity (MVPA. Schools are an ideal setting to meeting PA guidelines, but competing demands and limited resources have impacted PA opportunities. The Fueling Learning through Exercise (FLEX Study is a randomized controlled trial that will evaluate the impact of two innovative school-based PA programs on children’s MVPA, cognitive function, and academic outcomes. Methods Twenty-four public elementary schools from low-income, ethnically diverse communities around Massachusetts were recruited and randomized to receive either 100 Mile Club® (walking/running program or Just Move™ (classroom-based PA program intervention, or control. Schoolchildren (grades 3–4, approximately 50 per school were recruited to participate in evaluation. Primary outcome measures include PA via 7-day accelerometry (Actigraph GT3X+ and wGT3X-BT, cognitive assessments, and academic achievement via state standardized test scores. Additional measures include height and weight, surveys assessing psycho-social factors related to PA, and dietary intake. School-level surveys assess PA infrastructure and resources and intervention implementation. Data are collected at baseline, mid-point (5–6 months post-baseline, and post-intervention (approximately 1.5 years post-baseline. Demographic data were collected by parents/caregivers at baseline. Mixed-effect models will test the short- and long-term effects of both programs on minutes spent in MVPA, as well as secondary outcomes including cognitive and academic outcomes. Discussion The FLEX study will evaluate strategies for increasing children’s MVPA through two innovative, low-cost, school-based PA programs as well as their impact on children’s cognitive

  2. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

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    Beatriz Gal

    Full Text Available The European Higher Education Area (EHEA is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year. Quantitative (conventional survey statistics and qualitative (open coding approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  3. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

    Science.gov (United States)

    Gal, Beatriz; Rubio, Margarita; Iglesias, Eva; González, Purificación

    2018-01-01

    The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  4. Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile.

    Science.gov (United States)

    Murphy, J Michael; Guzmán, Javier; McCarthy, Alyssa E; Squicciarini, Ana María; George, Myriam; Canenguez, Katia M; Dunn, Erin C; Baer, Lee; Simonsohn, Ariela; Smoller, Jordan W; Jellinek, Michael S

    2015-04-01

    The world's largest school-based mental health program, Habilidades para la Vida [Skills for Life (SFL)], has been operating on a national scale in Chile for 15 years. SFL's activities include using standardized measures to screen elementary school students and providing preventive workshops to students at risk for mental health problems. This paper used SFL's data on 37,397 students who were in first grade in 2009 and third grade in 2011 to ascertain whether first grade mental health predicted subsequent academic achievement and whether remission of mental health problems predicted improved academic outcomes. Results showed that mental health was a significant predictor of future academic performance and that, overall, students whose mental health improved between first and third grade made better academic progress than students whose mental health did not improve or worsened. Our findings suggest that school-based mental health programs like SFL may help improve students' academic outcomes.

  5. [Relation between the breakfast quality and the academic performance in adolescents of Guadalajara (Castilla-La Mancha)].

    Science.gov (United States)

    Fernández Morales, I; Aguilar Vilas, Ma V; Mateos Vega, C J; Martínez Para, Ma C

    2008-01-01

    To study the relationship between the breakfast quality and skipping it on academic performance of a population of adolescents. A nutritional study on the breakfast quality has been performed in a population of adolescents from Guadalajara (467 young people; age: 12-17 years) by means of questionnaires of seven-day consumption frequency. Besides, we have collected socio-demographic data and academic scores of these people. Most of the students interviewed take a deficient breakfast since only 4.88% have a complete breakfast. The girls aged 15-17 years are those taking the poorest quality breakfast since 8.33% of them skip this meal. 68.29% take breakfasts which quality may be improved. The breakfast quality is directly related with the mean score obtained during the course 2003-04. This relationship is not so clear-cut when the different mandatory subjects in the different academic orientations are considered since it depends on the type of subject (comprehension, memory, concentration, physical activity...). The population studied consumes a poor breakfast, which may affect the academic outcomes, especially those for certain subjects.

  6. 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…

  7. ACADEMIC MISSION - FROM AUTOCRACY TO BUREAUCRACY

    Directory of Open Access Journals (Sweden)

    LIVIU NEAMŢU

    2015-12-01

    Full Text Available The mission is generic expression of reason for the existence of an organization. Organizational mission ensure continuity of existence beyond the objectives and targets of activities. It is the expression of an organization's responsibilities towards the environment in which it belongs. As the organization grows and its activities or environmental conditions change, managers adapt their strategies, but stated mission will remain valid for a period of time or unchanged throughout the life of the organization. All managerial elements of the organization are aligned with stated mission, starting from the organization structure, management behavior or specific business processes. The focus of the mission of an higher education institution on a need or several integrated needs, on customers who manifest this need and on how they can be met, that really means defining of its strategic domanin, as a sphere of influence of the organization in their environment. In this sphere of influence, three components integrate on three levels of the mission: to establish needs; identify the customer type to which an organization adress and key competencies that differentiate it from the rest competitors. To that context identifies four specific forms of academic institutions starting from their mission and strategic area: autocratic academic institutions, meritocrate academic institutions, democratic academic institutions, bureaucrats academic institutions.

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

    Science.gov (United States)

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

    2016-05-01

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

  9. Health behavior and academic achievement among adolescents: the relative contribution of dietary habits, physical activity, body mass index, and self-esteem.

    Science.gov (United States)

    Kristjánsson, Alfgeir Logi; Sigfúsdóttir, Inga Dóra; Allegrante, John P

    2010-02-01

    This study tested a structural equation model to estimate the relationship between health behaviors, body mass index (BMI), and self-esteem and the academic achievement of adolescents. The authors analyzed survey data from the 2000 study of Youth in Iceland , a population-based, cross-sectional sample of 6,346 adolescents in Iceland. The model demonstrated good fit with chi-square of 2685 (n = 5,810, df = 180), p Comparative Fit Index value of .94, and a root mean square error of approximation of .049. Lower BMI, physical activity, and good dietary habits were all associated with higher academic achievement; however, health behavior was positively and robustly associated with greater self-esteem. Self-esteem was positively influenced both through physical activity (beta = .16) and the consumption of fruits and vegetables (beta = .14). In contrast, poor dietary habits negatively influenced self-esteem and academic achievement, and self-esteem was negatively influenced by increasing levels of BMI (beta = -.05).

  10. [Sociodemographic and academic profile of nursing students from four Brazilian institutions].

    Science.gov (United States)

    Bublitz, Susan; de Azevedo Guido, Laura; Kirchhof, Raquel Soares; Neves, Eliane Tatsch; Lopes, Luis Felipe Dias

    2015-03-01

    This study aimed to describe the sociodemographic and academic characteristics of nursing students from four Brazilian Educational Institutions. It is a prospective cross-sectional study. The data were collected between April 2011 and March 2012, through a survey form with questions about sociodemographic and academic characteristics of the students. The participants were graduate students enrolled in the nursing course, aged 18 years or older. 705 students participated, and these were mostly women, single, childless, who lived with their families, did not take part in sport activities and performed leisure activities. Also, most students do not participate in research groups, were not granted scholarships, are not employed, are satisfied with the course and do not intend to leave it. This study may become an important tool for the development of strategies that address the needs of students and also improve the quality of the teaching and learning process, reducing dropout rates.

  11. Educational pipelines of nurses in Texas: promoting academic mobility through partnerships.

    Science.gov (United States)

    Darnall, Emily D; Kishi, Aileen; Wiebusch, Pamela

    2011-01-01

    Texas, like many states across the nation, is struggling to position itself to achieve the Institute of Medicine (IOM) recommendations on the future of nursing. This article provides insights into the hurdles faced by Texas in achieving some of the IOM goals, particularly those related to a better educated nursing workforce. Only 9% of actively licensed nurses have pursued higher degrees, putting Texas below the national average. Currently, there is a gap between actual academic mobility and national recommendations to increase the numbers of baccalaureate- and doctorate-prepared nurses by 2020. The purpose of this study was to evaluate the educational pipeline in the state of Texas while suggesting partnerships as a solution to promote academic mobility. This cross-sectional study evaluated the academic mobility of four selected cohorts of nurses who have been in practice for 5 to 20 years. The findings revealed limited academic mobility compared with national benchmarks among all cohorts, regardless of basic degree and length in the profession. Educational pipelines for nurses need to be more dynamic in Texas than current trends reflect. Collaboration and partnerships between academics, clinicians, administrators, employers, and policy makers should be developed to address barriers that are deterring nurses from continuing their education. Copyright © 2011 Elsevier Inc. All rights reserved.

  12. Effects of Academic Mindsets on College Students' Achievement and Retention

    Science.gov (United States)

    Han, Cheon-woo; Farruggia, Susan P.; Moss, Thomas P.

    2017-01-01

    Noncognitive factors, such as academic self-efficacy, motivation, and sense of belonging, predict college students' academic performance and retention. It is unclear if varying profiles of academic mindset are differentially associated with student success. We examined first-year college students' academic mindsets (perceived academic…

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

    Directory of Open Access Journals (Sweden)

    Tatiana Dimov

    2016-07-01

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

  14. Student related determinants of the first semester academic status ...

    African Journals Online (AJOL)

    Student related determinants of the first semester academic status: the case of 2006/7 first year students at some selected faculties of Jimma university. ... This research, therefore, attempted to unfold the magnitude of academic failure and students related factors predicting academic failure in the first semester of 2006/ 07 ...

  15. Academic Performance, Motor Function, and Behavior 11 Years After Neonatal Caffeine Citrate Therapy for Apnea of Prematurity: An 11-Year Follow-up of the CAP Randomized Clinical Trial.

    Science.gov (United States)

    Schmidt, Barbara; Roberts, Robin S; Anderson, Peter J; Asztalos, Elizabeth V; Costantini, Lorrie; Davis, Peter G; Dewey, Deborah; D'Ilario, Judy; Doyle, Lex W; Grunau, Ruth E; Moddemann, Diane; Nelson, Harvey; Ohlsson, Arne; Solimano, Alfonso; Tin, Win

    2017-06-01

    Caffeine citrate therapy for apnea of prematurity reduces the rates of bronchopulmonary dysplasia, severe retinopathy, and neurodevelopmental disability at 18 months and may improve motor function at 5 years. To evaluate whether neonatal caffeine therapy is associated with improved functional outcomes 11 years later. A follow-up study was conducted at 14 academic hospitals in Canada, Australia, and the United Kingdom from May 7, 2011, to May 27, 2016, of English- or French-speaking children who had been enrolled in the randomized, placebo-controlled Caffeine for Apnea of Prematurity trial between October 11, 1999, and October 22, 2004. A total of 1202 children with birth weights of 500 to 1250 g were eligible for this study; 920 (76.5%) had adequate data for the main outcome. Caffeine citrate or placebo until drug therapy for apnea of prematurity was no longer needed. Functional impairment was a composite of poor academic performance (defined as at least 1 standard score greater than 2 SD below the mean on the Wide Range Achievement Test-4), motor impairment (defined as a percentile rank of ≤5 on the Movement Assessment Battery for Children-Second Edition), and behavior problems (defined as a Total Problem T score ≥2 SD above the mean on the Child Behavior Checklist). Among the 920 children (444 females and 476 males; median age, 11.4 years [interquartile range, 11.1-11.8 years]), the combined rates of functional impairment were not significantly different between the 457 children assigned to receive caffeine compared with the 463 children assigned to receive placebo (145 [31.7%] vs 174 [37.6%]; adjusted odds ratio, 0.78; 95% CI, 0.59-1.02; P = .07). With all available data, including those from up to 24 Swedish trial participants, the rates of poor academic performance on 1 or more of 4 subtests (66 of 458 [14.4%] vs 61 of 462 [13.2%]; adjusted odds ratio, 1.11; 95% CI, 0.77-1.61; P = .58) and behavior problems (52 of 476 [10.9%] vs 40 of 481 [8

  16. Declaration of Academic Freedom

    Directory of Open Access Journals (Sweden)

    Gökhan ÇETİNSAYA

    2014-04-01

    , despised or labeled by academics and other students due to their own opinions, stances, attitudes and differences. No student should be subjected to discrimination due to his or her worldviews. Assessment and evaluation of the students must be based solely on the content and the subject of the lectures. Students have the right to object if they think the evaluations or assessments are unfair. 8. Every person in the university has academic freedom. Just as academics and students, guests invited to the university also possess the right of freedom of expression. The guests who visit the university for academic, cultural and sportive events or activities should be welcomed appropriately, should not be deprived of their freedom of expression due to their political thoughts or identities, and should not be prevented by the academics or students because of their different views. The freedom of expression is also valid for the people with opposite views. People with opposite views can express themselves in various ways as long as they do not violate the guests' rights to express themselves and others' rights to listen to them. 9. Both students and academics have the right to criticize and protest when there is a subject they disapprove or reject. However, this right cannot interrupt the operation of academic activities and the organization of the university. Any action, occupying and protesting that restricts the students' freedom of learning, academics' freedom of teaching, and freedom of expressing an opinion in the university setting is a violation of academic freedom. Freedom of expression is a necessary condition of pluralism, tolerance, and open-mindness as well as of democratic society; but it is not absolute. Any discourse ignoring the individual rights and freedoms; including insult, slander, contempt or abuse and prompting rebellion and pointing the individuals and groups as a target in order to harm them overtly due to their difference can never comply with the freedom

  17. 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

  18. 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.

  19. 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.

  20. A gender-based comparison of academic rank and scholarly productivity in academic neurological surgery.

    Science.gov (United States)

    Tomei, Krystal L; Nahass, Meghan M; Husain, Qasim; Agarwal, Nitin; Patel, Smruti K; Svider, Peter F; Eloy, Jean Anderson; Liu, James K

    2014-07-01

    The number of women pursuing training opportunities in neurological surgery has increased, although they are still underrepresented at senior positions relative to junior academic ranks. Research productivity is an important component of the academic advancement process. We sought to use the h-index, a bibliometric previously analyzed among neurological surgeons, to evaluate whether there are gender differences in academic rank and research productivity among academic neurological surgeons. The h-index was calculated for 1052 academic neurological surgeons from 84 institutions, and organized by gender and academic rank. Overall men had statistically higher research productivity (mean 13.3) than their female colleagues (mean 9.5), as measured by the h-index, in the overall sample (p0.05) in h-index at the assistant professor (mean 7.2 male, 6.3 female), associate professor (11.2 male, 10.8 female), and professor (20.0 male, 18.0 female) levels based on gender. There was insufficient data to determine significance at the chairperson rank, as there was only one female chairperson. Although overall gender differences in scholarly productivity were detected, these differences did not reach statistical significance upon controlling for academic rank. Women were grossly underrepresented at the level of chairpersons in this sample of 1052 academic neurological surgeons, likely a result of the low proportion of females in this specialty. Future studies may be needed to investigate gender-specific research trends for neurosurgical residents, a cohort that in recent years has seen increased representation by women. Copyright © 2013 Elsevier Ltd. All rights reserved.

  1. 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…

  2. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    Science.gov (United States)

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  3. Nursing faculty academic incivility: perceptions of nursing students and faculty.

    Science.gov (United States)

    Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

    2017-12-13

    Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

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

    Science.gov (United States)

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

    2017-09-01

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

  5. College Sports-Related Injuries - United States, 2009-10 Through 2013-14 Academic Years.

    Science.gov (United States)

    Kerr, Zachary Y; Marshall, Stephen W; Dompier, Thomas P; Corlette, Jill; Klossner, David A; Gilchrist, Julie

    2015-12-11

    Sports-related injuries can have a substantial impact on the long-term health of student-athletes. The National Collegiate Athletic Association (NCAA) monitors injuries among college student-athletes at member schools. In academic year 2013-14, a total of 1,113 member schools fielded 19,334 teams with 478,869 participating student-athletes in NCAA championship sports (i.e., sports with NCAA championship competition) (1). External researchers and CDC used information reported to the NCAA Injury Surveillance Program (NCAA-ISP) by a sample of championship sports programs to summarize the estimated national cumulative and annual average numbers of injuries during the 5 academic years from 2009-10 through 2013-14. Analyses were restricted to injuries reported among student-athletes in 25 NCAA championship sports. During this period, 1,053,370 injuries were estimated to have occurred during an estimated 176.7 million athlete-exposures to potential injury (i.e., one athlete's participation in one competition or one practice). Injury incidence varied widely by sport. Among all sports, men's football accounted for the largest average annual estimated number of injuries (47,199) and the highest competition injury rate (39.9 per 1,000 athlete-exposures). Men's wrestling experienced the highest overall injury rate (13.1 per 1,000) and practice injury rate (10.2 per 1,000). Among women's sports, gymnastics had the highest overall injury rate (10.4 per 1,000) and practice injury rate (10.0 per 1,000), although soccer had the highest competition injury rate (17.2 per 1,000). More injuries were estimated to have occurred from practice than from competition for all sports, with the exception of men's ice hockey and baseball. However, injuries incurred during competition were somewhat more severe (e.g., requiring ≥7 days to return to full participation) than those acquired during practice. Multiple strategies are employed by NCAA and others to reduce the number of injuries in

  6. Productive knowledge of collocations may predict academic literacy

    Directory of Open Access Journals (Sweden)

    Van Dyk, Tobie

    2016-12-01

    Full Text Available The present study examines the relationship between productive knowledge of collocations and academic literacy among first year students at North-West University. Participants were administered a collocation test, the items of which were selected from Nation’s (2006 word frequency bands, i.e. the 2000-word, 3000-word, 5000-word bands; and the Academic Word List (Coxhead, 2000. The scores from the collocation test were compared to those from the Test of Academic Literacy Levels (version administered in 2012. The results of this study indicate that, overall, knowledge of collocations is significantly correlated with academic literacy, which is also observed at each of the frequency bands from which the items were selected. These results support Nizonkiza’s (2014 findings that a significant correlation between mastery of collocations of words from the Academic Word List and academic literacy exists; which is extended here to words from other frequency bands. They also confirm previous findings that productive knowledge of collocations increases alongside overall proficiency (cf. Gitsaki, 1999; Bonk, 2001; Eyckmans et al., 2004; Boers et al., 2006; Nizonkiza, 2011; among others. This study therefore concludes that growth in productive knowledge of collocations may entail growth in academic literacy; suggesting that productive use of collocations is linked to academic literacy to a considerable extent. In light of these findings, teaching strategies aimed to assist first year students meet academic demands posed by higher education and avenues to explore for further research are discussed. Especially, we suggest adopting a productive oriented approach to teaching collocations, which we believe may prove useful.

  7. The Why's and How's of Integrating Downloadable Academic Ebooks

    Science.gov (United States)

    Buckley, Matthew J.; Johnson, Melissa Maria

    2013-01-01

    There has been a noticeable divide the past few years within the library world regarding electronic books. Many academic libraries have been purchasing or leasing web-based academic ebooks for years. Most public libraries on the other hand (thanks in large part to services such as OverDrive) have directed their attention toward downloadable…

  8. The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

    Science.gov (United States)

    Chen, Wei-Wen; Ho, Hsiu-Zu

    2012-01-01

    The excellent academic performance among East-Asian students has drawn international attention from educators and psychologists. However, the process that underlies student academic achievement for this particular group has rarely been documented. The present study examines how the relation between perceived parental involvement and Taiwanese students' academic achievement is mediated by student academic beliefs (i.e., beliefs about effort, academic self-concept, and perceived control). The study further explores whether this mediating effect varies with types of filial piety. Participants were 468 first-year students from colleges and universities in Taiwan. Multiple-group mediating models were analyzed using structural equation modeling (SEM). Results indicated that, for the Taiwanese sample, students' academic beliefs mediated the relation between perceived parental involvement and academic achievement. Furthermore, the mediational effect was significant for the reciprocal filial type, but not for the authoritarian filial type. The importance of the quality of the parent-child relationship and the internalization process related to children's assumptions of their parents' educational values indicate the need for a contextual view when examining predictors of student academic achievement.

  9. Academic Inbreeding and Publication Activities of Russian Faculty

    Science.gov (United States)

    Alipova, Olga; Lovakov, Andrey

    2018-01-01

    The literature on the consequences of academic inbreeding shows ambiguous results: some papers show that inbreeding positively influences research productivity measured by the quantity and quality of publications, while others demonstrate the opposite effect. There are contradictory results both in the studies of different countries and within…

  10. Hip-Hop and the Academic Canon

    Science.gov (United States)

    Abe, Daudi

    2009-01-01

    Over the last 30 years, the hip-hop movement has risen from the margins to become the preeminent force in US popular culture. In more recent times academics have begun to harness the power of hip-hop culture and use it as a means of infusing transformative knowledge into the mainstream academic discourse. On many college campuses, hip-hop's…

  11. Mental health status of newly Admitted students of Mazandaran university of medical sciences in 1999-2000 Academic year.

    OpenAIRE

    S.H.Hosseini; S.E.Mousavi

    2000-01-01

    SummaryBackground and purpose: Major changes occur in an individuals life after his acceptance in the university which cloud be considered as every important period of his life. This new condition is stressful and can affect the newly admitted student’s mental health. In this article we analyze the mental health status of newly admitted students to Mazandaran university of medical sciences in the academic year 1999-2000.Materials and Methods: In this descriptive study all the newl...

  12. Activity report July 1990 - June 1991

    International Nuclear Information System (INIS)

    1991-11-01

    The Department of Physics and Measurement Technology, Biology and Chemistry (IFM) presents its 21st consecutive annual progress report. It contains a brief description of activities in research and education within the department. The present report contains activities for the academic year July 1990 to June 1991. IFM has been in operation for slightly more than 20 years, and has during that time expanded quite substantially. The number of employees is presently around 250 (90 with a PhD). The number of graduate students amounts to around 90, most of them in different areas of physics. Most of the expansion has taken place in the area of research. IFM is also very active in undergraduate education. About 30% of the total budget is allocated to undergraduate educational activities. Twelve graduate students have defended their PhD-thesis during the elapsed academic year. IFM have added several new professorships to the staff since last year. These are in Computational Physics, Experimental Semi-conductor Physics, Interface Biology and Thin Film Physics

  13. Measuring the ambiguity tolerance of medical students: a cross-sectional study from the first to sixth academic years.

    Science.gov (United States)

    Weissenstein, Anne; Ligges, Sandra; Brouwer, Britta; Marschall, Bernhard; Friederichs, Hendrik

    2014-01-09

    Tolerance of ambiguity, or the extent to which ambiguous situations are perceived as desirable, is an important component of the attitudes and behaviors of medical students. However, few studies have compared this trait across the years of medical school. General practitioners are considered to have a higher ambiguity tolerance than specialists. We compared ambiguity tolerance between general practitioners and medical students. We designed a cross-sectional study to evaluate the ambiguity tolerance of 622 medical students in the first to sixth academic years. We compared this with the ambiguity tolerance of 30 general practitioners. We used the inventory for measuring ambiguity tolerance (IMA) developed by Reis (1997), which includes three measures of ambiguity tolerance: openness to new experiences, social conflicts, and perception of insoluble problems. We obtained a total of 564 complete data sets (return rate 90.1%) from medical students and 29 questionnaires (return rate 96.7%) from general practitioners. In relation to the reference groups defined by Reis (1997), medical students had poor ambiguity tolerance on all three scales. No differences were found between those in the first and the sixth academic years, although we did observe gender-specific differences in ambiguity tolerance. We found no differences in ambiguity tolerance between general practitioners and medical students. The ambiguity tolerance of the students that we assessed was below average, and appeared to be stable throughout the course of their studies. In contrast to our expectations, the general practitioners did not have a higher level of ambiguity tolerance than the students did.

  14. Emotional Intelligence, Academic Procrastination and Academic ...

    African Journals Online (AJOL)

    Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher's attitude, student's attitude, parental background among others which may be influencing student's poor academic achievement. Key words: Emotional Intelligence, Academic Procrastination, Academic ...

  15. Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

    Science.gov (United States)

    Sivier, Kenneth R.; Lembeck, Michael F.

    1988-01-01

    The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

  16. Academic Health Center Psychology Representation to the Council of Faculty and Academic Societies (CFAS) of the Association of American Medical Colleges (AAMC).

    Science.gov (United States)

    Cubic, Barbara A; Shaffer, Laura A

    2017-06-01

    This paper outlines the perspectives of the two currently appointed representatives of the Association of Psychologists in Academic Health Centers (APAHC) to the Council of Faculty and Academic Societies (CFAS) of the Association of American Medical Colleges (AAMC). The authors focus on why it is important for psychologists, especially those in academic health centers (AHCs), to be part of CFAS. The goal of the paper is to demonstrate how involvement in organizations like the AAMC helps AHC psychologists serve as ambassadors for psychology in AHCs and assists AHC psychologists in staying fluent regarding hot topics within academic medicine. The first author is a more senior member of APAHC, and so reflects the perspective of long-serving APAHC members; the second author reflects the perspectives of newer generations of APAHC members, those who have been active in APAHC for 10 years or less. The authors discuss their experiences being at national CFAS meetings. They describe meeting events including presentations such as those by national policy experts and scholars; and speed mentoring with medical residents from the AAMC Organization of Resident Representatives. Of special importance has been their opportunities for informal conversations with the AAMC's President and CEO, Board Chair, and Chief Public Policy Officer. They also have participated in networking functions that encourage interdisciplinary knowledge sharing and relationship building.

  17. Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

    Science.gov (United States)

    Clark, Cynthia M; Nguyen, Danh T; Barbosa-Leiker, Celestina

    2014-01-01

    Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

  18. Sixty-Year Career in Solar Physics

    Science.gov (United States)

    Fang, C.

    2018-05-01

    This memoir reviews my academic career in solar physics for 60 years, including my research on non-LTE modeling, white-light flares, and small-scale solar activities. Through this narrative, the reader can catch a glimpse of the development of solar physics research in mainland China from scratch. In the end, some prospects for future development are given.

  19. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    Science.gov (United States)

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Nitza Davidovitch

    2017-10-01

    Full Text Available This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedback scores and personal background data (marital status, size of family, age, country of birth, and ethnicity were also explored. Many studies have dealt with the "glass ceiling" encountered by women in academia. The following case study is the first to explore performance measures of personnel at an academic institution in Israel from a gender perspective, in light of their leisure choices. The point of departure guiding the researchers was that the representation of women in academic personnel, including their research and teaching output, has a significance and influence on the system of higher education and, both in Israel and internationally. The research findings might help identify and develop interventions for utilization of time, with the goal of increasing academic output.

  1. From Industry to Generativity: The First 12 Years of the Association for Academic Psychiatry Master Educator Program.

    Science.gov (United States)

    Blitzstein, Sean M; Seritan, Andreea L; Sockalingam, Sanjeev; Randall, Melinda; Kablinger, Anita; Lieff, Susan; Azzam, Amin

    2016-08-01

    This study presents a mixed-methods evaluation of the first 12 years of the Association for Academic Psychiatry (AAP) Master Educator (ME) program, developed in 2003 to help academic psychiatrists hone their skills as educators. Participants attend two 3-h workshops at the annual meeting, organized in 3-year cycles, for a total of 18 h. Core topics include assessment, curriculum design, and program evaluation. Overall session rating scores from 2003 to 2014 were analyzed using descriptive statistics. A 20-question survey was sent to 58 program graduates in October 2014, exploring participant perspectives on the impact of the ME program on their careers and on the educational programs they were affiliated with. Survey responses were analyzed quantitatively (for multiple choice questions) and qualitatively (for open-ended questions). The mean overall session scores ranged between 4.1 and 4.9 (on a Likert-type scale of 1-5) for each 3-year cycle. Twenty-nine graduates completed the survey (50 % response rate). Survey responses indicated a positive perception of the impact of the ME program on participants' careers. Most respondents noted improvement in their teaching methods and curriculum development skills and being able to link educational theory with their individual practices. There was a significant increase in perceived confidence, leadership, and further contributions to their educational milieu. Fifteen (52 %) participants also reported generative behaviors that directly impacted others, such as developing new programs, enhancing existing programs at their institutions, or contributing to national educational efforts. The AAP ME program has demonstrated significant benefit over its 12 years of existence. This program represents one strategy to sustain and grow an international community of like-minded educators working to develop their own and future generations' skills in providing high-quality education in psychiatry.

  2. Association of lifestyle habits and academic achievement in Norwegian adolescents: a cross-sectional study.

    Science.gov (United States)

    Stea, Tonje H; Torstveit, Monica K

    2014-08-11

    While healthy lifestyle habits are generally assumed to be important for high academic achievement, there has been little research on this topic among adolescents. The aim of this study was therefore to examine the associations between several lifestyle habits and academic achievement in adolescent girls and boys. The study included 2,432 Norwegian adolescents, 15-17 years old. A self-report questionnaire was used to assess dietary-, physical activity-, smoking- and snuffing habits and academic achievement. Logistic regression models were adjusted for body mass index (BMI) and parental education. In both girls and boys, high academic achievement was associated with a regular consumption of breakfast (AOR: 3.30 (2.45-4.45) and AOR: 1.76 (1.32-2.34), respectively) and lunch (AOR: 1.44 (1.08-1.93) and AOR: 1.43 (1.09-1.89), respectively), and in boys, with a regular consumption of dinner (AOR: 1.44 (1.16-1.79)) and a regular meal pattern in general (AOR: 1.50 (1.10 - 2.03)). In both girls and boys, high academic achievement was associated with a high intake of fruit and berries (AOR: 2.09 (1.51-2.88) and AOR: 1.47 (1.04-2.07), respectively), and in girls, with a high intake of vegetables (AOR: 1.82 (1.30-2.53)). In both girls and boys, high academic achievement was associated with a high leisure time physical activity level (AOR: 1.51 (1.10-2.08) and AOR: 1.39 (1.05-1.85), respectively) and use of active commuting (AOR: 1.51 (1.10-2.08) and AOR: 1.72 (1.26-2.35), respectively). In both girls and boys, high academic achievement was associated with a low intake of lemonade (AOR: 0.42 (0.27-0.64) and AOR: 0.67 (0.48-0.94), respectively), and in girls, with a low intake of sugar-sweetened soft drinks (AOR: 0.47 (0.35- 0.64)) and salty snacks (AOR: 0.63 (0.47-0.85)). Lastly, high academic achievement was inversely associated with smoking and snuffing in both girls (AOR: 0.18 (0.12-0.25) and AOR: 0.25 (0.17-0.37), respectively) and boys (AOR: 0.37 (0.25-0.54) and AOR: 0

  3. Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education

    Science.gov (United States)

    Winter, Richard

    2009-01-01

    The relationship between values and academic identity has received scant attention in the higher education literature with some notable exceptions (Churchman, 2006; Harley, 2002; Henkel, 2005). This paper contends that the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher…

  4. Meaningful Academic Work as Praxis in Emergence

    Directory of Open Access Journals (Sweden)

    Keijo Räsänen

    2008-01-01

    Full Text Available The managerial form of university governance has changed the conditions of academic work in many countries. While some academics consider this a welcome development, others experience it as a threat to their autonomy and to the meaningfulness of their work. This essay suggests a stance in response to the current conditions that should serve especially the latter group of academics. The claim is that by approaching academic work as a potential praxis in emergence, it is possible to appreciate local, autonomous activity in renewing academic work. Even if such efforts remain difficult, dispersed in space, discontinuous in time, and incomplete, they may provide a sense of direction and keep up hope. The conception of praxis is a way of articulating the mission of such efforts; simultaneously, it is also a way of defining an epistemic object for research on academic work.

  5. Worth it? Findings from a study of how academics assess students’ Web 2.0 activities

    Directory of Open Access Journals (Sweden)

    Kathleen Gray

    2012-02-01

    Full Text Available Educational commentators have offered many pedagogical rationales for using Web 2.0 to support learning in higher education, and academics are being encouraged to find ways for their students to use social web technologies. Questions arise as to the value of these activities compared to more conventional assignments, and whether implementing such changes to student assessment is worth the effort. We conducted a survey of academics’ assessment of students’ Web 2.0 activities in Australian universities and found that this form of assessment is being conducted by a small number of academics, in a range of fields of study, but mainly in Humanities and Social Sciences, with varying kinds of intended and actual learning outcomes. Blogging and wiki-writing predominate, low and medium-stakes assessment are most common, and different methods of marking and feedback are in use. Qualitative feedback from the survey and follow-up interviews gave further insights into benefits and challenges of Web 2.0 assessment in relation to pedagogy, policy and practice. It appears that academics’ conservative approaches to conducting assessment and their novice approaches to utilising social web technologies are factors which seriously limit realising the potential of Web 2.0 for medium or high-stakes assessment.

  6. Mediating effects of motor performance, cardiorespiratory fitness, physical activity, and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children.

    Science.gov (United States)

    Haapala, Eero A; Lintu, Niina; Eloranta, Aino-Maija; Venäläinen, Taisa; Poikkeus, Anna-Maija; Ahonen, Timo; Lindi, Virpi; Lakka, Timo A

    2018-03-09

    We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6-8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = -0.262, P = 0.007) and reading comprehension (β = -0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = -0.272, P = 0.006) and reading comprehension (β = -0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = -0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.

  7. The Oregon Applied Academics Project: Final Report

    Science.gov (United States)

    Pearson, Donna; Richardson, George B.; Sawyer, Jennifer M.

    2013-01-01

    This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been…

  8. 10 Years Later: Lessons Learned from an Academic Multidisciplinary Cosmetic Center

    Directory of Open Access Journals (Sweden)

    Jenny T. Chen, MD

    2017-09-01

    Conclusion:. Although the creation of our academic cosmetic ambulatory surgery center has greatly increased the overall volume of cosmetic surgery performed at the University of Wisconsin, the majority of surgical volume and revenue is reconstructive. As is seen nationwide, minimally invasive cosmetic procedures represent our most rapidly expanding revenue stream.

  9. Arts Involvement Predicts Academic Achievement Only When the Child Has a Musical Instrument

    Science.gov (United States)

    Young, Laura N.; Cordes, Sara; Winner, Ellen

    2014-01-01

    We examined the associations between academic achievement and arts involvement (access to a musical instrument for the child at home, participation in unspecified after-school arts activities) in a sample of 2339 11-12-year-olds surveyed in the USA between 1998 and 2008. We compared the contributions of these variables to other kinds of cognitive…

  10. Sociodemographic and academic profile of nursing students from four brazilian institutions

    Directory of Open Access Journals (Sweden)

    Susan Bublitz

    Full Text Available This study aimed to describe the sociodemographic and academic characteristics of nursing students from four Brazilian Educational Institutions. It is a prospective cross-sectional study. The data were collected between April 2011 and March 2012, through a survey form with questions about sociodemographic and academic characteristics of the students. The participants were graduate students enrolled in the nursing course, aged 18 years or older. 705 students participated, and these were mostly women, single, childless, who lived with their families, did not take part in sport activities and performed leisure activities. Also, most students do not participate in research groups, were not granted scholarships, are not employed, are satisfied with the course and do not intend to leave it. This study may become an important tool for the development of strategies that address the needs of students and also improve the quality of the teaching and learning process, reducing dropout rates.

  11. Academic Superheroes? A Critical Analysis of Academic Job Descriptions

    Science.gov (United States)

    Pitt, Rachael; Mewburn, Inger

    2016-01-01

    For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to "real world"…

  12. To determine the level of satisfaction among medical students of a public sector medical university regarding their academic activities

    Directory of Open Access Journals (Sweden)

    Manzar Bushra

    2011-10-01

    Full Text Available Abstract Background An ongoing evaluation system is essential to determine if the academic system in place has worked to produce a better product, hence the objective of our study was to evaluate the satisfaction level among medical students regarding their academic teaching and assessment method and what measures will they suggest for the future to rectify the current situation. This questionnaire based cross sectional study was conducted in a public sector medical university from February to July 2010. A well structured questionnaire was administered to a random sample of 375 final year medical students. However 292 of the students provided informed consent and filled in the questionnaire which included their demographic profile as well as questions in line with the study objective. Data was entered in a Statistical Package for Social Sciences (SPSS version.16 and analyzed using descriptive statistics. Findings The male to female ratio in our study was 1:2. Most of the students (57.2% were dissatisfied with the quality of teaching in the university. Fifty-seven percent of the participants believed that the current standard of their institute were not at par with those of international medical universities. BCQ's were the mode of examination questions preferred by the majority of the students. Most of the students (66.1% wanted the university to conduct career planning seminars to help them plan their career. Conclusions These results suggest that the students of public sector medical universities are unsatisfied from current academic facilities and teaching activities. Students recommend increased emphasis on better lectures and practical training as well as a need to incorporate career planning sessions for the students to help plan them their future career paths.

  13. Caffeinated-beverage consumption and its association with socio-demographic characteristics and self-perceived academic stress in first and second year students at the University of Puerto Rico Medical Sciences Campus (UPR-MSC).

    Science.gov (United States)

    Ríos, Josué L; Betancourt, Jesmari; Pagán, Ideliz; Fabián, Carla; Cruz, Sonia Y; González, Anaisa M; González, Michael J; Rivera-Soto, Winna T; Palacios, Cristina

    2013-06-01

    To determine the association between caffeinated-beverage consumption, self-perceived academic load, and self-perceived stress levels in first and second year students at UPR-MSC. A descriptive epidemiological study was performed using a self-administered anonymous questionnaire given to a representative stratified sample of 275 students. Questions included information regarding socio-demographic characteristics, academic load and stress indicators, and caffeinated-beverage consumption. Chi2 was used to assess the associations between these variables. Most participants were women (68%), aged 21-30 years (88%), with low annual household incomes (43%). Most perceived their academic loads as being heavy (68%), and most perceived their academic stress levels as being moderate (37%). Academic load was significantly correlated with stress level (pstress, and many (49%) reported that these beverages were useful for coping with stress. Energy drinks, in particular, were consumed more often by men compared to women (pstress or load. Consuming caffeinated beverages is a popular practice among participants in this sample, with soft drinks and coffee being the ones that are the most frequently consumed. No associations were found between the consumption of caffeinated beverages and academic stress or load.

  14. The estimated cost of "no-shows" in an academic pediatric neurology clinic.

    Science.gov (United States)

    Guzek, Lindsay M; Gentry, Shelley D; Golomb, Meredith R

    2015-02-01

    Missed appointments ("no-shows") represent an important source of lost revenue for academic medical centers. The goal of this study was to examine the costs of "no-shows" at an academic pediatric neurology outpatient clinic. This was a retrospective cohort study of patients who missed appointments at an academic pediatric neurology outpatient clinic during 1 academic year. Revenue lost was estimated based on average reimbursement for different insurance types and visit types. The yearly "no-show" rate was 26%. Yearly revenue lost from missed appointments was $257,724.57, and monthly losses ranged from $15,652.33 in October 2013 to $27,042.44 in January 2014. The yearly revenue lost from missed appointments at the academic pediatric neurology clinic represents funds that could have been used to improve patient access and care. Further work is needed to develop strategies to decrease the no-show rate to decrease lost revenue and improve patient care and access. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being : A synthesis of 40 years of research

    NARCIS (Netherlands)

    Zee, M.; Koomen, H.M.Y.

    2016-01-01

    This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for

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

    Science.gov (United States)

    2014-01-01

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

  17. Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept

    Science.gov (United States)

    Marsh, Herbert W.

    2016-01-01

    Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…

  18. Personal factors that influence deaf college students' academic success.

    Science.gov (United States)

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

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    José Carlos Escámez Baños

    2018-02-01

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

  20. Effects of Academic and Non-Academic Instructional Approaches on Preschool English Language Learners' Classroom Engagement and English Language Development

    Science.gov (United States)

    Markova, Ivana

    2017-01-01

    This research compared the relative impact of different preschool activities on the development of bilingual students' English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic)…

  1. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program.

    Science.gov (United States)

    LaPaglia, Donna; Thompson, Britta; Hafler, Janet; Chauvin, Sheila

    2017-06-01

    Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.

  2. Challenges and perspectives of academic evaluation

    Directory of Open Access Journals (Sweden)

    Francisco Inacio P M Bastos

    2013-08-01

    Full Text Available Academic evaluation has been an essential component of modern science since its inception, as science has moved away from personalized patronage toward its contemporary role as an essential enterprise of contemporary, democratic societies. In recent years, Brazil has experienced sustained growth in its scientific output, which is nowadays fully compatible with its status as a high middle-income country striving to become a fully developed, more equitable country in the years to come. Growth usually takes place amidst challenges and dilemmas and, in Brazil as elsewhere, academic evaluation is not exempt from such difficulties. In a large, profoundly heterogeneous country with a national evaluation system and nationwide on-line platforms disseminating information on the most disparate fields of knowledge, the main challenges refer to how to pay attention to detail without losing sight of comprehensiveness and how to handle social and regional diversity while preserving academic excellence as the fundamental benchmark.

  3. 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.…

  4. Identifying Achievement Goals and Their Relationship to Academic Achievement in Undergraduate Pharmacy Students

    Science.gov (United States)

    Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

    2014-01-01

    Objectives. To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. Methods. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students’ grades were obtained from course coordinators. Results. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Conclusion. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement. PMID:25258438

  5. Lexical Diversity and the Use of Academic and Lower Frequency Words in the Academic Writing of EFL Students

    Science.gov (United States)

    Akbari, Neda

    2017-01-01

    This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and…

  6. Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.

    Science.gov (United States)

    Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

    2015-02-01

    Our aim was to report on doctors' descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Questionnaire survey. All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. UK. Responses about current posts and future intentions. Postal and email questionnaires. The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine.

  7. Benchmark study on glyphosate-resistant cropping systems in the United States. Part 7: Effects of weed management strategy (grower practices versus academic recommendations) on the weed soil seedbank over 6 years.

    Science.gov (United States)

    Gibson, David J; Young, Bryan G; Owen, Micheal D K; Gage, Karla L; Matthews, Joseph L; Jordan, David L; Shaw, David R; Weller, Stephen C; Wilson, Robert G

    2016-04-01

    Shifts in weed species composition and richness resulting from near-exclusive reliance on herbicides in glyphosate-resistant (GR) cropping systems has necessitated the implementation of alternative weed management tactics to reduce selection pressures of herbicides. We contrasted the response of the weed soil seedbank to effects of weed management strategy, comparing grower practices with academic recommendations for best management practices (BMPs) over 6 years and across five weed hardiness zones in the US Midwest at sites subject to GR cropping systems. Total weed population density and species richness varied according to cropping system, location and prior year's crop, but less so to weed management strategy. The seedbank population density for 11 of the 14 most frequent weed species was affected by weed management strategy either alone or in an interaction with hardiness zone or year, or both. In only 29% of comparisons was weed population density lower following academic recommendations, and this depended upon prior crop and cropping system. The population density of high-risk weed species was reduced by academic recommendations, but only in two of six years and under continuous GR maize. Overall, the weed population density was decreasing in field halves subject to the BMPs in the academic recommendations relative to grower practices. The soil seedbank is slow to respond to academic recommendations to mitigate glyphosate-resistant weeds, but represents a biological legacy that growers need to keep in mind even when management practices reduce emerged field weed population densities. © 2015 Society of Chemical Industry.

  8. Family Background, School-Age Trajectories of Activity Participation, and Academic Achievement at the Start of High School

    Science.gov (United States)

    Crosnoe, Robert; Smith, Chelsea; Leventhal, Tama

    2015-01-01

    Applying latent class and regression techniques to data from the NICHD Study of Early Child Care and Youth Development (n = 997), this study explored the potential academic advantages of time spent in out-of-school activities. Of particular interest was how these potential advantages played out in relation to the timing and duration of activity…

  9. Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

    Science.gov (United States)

    Egan, Cate A; Webster, Collin; Weaver, R Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula

    2018-04-01

    Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers' capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Prevalence of active trachoma two years after control activities ...

    African Journals Online (AJOL)

    The prevalence of TF/TI showed significant reduction (p-value <0.001) in all five districts and overall in the two regions. Conclusion: Trachoma control activities over a two-year period in two regions in Ghana had led to significant reduction in the prevalence of active disease. Integrated surveillance and active monitoring will ...

  11. Spent fuel storage facility at science and technical center 'Sosny': Experience of ten years activity

    International Nuclear Information System (INIS)

    Chigrinov, S.; Goulo, V.; Lunev, A.; Belousov, N.; Salnikov, L.; Boiko, L.

    2000-01-01

    Spent fuel storage of the Academic Science and Technical Center in Minsk is in operation already more then 10 years. In the paper aspects of its design, operation practice, problems and decisions for future are discussed. (author)

  12. Doctoral Students’ Experiences of Feeling (or not) Like an Academic

    OpenAIRE

    Esma Emmioglu Sarikaya; Lynn McAlpine; Cheryl Amundsen

    2017-01-01

    Aim/Purpose: This paper examined the balance and meaning of two types of experiences in the day-to-day activity of doctoral students that draw them into academia and that move them away from academia: ‘feeling like an academic and belonging to an academic community;’ and ‘not feeling like an academic and feeling excluded from an academic community.’ Background: As students navigate doctoral work, they are learning what is entailed in being an academic by engaging with their peers and mor...

  13. Academic Capitalism and Academic Culture: A Case Study

    Science.gov (United States)

    Mendoza, Pilar; Berger, Joseph B.

    2008-01-01

    This case study investigated the impact of academic capitalism on academic culture by examining the perspectives of faculty members in an American academic department with significant industrial funding. The results of this study indicate that faculty members believe that the broad integrity of the academic culture remains unaffected in this…

  14. Bioethics and academic freedom.

    Science.gov (United States)

    Singer, Peter

    1990-01-01

    The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.

  15. The Effects of Project-Based Learning Activities on Academic Achievement and Motivation in Mathematics in Eighth-Grade Students

    Science.gov (United States)

    Mudrich, Rachel Marie

    2017-01-01

    The purpose of this research study was to determine if project-based learning activities (PBLA) incorporated into an eighth-grade mathematics classroom have an effect on students' academic achievement and motivation toward learning. The control group used the traditional instruction method to cover mathematic objective skills that are Common Core…

  16. Academic Career Selection and Retention in Radiation Oncology: The Joint Center for Radiation Therapy Experience

    International Nuclear Information System (INIS)

    Balboni, Tracy A.; Chen, M.-H.; Harris, Jay R.; Recht, Abram; Stevenson, Mary Ann; D'Amico, Anthony V.

    2007-01-01

    Purpose: The United States healthcare system has witnessed declining reimbursement and increasing documentation requirements for longer than 10 years. These have decreased the time available to academic faculty for teaching and mentorship. The impact of these changes on the career choices of residents is unknown. The purpose of this report was to determine whether changes have occurred during the past decade in the proportion of radiation oncology trainees from a single institution entering and staying in academic medicine. Methods and Materials: We performed a review of the resident employment experience of Harvard Joint Center for Radiation Therapy residents graduating during 13 recent consecutive years (n = 48 residents). The outcomes analyzed were the initial selection of an academic vs. nonacademic career and career changes during the first 3 years after graduation. Results: Of the 48 residents, 65% pursued an academic career immediately after graduation, and 44% remained in academics at the last follow-up, after a median of 6 years. A later graduation year was associated with a decrease in the proportion of graduates immediately entering academic medicine (odds ratio, 0.78; 95% confidence interval, 0.65-0.94). However, the retention rate at 3 years of those who did immediately enter academics increased with a later graduation year (p = 0.03). Conclusion: During a period marked by notable changes in the academic healthcare environment, the proportion of graduating Harvard Joint Center for Radiation Therapy residents pursuing academic careers has been declining; however, despite this decline, the retention rates in academia have increased

  17. Pakistani Students' Perceptions about Use of the Internet in Their Academic Activities

    Science.gov (United States)

    Ali, Zarqa S.

    2014-01-01

    The aim of the study is to explore Pakistani university students' use of the Internet in their studies and their perceptions of online academic life. Findings show that Internet use for academic purposes has both positive and negative aspects. There is a gender difference in Pakistani students' perceptions about the use of the Internet in their…

  18. Patterns of Homework Initiation for Web-based Activities in Economics: A Study of Academic Procrastination

    OpenAIRE

    Richard C. Schiming

    2012-01-01

    This study investigates the impact that certain demographic and academic characteristics have on the degree of academic procrastination by college students in a Principles of Macroeconomics course. The study employs an objective measure of academic procrastination (homework initiation) rather than the self-reported measures typically employed in the literature. The empirical results indicate that students who procrastinate less are academically stronger, non-traditionally aged, or had a previ...

  19. 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.

  20. Data science as an academic discipline

    Directory of Open Access Journals (Sweden)

    F Jack Smith

    2006-11-01

    Full Text Available I recall being a proud young academic about 1970; I had just received a research grant to build and study a scientific database, and I had joined CODATA. I was looking forward to the future in this new exciting discipline when the head of my department, an internationally known professor, advised me that data was “a low level activity” not suitable for an academic. I recall my dismay. What can we do to ensure that this does not happen again and that data science is universally recognized as a worthwhile academic activity? Incidentally, I did not take that advice, or I would not be writing this essay, but moved into computer science. I will use my experience to draw comparisons between the problems computer science had to become academically recognized and those faced by data science.