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.

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.

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.

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...

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.

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.

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 ...

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.

Academic Freedom in the Post-9/11 Era. Education, Politics and Public Life

Science.gov (United States)

Carvalho, Edward J., Ed.; Downing, David B.

2011-01-01

Academic freedom has been a principle that undergirds the university since 1915. Beyond this, it also protects a spirit of free inquiry essential to a democratic society. But in the post-9/11 present, the basic principles of academic freedom have been deeply challenged. There have been many startling instances where the rhetoric of national…

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.

[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.

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…

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.

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.

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.

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…

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

Science.gov (United States)

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

2013-06-01

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

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...

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

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.…

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.

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.

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.

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.

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.

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…

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.

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

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 ...

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.

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.

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…

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.

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.

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.

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.

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.

Academic Training: 2004 - 2005 ACADEMIC TRAINING PROGRAMME

CERN Multimedia

Françoise Benz

2004-01-01

1st Term - 01 October to 17 December 2004 REGULAR LECTURE PROGRAMME New Trends in Fusion Research by A. Fasoli, EPFL, Lausanne, CH 11, 12, 13 October Physics at e+e- linear collider by K. Desch, DESY, Hamburg, D 15, 16, 17, 18, 19 November LECTURE SERIES FOR POSTGRADUATE STUDENTS Standard Model by R. Barbieri, CERN-PH-TH 6, 7, 8, 9 10 December The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc) will be published in the CERN Bulletin, the WWW, and by notices before each term and for each series of lectures. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

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.

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

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 ...

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…

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.

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

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

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.

CORRELATION BETWEEN ACADEMIC PERFORMANCE AND OBESITY IN SCHOOL-CHILDREN FROM ANAND DISTRIC

Directory of Open Access Journals (Sweden)

Dipika P. Shah

2017-08-01

Full Text Available Background: Growing childhood obesity epidemic is concerning the health of future generation in any country. Today’s competitive world is increasing the never ending pressure on children to excel in academic performance to ensure bright future. Hence, it is the need of the hour to understand the correlation between obesity and academic performance for implementation of the policies related to obesity prevention and treatment. Methods: 1034 school children were taken randomly according to inclusion and exclusion criteria, and they were divided into two groups: a 5-11 years and b 12-18 years. BMI (BMI, Waist Circumference (WC, the Waist-Height ratio (WHtR and SSFT (Sum of Skinfold thickness were taken to measure obesity, and the class teacher evaluated academic performance. Results: The prevalence of obesity when assessed by WC revealed highest values as compared to Waist-Height ratio, IOTF-BMI and SSFT. Spearman correlation between obesity (WC and academic performance revealed that there was a significant negative moderate correlation in urban boys (r = -0.4, p0.05 correlation between obesity and academic performance in boys and girls of 12-18 years’ age-group. Conclusions: It is also concluded from the present study that obesity and academic performance of school children were negatively correlated in boys and girls of 5 -11 years of age but it was not found in 12-18 years of age. Influence of various confounding factors could not be isolated which could have also impacted the academic performance of the child.

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…

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…

Academic Entitlement and Academic Performance in Graduating Pharmacy Students

OpenAIRE

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

2014-01-01

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

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 ...

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.

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

African Journals Online (AJOL)

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

ACADEMIC TRAINING

CERN Multimedia

Françoise Benz

2002-01-01

12, 13, 14, March LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 POSTPONED! - Modern Project Management Methods - POSTPONED! By G. Vallet / Ed. Highware, Paris, F. Academic Training Françoise Benz Secretariat Tel. 73127 francoise.benz@cern.ch

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...

Female College Students' Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study.

Science.gov (United States)

Walsh, Jennifer L; Fielder, Robyn L; Carey, Kate B; Carey, Michael P

2013-09-01

This longitudinal study describes women's media use during their first year of college and examines associations between media use and academic outcomes. Female students ( N = 483, M age = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance.

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

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.

Academic capitalism and academic culture: A case study.

Directory of Open Access Journals (Sweden)

Pilar Mendoza

2008-12-01

Full Text Available 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 department and they consider industrial sponsorship as a highly effective vehicle for enhancing the quality of education of students and pursuing their scientific interests. This study provides valuable insights to federal and institutional policiescreated to foster industry-academia partnerships and commercialization of academic research.

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.

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…

Academic Motivations and Academic Self-Efficacy of Nursing Students

OpenAIRE

Gamze Sarikoc

2017-01-01

Aim: Academic motivation and academic self-efficacy play important roles in the learning process. They increase academic achievement and the attainment of educational goals, thus providing opportunities in the training of qualified nurses. This study was conducted to determine nursing students%u2019 academic motivation and academic self-efficacy levels. Material and Method: This is a descriptive study. A total of 346 students who are attending a nursing school as either a first, second, third...

Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling.

Science.gov (United States)

Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko

2011-02-28

Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n=823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

The relationship between internalising symptom development and academic attainment in early adolescence.

Directory of Open Access Journals (Sweden)

Praveetha Patalay

Full Text Available Evidence for the longitudinal associations between internalising symptom development and academic attainment is sparse and results from existing studies are largely inconclusive. The approaches that have been used in existing studies examining this relationship have in common the limitation of grouping together all individuals in the sample which makes the assumption that the relationship between time, symptoms and attainment across all individuals is the same. The current study aimed to use heterogeneous trajectories of symptom development to examine the longitudinal associations between internalising symptom development and change in academic attainment over a three years period in early adolescence, a key period for internalising symptom development. Internalising symptoms were assessed for 3 consecutive years in a cohort from age 11-14 years (n = 2647, mean age at T1 = 11.7 years. National standardised test scores prior to the first wave and subsequent to the last wave were used as measures of academic attainment. Heterogeneous symptom development trajectories were identified using latent class growth analysis and socio-demographic correlates, such as gender, SES and ethnicity, of the different trajectory groupings were investigated. Derived trajectory groupings were examined as predictors of subsequent academic attainment, controlling for prior attainment. Results demonstrate that symptom trajectories differentially predicted change in academic attainment with increasing trajectories associated with significantly worse academic outcomes when compared to pupils with low levels of symptoms in all waves. Hence, a trajectory based approach provides a more nuanced breakdown of complexities in symptom development and their differential relationships with academic outcomes and in doing so helps clarify the longitudinal relationship between these two key domains of functioning in early adolescence.

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.

Academic Training: The cosmic microwave background - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 14, 15, 16, 17 and 18 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 The cosmic microwave background M. Zaldarriaga / Harvard University, USA ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

Science.gov (United States)

Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

2013-01-01

This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance. PMID:24505554

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

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. 

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

Science.gov (United States)

Westgate, Erin C.; Wormington, Stephanie V.; Oleson, Kathryn C.; Lindgren, Kristen P.

2017-01-01

Productive procrastination replaces one adaptive behavior with another adaptive—albeit less important—behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles—non-procrastinators, academic productive procrastinators, non-academic productive procrastinators, non-academic procrastinators, and classic procrastinators. Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts. PMID:28804158

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes.

Science.gov (United States)

Westgate, Erin C; Wormington, Stephanie V; Oleson, Kathryn C; Lindgren, Kristen P

2017-03-01

Productive procrastination replaces one adaptive behavior with another adaptive-albeit less important-behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles- non-procrastinators , academic productive procrastinators , non-academic productive procrastinators, non-academic procrastinators , and classic procrastinators . Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts.

[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.

Academic Hospitality

Science.gov (United States)

Phipps, Alison; Barnett, Ronald

2007-01-01

Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

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

Science.gov (United States)

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

2011-01-01

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

Multiple temporalities of knowing in academic research

Czech Academy of Sciences Publication Activity Database

Smith, Simon

2015-01-01

Roč. 54, č. 2 (2015), s. 149-176 ISSN 0539-0184 R&D Projects: GA ČR(CZ) GAP404/11/0127 Institutional support: RVO:68378025 Keywords : academic research * career * Czech Subject RIV: AO - Sociology, Demography Impact factor: 0.473, year: 2015

Self-Esteem and Academic Stress among Nursing Students.

Science.gov (United States)

Acharya Pandey, R; Chalise, H N

2015-01-01

Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons' life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress. Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students. Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg's Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis. Result This study shows mean age of the respondent's was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress. Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.

Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

OpenAIRE

Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

2013-01-01

This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heavies...

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.

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

Academic interventions for academic procrastination: A review of the literature.

Science.gov (United States)

Zacks, Shlomo; Hen, Meirav

2018-01-01

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

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.

Developing a competency framework for academic physicians.

Science.gov (United States)

Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

2017-03-01

There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

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.

Schooling Background and Academic Academic Achievement of Agricultural Students

Directory of Open Access Journals (Sweden)

N. Jayakumar

2016-05-01

Full Text Available In our society academic achievement is considered as a key criterion to judge one’s total potentiality and capability. Academic achievement is seen as a students’ grade point averages in many academic settings. Academic achievement has become an index of students’ future in this highly competitive world and Agricultural education is no exception.  Hence it becomes necessary to find out the factors that determine better academic performance. In this context the present study had been carried out to find out the possible relationship between schooling background and academic achievement of agriculture students. The students admitted in Adhiparasakthi Agricultural College, Kalavai, Vellore between 1999 and 2009 formed the subjects of the study. Findings of the study revealed that determinants like gender, type of school and stream of education had a significant role in the academic achievement of the students. Medium of instruction in HSC did influence the academic achievement but not significantly. It was also found that students who performed well in their HSC did perform well in their undergraduate programme also. This confirms that previous educational outcomes are the most important indicators of student’s future achievement and schooling background has a significant role in academic achievement of students.

Why Do Academics Use Academic Social Networking Sites?

Science.gov (United States)

Meishar-Tal, Hagit; Pieterse, Efrat

2017-01-01

Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the…

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.

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

Science.gov (United States)

Abd-Elmotaleb, Moustafa; Saha, Sudhir K.

2013-01-01

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

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.

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 ...

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…

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.  

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.

Academic writing

Science.gov (United States)

Eremina, Svetlana V.

2003-10-01

The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

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

Science.gov (United States)

Balkis, Murat; Duru, Erdinç

2017-01-01

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

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.

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

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

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.

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.

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.

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.

Male Student-Athlete Perceptions of University Academic Staff Expectations: A Qualitative Analysis of Perceptions, Value and Academic Motivation

Science.gov (United States)

Verbeck, Teresa A.

2010-01-01

Semi-structured interviews were conducted with 11 male collegiate student-athletes in a revenue-generating sport in an effort to better inform current academic support practitioners how to best serve this population. The inquiry focused on student-athlete perceptions of two areas: (1) perceptions regarding the expectations academic personnel have…

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

Directory of Open Access Journals (Sweden)

Wahyu Rahardjo

2013-01-01

Full Text Available Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and academic stress, male students have higher percentage than female students.

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Science.gov (United States)

Wang, Clare Wen; Neihart, Maureen

2015-01-01

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of…

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

Science.gov (United States)

Kim, Terri

2017-01-01

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

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…

The Longitudinal Relation between Academic Support and Latino Adolescents' Academic Motivation

Science.gov (United States)

Alfaro, Edna C.; Umaña-Taylor, Adriana J.

2015-01-01

This study examined whether longitudinal trajectories of academic support from mothers, fathers, and teachers predicted trajectories of Latino adolescents' (N = 323) academic motivation. Findings indicated those boys' perceptions of mothers' and fathers' academic support and girls' perceptions of mothers' academic support declined throughout high…

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…

Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence

OpenAIRE

Hill, Nancy E.; Castellino, Domini R.; Lansford, Jennifer E.; Nowlin, Patrick; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.

2004-01-01

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, par...

Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

Directory of Open Access Journals (Sweden)

Meirav Hen

2014-05-01

Full Text Available Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic selfefficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediation role of academic selfefficacy between emotional intelligence, procrastination and GPA. Findings indicated that Emotional intelligence has a negative indirect effect on academic procrastination and a positive indirect effect on academic performance. Further research is needed to explore the effect of emotional intelligence on academic procrastination and performance, and to further understand its implications for academic settings.

2003-2004 ACADEMIC TRAINING PROGRAMME: H. QUACK

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch LECTURE SERIES 8 and 12 March, from 11.00-12.00 hrs Main Auditorium 9 March, from 11.00-12.00 hrs TH Auditorium* 11 March, from 10.00-12.00 hrs** Main Auditorium Introduction to Cryogenic Engineering H. QUACK, Technische Univ. Dresden, D • Properties of materials • History of cryogenics • Refrigeration processes and machines • Cooling methods • Applications of cryogenics * Please note unusual place. ** Please note unusual time.

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 ...

Is Your Academic Library Pinning? Academic Libraries and Pinterest

Science.gov (United States)

Thornton, Elaine

2012-01-01

Academic libraries are flocking to online social networking sites in an effort to meet users where they are. Pinterest is the latest of these rapidly growing online social networking tools. The author of this article reports results from a survey on academic libraries' presence on Pinterest. The survey found most academic library pinboards are in…

Tutoring Styles That Encourage Learner Satisfaction, Academic Engagement, and Achievement in an Online Environment

Science.gov (United States)

Chae, Soo Eun; Shin, Jae-Han

2016-01-01

This study was aimed to find which tutoring styles significantly predict learners' satisfaction with an e-learning service, academic involvement, and academic achievement. The tutoring styles included subject expert, facilitator, guider, and administrator. In this study, 818 Korean sixth-grade students (ages 11-12 years), enrolled in the…

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…

Academic Locus of Control, Tendencies Towards Academic Dishonesty and Test Anxiety Levels as the Predictors of Academic Self-Efficacy

Science.gov (United States)

Yesilyurt, Etem

2014-01-01

Many studies have focused on finding the level of effect that academic locus of control, tendencies towards academic dishonesty, and test anxiety levels have had on academic self-efficacy, and providing a separate explanation ratio for each. The relationship among the effects of the academic locus of control, tendencies towards academic…

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...

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.

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

The Symbolic Role of Academic Boards in University Academic Quality Assurance

Science.gov (United States)

Rowlands, Julie

2013-01-01

While much research on quality assurance in higher education has centred on issues related to the impact on teaching and learning and academic staff, there is a significant gap in the area of quality assurance and academic governance. Within Australia the roles of university academic boards (also known as academic senates or faculty senates) have…

Academic Training: 2003 - 2004 Academic Training Programme

CERN Multimedia

2004-01-01

ACADEMIC TRAINING Françoise Benz tel. 73127 academic.training@cern.ch 3rd Term - 5 April to 2nd July 2004 REGULAR LECTURE PROGRAMME 19, 20, 21, 22, 23 April Complex Systems, Chaos and Measurements by P. Collet / Ecole Polytechnique, Palaiseau, France 26, 27, 28, 29 April The Theory of Heavy Ion Collisions by U. Wiedemann / CERN-PH/TH 10, 11, 12, 13, 14 May Particle Identification at the LHC by D. Fournier / LAL, Orsay, France 1, 2, 3, 4 June Neural Systems, Genetic Algorithms by V. Robles Forcada and M. Perez Hernandez / Univ. Politecnica de Madrid E. 7, 8, 9, June Real Time Process Control by T. Riesco / CERN-TS 14, 15, 16, 17, 18 June The Cosmic Microwave Background by M. Zaldarriaga / Harvard University, USA 21, 22, 23, June Fixed Target Physics at CERN : Results and Prospects by J. Engelen / CERN-DG 28, 29, 30 June, 1, 2, July Search for Dark Matter by B. Sadoulet / Univ. of California, Berkeley, USA The lectures are open to all those interested, without application. The abstrac...

Academic Training: 2004 - 2005 ACADEMIC TRAINING PROGRAMME

CERN Multimedia

Françoise Benz

2004-01-01

1st Term - 01 October to 17 December 2004 REGULAR LECTURE PROGRAMME New Trends in Fusion Research by A. Fasoli, EPFL, Lausanne, CH 11, 12, 13 October Physics at e+e- linear collider by K. Desch, DESY, Hamburg, D 15, 16, 17, 18, 19 November LECTURE SERIES FOR POSTGRADUATE STUDENTS Standard Model by R. Barbieri, CERN-PH-TH 6, 7, 8, 9 10 December The lectures are open to all those interested, without application. The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc) will be published in the CERN Bulletin, the WWW, and by notices before each term and for each series of lectures. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form a...

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…

Unpacking the associations between heterogeneous externalising symptom development and academic attainment in middle childhood.

Science.gov (United States)

Patalay, Praveetha; Fink, Elian; Fonagy, Peter; Deighton, Jessica

2016-05-01

This study explores children's externalising symptom development pathways between 8 and 11 years of age (three time points across 2 years) and examines their sociodemographic correlates and associations with change in academic attainment. Externalising symptoms were assessed for 5485 children across three consecutive years (M age = 8.7 years, SD = 0.30 at time 1). National standardised test scores served as an index of academic attainment. Using latent class growth analysis, six distinct trajectories of externalising symptom development were identified. Children who showed increasing externalising symptomatology across the three time points were more likely to be male or have special educational needs. These derived trajectories differentially predicted children's subsequent academic attainment (controlling for earlier attainment). Children with increasing externalising symptomatology were significantly more likely to demonstrate negative change in academic achievement compared with children with consistently low externalising problems. The study helps to clarify the longitudinal association between externalising symptom development and academic attainment, and highlights the importance of early intervention for children with increasing externalising symptoms across middle childhood.

Academic self-regulation in students with mild intellectual disability

Directory of Open Access Journals (Sweden)

Đurić-Zdravković Aleksandra

2012-01-01

Full Text Available The aim of this research is to determine the types of academic self-regulation in students with mild intellectual disability and their relation with the examinees' age. The sample consists of 120 examinees of both genders. The selection criteria were: IQ characteristic of mild intellectual disability (51 to 69, age between 12 and 15.11, 5th to 8th grade of primary school, and absence of neurological, psychiatric, expressed emotional and multiple disorders. Academic Self-Regulation Questionnaire was used in this research. The results show the dominance of identified academic regulation in students from the sample. However, by weighting variables, the sample manifested a controlled type according to the unique motivation continuum. It was determined that intrinsic motivation of twelve-year-olds is higher than intrinsic motivation of students in other age groups. Also, we can conclude that statistically significant difference was determined in the level of self-regulation among the examinees of different ages. This means that the behavior of twelve-year-olds is more self-regulated than that of fifteen-year-old students.

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...

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.

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.

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…

Intelligence and Academic Achievement With Asymptomatic Congenital Cytomegalovirus Infection.

Science.gov (United States)

Lopez, Adriana S; Lanzieri, Tatiana M; Claussen, Angelika H; Vinson, Sherry S; Turcich, Marie R; Iovino, Isabella R; Voigt, Robert G; Caviness, A Chantal; Miller, Jerry A; Williamson, W Daniel; Hales, Craig M; Bialek, Stephanie R; Demmler-Harrison, Gail

2017-11-01

To examine intelligence, language, and academic achievement through 18 years of age among children with congenital cytomegalovirus infection identified through hospital-based newborn screening who were asymptomatic at birth compared with uninfected infants. We used growth curve modeling to analyze trends in IQ (full-scale, verbal, and nonverbal intelligence), receptive and expressive vocabulary, and academic achievement in math and reading. Separate models were fit for each outcome, modeling the change in overall scores with increasing age for patients with normal hearing ( n = 78) or with sensorineural hearing loss (SNHL) diagnosed by 2 years of age ( n = 11) and controls ( n = 40). Patients with SNHL had full-scale intelligence and receptive vocabulary scores that were 7.0 and 13.1 points lower, respectively, compared with controls, but no significant differences were noted in these scores among patients with normal hearing and controls. No significant differences were noted in scores for verbal and nonverbal intelligence, expressive vocabulary, and academic achievement in math and reading among patients with normal hearing or with SNHL and controls. Infants with asymptomatic congenital cytomegalovirus infection identified through newborn screening with normal hearing by age 2 years do not appear to have differences in IQ, vocabulary or academic achievement scores during childhood, or adolescence compared with uninfected children. Copyright © 2017 by the American Academy of Pediatrics.

2006 - 2007 ACADEMIC TRAINING PROGRAMME

CERN Multimedia

2006-01-01

1st Term: 02.10. 2006 - 15.12.2006 LECTURE SERIES Practical statistics for particle physicists by L. Lyons, Univ. Oxford, GB 9, 10, 11, 12, 13 October 11:00 -12:00 - Main Auditorium, Bldg 500 Gravitational waves by M. Landry, LIGO Hanford Observatory, Richland, USA 16, 17, 18 October 11:00-12:00 - Main Auditorium, Bldg 500 Neutrino physics, past and future by B. Kayser, FERMILAB, Batavia, USA 27, 28, 29, 30 November, 1 December 11:00-12:00 - TH Auditorium, Bldg 4, 3rd Floor QCD: are we ready for the LHC by S. Frixione, INFN, Genoa, It 4, 5, 6, 7 December 11:00-12:00 - Auditorium, Bldg 500 The abstract of the lectures, as well as any change to the above information (title, dates, time, place etc.) will be published in the CERN bulletin, the WWW, and by Notices before each term and for each series of lectures. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Reflections on academic video

Directory of Open Access Journals (Sweden)

Thommy Eriksson

2012-11-01

Full Text Available As academics we study, research and teach audiovisual media, yet rarely disseminate and mediate through it. Today, developments in production technologies have enabled academic researchers to create videos and mediate audiovisually. In academia it is taken for granted that everyone can write a text. Is it now time to assume that everyone can make a video essay? Using the online journal of academic videos Audiovisual Thinking and the videos published in it as a case study, this article seeks to reflect on the emergence and legacy of academic audiovisual dissemination. Anchoring academic video and audiovisual dissemination of knowledge in two critical traditions, documentary theory and semiotics, we will argue that academic video is in fact already present in a variety of academic disciplines, and that academic audiovisual essays are bringing trends and developments that have long been part of academic discourse to their logical conclusion.

Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States

Science.gov (United States)

Booth, Margaret Zoller; Gerard, Jean M.

2012-01-01

Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. PMID:24068853

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…

Evaluating the Non-Academic Impact of Academic Research: Design Considerations

Science.gov (United States)

Gunn, Andrew; Mintrom, Michael

2017-01-01

Evaluation of academic research plays a significant role in government efforts to steer public universities. The scope of such evaluation is now being extended to include the "relevance" or "impact" of academic research outside the academy. We address how evaluation of non-academic research impact can promote more such impact…

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

Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours

Science.gov (United States)

Kempenaar, Larissa Elisabeth; Murray, Rowena

2016-01-01

The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…

Academic Life Satisfaction Scale (ALSS) and Its Effectiveness in Predicting Academic Success

Science.gov (United States)

Kumar, P.K. Sudheesh; P., Dileep

2006-01-01

This study is undertaken to examine the effectiveness of a newly constructed psychometric instrument to assess Academic Life Satisfaction along with the components of Emotional Intelligence. The Academic Life Satisfaction Scale is used to predict the scholastic achievement as an index of Academic success. The investigators found that Academic Life…

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

OpenAIRE

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

2016-01-01

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

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 ...

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.

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

Directory of Open Access Journals (Sweden)

Yongyan Li

2015-06-01

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

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

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.

Ancient science of yogic life for academic excellence in university students.

Science.gov (United States)

Tikhe, Sham Ganpat; Nagendra, H R; Tripathi, Neeraj

2012-01-01

Academic excellence is essential to provide opportunities for students to work together to improve their understanding of concepts in their academic core. Academic excellence helps students to teach problem-solving and collaborative learning strategies. The objective of this study was to assess Guna (personality traits) in students undergoing Yoga Instructor's Course (YIC). In all, 68 YIC students with a mean age of 28.03 ± 9.38 years participated in this single group pre-post study. The Personality Inventory data were collected before (pre) and after (post) the YIC. Means, standard deviations, Kolmogorov-Smirnov test, and Wilcoxon signed rank test were used for analyzing the data with the help of SPSS 16. The data analysis showed 11.33% decrease (P balanced personality trait) scores. This study suggests that YIC can result in the improvement of Sattva Guna (balance personality trait) among students, thus paving the way for their academic excellence.

Academic Marketing

Directory of Open Access Journals (Sweden)

Ecaterina Daniela ZECA

2017-06-01

Full Text Available Academic Marketing is an investment in a future dominated by The Forth Industrial Revolution and Globalization and not an expense. This aspect will basically alter our way to teach and to learn. In its dimensions, arguably changes will be like anything we has seen before. We try to assess how will be all unfold but, anyway, academic field response at this challenge should be integrated and comprehensive, involving all stakeholders both public and private sectors, because these changes herald upheaval of whole organizations. The educational service is a special one, delivered today but with effects in the future, the future of the individual, the future of generation, the future of nations. The educational service policy adapted to the requirements of time, brings to the front the opportunity of academic marketing. To analyze demand in a professional way, to measure trends and correlated university programs with the forecast demand for jobs, it is the subject. In the case of academic education, we are talking also about cost, distribution and promotion policies, but being a special service we also discuss about ethic boundaries. This work is an open chapter focusing studies on academic megamarketing, the work keeping up with the pace of change, students enrolment mobility, overtakes job market, and an imposed win-win-win formula, applied for students, local community and academic field.

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

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.

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.

Commercializing Academic Research

DEFF Research Database (Denmark)

Czarnitzki, Dirk; Hussinger, Katrin; Schneider, Cédric

2011-01-01

the importance of academic patenting. Our findings suggest that academic involvement in patenting results in a citation premium, as academic patents appear to generate more forward citations. We also find that in the European context of changing research objectives and funding sources since the mid-1990s...

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…

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.

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.

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.…

HOW TO HELP SERBIAN ACADEMIC RESEARCHERS BECOME QUALIFIED ACADEMIC WRITERS FOR INTERNATIONAL READERSHIP

Directory of Open Access Journals (Sweden)

Savka Blagojevic

2011-06-01

Full Text Available Academic writing for international readership is almost always done in English, which in turn, may bring about certain difficulties to non- English academics who are not accustomed to English academic writing norms. Therefore, some linguistic researches, conducted in order to find out the differences between the English academic style and those of non-English ones, are aimed at making non-English academics aware of cross-cultural differences in writing styles and help them modify their own writing style to the requirements of the English academic norms. Thus, in order to help Serbian academics publish internationally, we have initiated a small-scale research by comparing academic re search articles written by English and Serbian academics: thirty from humanities (sociology, psychology and philosophy and thirty from hard sciences (chemistry, geology and environmental pollution. The research presented in the paper focuses the two most important discourse areas in academic articles written by English and Serbian writers: 1. Discourse organization, and 2.Th e choice of rhetoric strategies. The obtained results have pr oven that the two groups of writers display different preferences in their writing styles (which will be presented numerically and on the basis of this fact certain suggestions have been offered, concerning the form that Serbian academic articles should have in order to be published for the international discourse community.

The Academic Adviser

Science.gov (United States)

Darling, Ruth

2015-01-01

In this essay, I explore the idea that "academic" advisers are "academics" who play a major role in connecting the general education curriculum to the students' experience as well as connecting the faculty to the students' holistic experience of the curriculum. The National Academic Advising Association Concept of Academic…

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…

The "Second Academic Revolution": Interpretations of Academic Entrepreneurship

Science.gov (United States)

Zheng, Peijun

2010-01-01

The number and scope of faculty and institutions involved in academic entrepreneurship continues to expand, and this has significant implications for universities, involving potentially wonderful opportunities but also dire risks. This paper looks beyond academic capitalism, a theory that currently dominates the study of higher education, by…

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…

Academic workload management towards learning, components of academic work

OpenAIRE

Ocvirk, Aleksandra; Trunk Širca, Nada

2013-01-01

This paper deals with attributing time value to academic workload from the point of view of an HEI, management of teaching and an individual. We have conducted a qualitative study aimed at analysing documents on academic workload in terms of its definition, and at analysing the attribution of time value to components of academic work in relation to the proportion of workload devoted to teaching in the sense of ensuring quality and effectiveness of learning, and in relation to financial implic...

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…

Academic Training: Astronomy from Space

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 14, 15, 16, 18 March from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Astronomy from Space by T. Courvoisier / Observatoire de Genève In the very wide field of High Energy astrophysics we will select a number of topics that range from the source of radiative energy in the deep potential well around Schwarzschild and Kerr black holes and the basics of accretion disks around compact objects to the description and (where possible) the understanding of binary systems including a compact object (neutron star or black hole), of Active Galactic Nuclei and of gamma ray bursts. The approach that is chosen aims at giving an understanding of the most important phenomenologies encountered in high energy astrophysics rather than a detailed knowledge of one specific topic. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Academics respond

DEFF Research Database (Denmark)

Hazel, Spencer

2015-01-01

Contribution to the article "Academics respond: Brexit would weaken UK university research and funding", Guardian Witness, The Guardian, UK......Contribution to the article "Academics respond: Brexit would weaken UK university research and funding", Guardian Witness, The Guardian, UK...

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

Directory of Open Access Journals (Sweden)

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.

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…

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.

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

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…

Potentials of Entrepreneurial Thinking for Planning : Debates during the 11th AESOP Young Academics Conference

NARCIS (Netherlands)

Gilliard, Lukas; Wenner, Fabian; Lamker, Christian Wilhelm; Van den Berghe, Karel; Willems, Jannes

2017-01-01

Between 10 and 13 April 2017, the 11th AESOP Young Academics conference took place at the Technical University of Munich on the theme of “Planning and Entrepreneurship – Planning and Public Policy at the Intersection of Top-down and Bottom-up Action”. The conference’s aim was to seek to understand

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…

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…

Determinants of academic performance in children with sickle cell anaemia.

Science.gov (United States)

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

2013-11-19

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

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

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

From Academic to Post-Academic Science

Directory of Open Access Journals (Sweden)

Mohammad Amin Ghaneirad

2014-03-01

Full Text Available This paper studies the cultural change in science from academic science to post-academic science by the use of documentary studying and analytical reasoning. The aim of this study is determining the direction of cultural change in science and comparing it with cultural change in society.The knowledge production which surrounds academy has little relationship with the values of society and epistemological norms regulate scientists' behavior from within the scientific system. But in post-academic science the relationship between science and society operates in the same line with market and government and science produce within the social context and scientists' behavior controlled by the norms out of the scientific system. So the culture of science has changed because science applied to meet the requirements of market and industry. The result is that contrary to cultural change in society that goes from materialism to post-materialism, cultural change in science moves from post-materialism to materialism.

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.

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

Science.gov (United States)

Kirikkanat, Berke; Soyer, Makbule Kali

2018-01-01

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

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.

Science.gov (United States)

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2015-01-01

In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.

Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

Directory of Open Access Journals (Sweden)

Ricarda eSteinmayr

2016-01-01

Full Text Available In the context of adolescents’ subjective well-being (SWB, research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is however still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57 completed measures of SWB and test anxiety in the time span of one year. Grade Point Average (GPA indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction. Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes.

Academic performance of Korean children is associated with dietary behaviours and physical status.

Science.gov (United States)

Kim, Hye-Young P; Frongillo, Edward A; Han, Sung-Sook; Oh, Se-Young; Kim, Woo-Kyung; Jang, Young-Ai; Won, Hye-Sook; Lee, Hyun-Sook; Kim, Sook-He

2003-01-01

The purpose of this study was to obtain a fuller understanding of the association of dietary behaviours, physical status and socio-economic status with academic performance in Korean teenagers. The subjects in this study were 6,463 boys and girls, in grade 5, 8, and 11 in Korea. A self-administered questionnaire and the food-frequency form were used. Grade point average (GPA), height, weight, and physical fitness score for the year were recorded from the school record. The academic performance of students was strongly associated with dietary behaviours, especially with regularity of three meals even after control for parent's education level. Regular breakfast and lunch were more important in grades 5 and 8, while regular dinner was more related with academic performance in grade 11. Small, positive associations of height and physical fitness to academic performance were also found. The relative importance of regularity of meals was greater than that of socio-economic status and physical status in older teenagers. The results of this study suggest that accommodation of better dietary environment and nutrition education for three regular meals is recommended.

Academic dishonsty

African Journals Online (AJOL)

User

This study attempted to investigate students' self reported academic dishonesty in Ethiopian ... university programs can play a key role in ... serious problem in establishing academic ... and Rocha 2006); Asian-Pacific, ... and self-adjustment mediates the ..... In my suggestion, it is better that ..... Comparative and International.

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.

Academic Training: Gravitational Waves Astronomy

CERN Multimedia

2006-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 16, 17, 18 October from 11:00 to 12:00 - Main Auditorium, bldg. 500 Gravitational Waves Astronomy M. LANDRY, LIGO Hanford Observatory, Richland, USA Gravitational wave astronomy is expected to become an observational field within the next decade. First direct detection of gravitational waves is possible with existing terrestrial-based detectors, and highly probable with proposed upgrades. In this three-part lecture series, we give an overview of the field, including material on gravitional wave sources, detection methods, some details of interferometric detectors, data analysis methods, and current results from observational data-taking runs of the LIGO and GEO projects. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www...

Academic Training: Gravitational Waves Astronomy

CERN Multimedia

2006-01-01

2006-2007 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 16, 17, 18 October from 11:00 to 12:00 - Main Auditorium, bldg. 500 Gravitational Waves Astronomy M. LANDRY, LIGO Hanford Observatory, Richland, USA Gravitational wave astronomy is expected to become an observational field within the next decade. First direct detection of gravitational waves is possible with existing terrestrial-based detectors, and highly probable with proposed upgrades. In this three-part lecture series, we give an overview of the field, including material on gravitional wave sources, detection methods, some details of interferometric detectors, data analysis methods, and current results from observational data-taking runs of the LIGO and GEO projects.ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern...

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.

Academic musculoskeletal radiology: influences for gender disparity.

Science.gov (United States)

Qamar, Sadia R; Khurshid, Kiran; Jalal, Sabeena; Bancroft, Laura; Munk, Peter L; Nicolaou, Savvas; Khosa, Faisal

2018-03-01

Research productivity is one of the few quintessential gauges that North American academic radiology departments implement to determine career progression. The rationale of this study is to quantify the relationship of gender, research productivity, and academic advancements in the musculoskeletal (MSK) radiology to account for emerging trends in workforce diversity. Radiology residency programs enlisted in the Fellowship and Residency Electronic Interactive Database (FREIDA), Canadian Resident Matching Service (CaRMS) and International Skeletal Society (ISS) were searched for academic faculty to generate the database for gender and academic profiles of MSK radiologists. Bibliometric data was collected using Elsevier's SCOPUS archives, and analyzed using Stata version 14.2. Among 274 MSK radiologists in North America, 190 (69.34%) were men and 84 (30.66%) were women, indicating a statistically significant difference (χ2 = 6.34; p value = 0.042). The available number of female assistant professors (n = 50) was more than half of the male assistant professors (n = 88), this ratio however, plummeted at higher academic ranks, with only one-fourth of women (n = 11) professors compared to men (n = 45). The male MSK radiologist had 1.31 times the odds of having a higher h-index, keeping all other variables constant. The trend of gender disparity exists in MSK radiology with significant underrepresentation of women in top tiers of academic hierarchy. Even with comparable h-indices, at the lower academic ranks, a lesser number of women are promoted relative to their male colleagues. Further studies are needed to investigate the degree of influence research productivity has, in determining academic advancement of MSK radiologists.

Factors associated with nursing students' academic success or failure: a retrospective Italian multicenter study.

Science.gov (United States)

Dante, A; Valoppi, G; Saiani, L; Palese, A

2011-01-01

With the increasing standardization of nursing education in Europe under the Bologna Process Declaration (1999), there is a growing interest in defining a common concept of academic success and/or failure, measuring associated factors and comparing differences and similarities between different countries. While there is literature available on these issues from other countries, the phenomenon has not been studied in Italy. The aim of this study was to define the factors associated with academic success or failure in an Italian cohort of nursing students on a bachelor's degree course. A retrospective multicenter study design was adopted. All students enrolling in the academic year 2004-05 on two different bachelor's courses in the north of Italy were interviewed. Only 81 of the 117 students considered (69.2%) concluded their course in three years. Multivariate analysis identified two factors determining academic success/failure: good results in the entry examination for the bachelor's degree in nursing sciences were associated with academic success (OR 4.217, IC(95%) 1.501-11.84), while family commitments, e.g. caring for children or elderly people were associated with academic failure (OR 0.120, IC(95%) 0.03-0.471). Academic failure has a strong impact on students, their families, the teaching faculties and the community, and its prevention is a challenge in the countries with a shortage of nurses. Copyright © 2010 Elsevier Ltd. All rights reserved.

[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

The persistence of academic difficulties from childhood through adulthood has led researchers to focus on the identification of the early factors influencing children's subsequent achievement in order to improve the efficient screening of children who might be at risk of school failure. The foundations of academic achievement can be accurately traced back to the preschool years prior to children's entry in formal schooling and are largely influenced by environmental determinants. Importantly, some environmental conditions act as early risk factors undermining children's later academic achievement due to the well-established relation between underachievement and exposure to moderate to high levels of environmental risk. In the present study, we aimed to investigate the longitudinal effects of environment-level factors (sociodemographic and family characteristics) and early risk exposure at kindergarten on children's subsequent academic achievement at the end of middle school (grade 9). The sample of analysis comprised 654 kindergarteners aged 5-6 years (2001-2002 school year) followed through the end of middle school when they were aged 14-15 years (2010-2011 school year). At kindergarten, assessment included questionnaire-based measures of sociodemographic and family background characteristics. These included an original set of information pertaining to family background including parental nationality, education level, history of reading difficulties, type of early childcare, family situation, family size, and language-based bedtime routines, as well as individual-level factors such as children's first language, medical history, language delay, birth weight, age of walking onset, and gestation period. At grade 9, outcome measures were composed of children's results in the national evaluations performed at the end of middle school ("Diplôme National du Brevet"), or history of repetition for a second year of the same class. The results indicated that all family

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

Directory of Open Access Journals (Sweden)

Deepa Rajendran

2017-03-01

Full Text Available BACKGROUND Relationship between sleep pattern and academic performance of students is well accepted. The studies relating the sleep pattern of medical students and academic performance is limited. This study was conducted to identify sleep pattern of medical students and find out any relationship between sleep pattern and academic performance. MATERIALS AND METHODS A questionnaire-based study was carried out to assess sociodemographic parameters, sleep/wake timing, sleep duration, daytime sleepiness and academic performance. Academic performance was measured on the basis of the aggregate marks scored for the previous year university exam. RESULTS The study population included 349 students with a mean age of 21.4±1.1years. The student’s average weekday bedtime, rise time and total sleep time was 12:02a.m., 07:03a.m. and 7.23hrs., respectively. The corresponding values for weekends were 12:25a.m., 08:17a.m. and 08:18hrs. Mean sleep duration of night prior to exam was 5.16±1.50.Students with earlier bed/rise time and longer hours of sleep night prior to exam had better academic performance. CONCLUSION Academic performance of medical students showed significant negative correlation with sleep/wake timings and positive correlation with duration of sleepnight before examination.

Academic Training: Telling the truth with statistics

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 21, 22, 23, 24 & 25 February from 11.00 to 12.00 hrs - Main Auditorium, bldg. 500 Telling the truth with statistics by G. D'Agostini / NFN, Roma, Italy The issue of evaluating and expressing the uncertainty in measurements, as well as that of testing hypotheses, is reviewed, with particular emphasis on the frontier cases typical of particle physics experiments. Fundamental aspects of probability will be addressed and the applications, solely based on probability theory, will cover several topics of practical interest, including counting experiments, upper/lower bounds, systematic errors, fits and comparison of hypotheses. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Academic Degradation and the Retreat of the Editors: Academic Irregularities and the Spreading of Academic Corruption from an Editor's Perspective

Science.gov (United States)

Xun, Gong

2007-01-01

Against the backdrop of the grave academic crisis in China, editors have become the objects of wooing, favor-currying, connections-seeking, and collusions; they have been targeted for attacks, plots, extortions, and encroachments. Editing and publishing have become avenues for academic irregularities and academic corruption. Editors have the power…

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.

The academic prince.

Science.gov (United States)

McGregor, Maurice

2002-12-01

The author presents advice to deans and chairs of academia by imagining what Machiavelli might recommend were he to write a modern version of The Prince for academics. "Machiavelli" cautions that since modern academic "princes" have little power (except, perhaps, over teaching and laboratory space), the success of their rule depends upon respect. Regarding the choice of an academic prince, find someone who can be a good role model, set standards, and reward academic excellence, and who will, above all, be respected. Avoid choosing a prince who is a nice, nonthreatening candidate with "good human relations" and "good executive skills." Choose candidates who are already successful and fulfilled and who will see the new post not as a promotion or a balm for their insecurity, but as an intrusion into their academic lives. Fill empty positions as quickly as possible-better a weak prince than no prince at all. Seek short terms for princes, both because respected academics will want to return to their normal lives as soon as possible, and because with short mandates, greater chances can be taken with young, unproved, but promising candidates. At the same time, the appointment of aging administrators who have lost their academic skills is to be avoided. Above all, respect the throne-i.e., the position of chair or dean-even if the person holding the position may not deserve the respect, since when the prince retires with honor, the position becomes more attractive to future good candidates.

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty

Science.gov (United States)

Korn, Liat; Davidovitch, Nitza

2016-01-01

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of “academic offenders”. Which types are more prone to commit academic offenses? To what degree are they “normative” and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces. PMID:27569198

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty.

Science.gov (United States)

Korn, Liat; Davidovitch, Nitza

2016-08-29

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat    ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.

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.

Disruptive innovation in academic medical centers: balancing accountable and academic care.

Science.gov (United States)

Stein, Daniel; Chen, Christopher; Ackerly, D Clay

2015-05-01

Numerous academic medicine leaders have argued that academic referral centers must prepare for the growing importance of accountability-driven payment models by adopting population health initiatives. Although this shift has merit, execution of this strategy will prove significantly more problematic than most observers have appreciated. The authors describe how successful implementation of an accountable care health strategy within a referral academic medical center (AMC) requires navigating a critical tension: The academic referral business model, driven by tertiary-level care, is fundamentally in conflict with population health. Referral AMCs that create successful value-driven population health systems within their organizations will in effect disrupt their own existing tertiary care businesses. The theory of disruptive innovation suggests that balancing the push and pull of academic and accountable care within a single organization is achievable. However, it will require significant shifts in resource allocation and changes in management structure to enable AMCs to make the inherent difficult choices and trade-offs that will ensue. On the basis of the theories of disruptive innovation, the authors present recommendations for how academic health systems can successfully navigate these issues as they transition toward accountability-driven care.

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.

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…

Relocalising academic literacy

DEFF Research Database (Denmark)

Clemensen, Nana; Holm, Lars

2017-01-01

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negot......This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine...... the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional...... contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning...

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.

Etnic background and academic performance in Colombia

Directory of Open Access Journals (Sweden)

Andrés Sanchez-Jabba

2011-12-01

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

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

Science.gov (United States)

Erden, Hale

2016-01-01

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

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

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.

Academic trajectories of newcomer immigrant youth.

Science.gov (United States)

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

2010-05-01

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

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.

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.

Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students

Science.gov (United States)

Rudasill, Kathleen Moritz; Callahan, Carolyn M.

2010-01-01

The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…

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

Directory of Open Access Journals (Sweden)

Pourseyyed SM

2015-07-01

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

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

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

Science.gov (United States)

Wright, Michelle F

2018-02-01

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

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…

Administrative skills for academic physicians.

Science.gov (United States)

Aluise, J J; Scmitz, C C; Bland, C J; McArtor, R E

1989-01-01

To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education now exists that addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies and references provide the academic physician with guidelines for expanding their professional expertise to include organizational and management skills. The continuing success of the academic medical center as a responsive health care system may depend upon the degree to which academic physicians gain sophistication in self-management and organizational administration.

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…

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

Science.gov (United States)

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

2013-07-01

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

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.

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 ...

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…

Academic Training: Climate change and challenges for the environment / POSTPONED!!!

CERN Multimedia

Françoise Benz

2005-01-01

2004-2005 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 20, 21, 22 June 20, 21, 22 June, from 11:00 to 12:00 – Main Auditorium, bldg. 500 Climate change and challenges for the environment C. SCHLUECHTER / Univ. Bern, CH The Academic Training is postponed.

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…

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…

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.

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.

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

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.

Academic Procrastination on Worker Students

OpenAIRE

Muzaqi, Sugito; Arumsari, Andini Dwi

2017-01-01

Academic procrastination is to delay the work in the academic field. Academic procrastination occurs because students who work less able to divide his time well, between work and college. Students who work doing academic procrastination because it is less able to regulate themselves. Self-regulation is the ability to control their own behavior and one of the prime movers of the human personality. In the process of self-regulation, academic procrastination students who need to understand the i...

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…

Are You an Academic Stock or an Academic Bond?

Science.gov (United States)

Berns, Gregory

2008-01-01

Academic scholarship is a business, and just like any other business, it is driven largely by the incentive for profit. Those profits may or may not be financial in nature, but the potential for reward, whether it is measured in terms of a promotion or of intellectual property, underlies whatever people do in higher education. Academics don't…

Stress and suicidal ideation among adolescents having academic difficulty

Directory of Open Access Journals (Sweden)

Priti Arun

2017-01-01

Full Text Available Background and Objectives: Academically typically achieving adolescents were compared with students having academic difficulty on stress and suicidal ideas. Materials and Methods: In a cross-sectional study, 75 academically typically achieving adolescents were compared with 105 students with academic difficulty and 52 students with specific learning disability (SLD. Academic functioning was assessed using teacher's screening instrument, intelligence quotient, and National Institute of Mental Health and Neurosciences index for SLD. Stress and suicidal ideas were assessed using general health questionnaire, suicide risk-11, and Mooney Problem Checklist (MPC. Appropriate statistical methods were applied. Results: Three groups were comparable on age, gender, mother's working status, being only child, nuclear family, self-reported academic decline, and type of school. About half of adolescents reported psychological problems on General Health Questionnaire (mean score >3 in all the groups. Academically typically achieving adolescents showed higher stressors in peer relationships, planning for future and suicidal ideation compared to adolescents with academic difficulty. Adolescents face stress regarding worry about examinations, family not understanding what child has to do in school, unfair tests, too much work in some subjects, afraid of failure in school work, not spending enough time in studies, parental expectations, wanting to be more popular, worried about a family member, planning for the future, and fear of the future. Significant positive correlation was seen between General Health Questionnaire scores and all four subscales of MPC. Suicidal ideas showed a negative correlation with MPC. Interpretations and Conclusions: Adolescents experience considerable stress in multiple areas irrespective of their academic ability and performance. Hence, assessment and management of stress among adolescents must extend beyond academic difficulties.

Trajectories of Discrimination across Adolescence: Associations with Academic, Psychological, and Behavioral Outcomes

Science.gov (United States)

Hughes, Diane; Del Toro, Juan; Harding, Jessica F.; Way, Niobe; Rarick, Jason R. D.

2016-01-01

The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample…

Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

Science.gov (United States)

Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.

2011-01-01

Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated…

The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement.

Science.gov (United States)

Datu, Jesus Alfonso D; King, Ronnel B; Valdez, Jana Patricia M

2017-04-01

Interdependent happiness has been found to be positively associated with optimal psychological outcomes in collectivist cultures. However, the association between interdependent happiness and key academic outcomes has remained unexplored. The current study examined the association of interdependent happiness with key academic outcomes such as autonomous motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that interdependent happiness positively predicted academic engagement (partly) via autonomous motivation. Study 2 showed that prior interdependent happiness positively predicted subsequent academic engagement even after controlling for autoregressor effects. In addition, reciprocal associations among the key variables were found. Taken together, results of the two studies suggest that interdependent happiness plays an adaptive role in the academic context especially in a collectivist cultural setting. Theoretical and practical implications are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

Science.gov (United States)

Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

2009-01-01

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that…

From academic research articles to academic visual and video essays: Only a multimodal transition?

DEFF Research Database (Denmark)

Maier, Carmen Daniela

Drawing on an interdisciplinary theoretical framework, we propose to examine multimodal texts from the academic genre set belonging to the field of presenting and discussing research results: the academic research article, the academic visual essay and the academic video essay. The data...... for this study has been collected from academic journals that belong to print medium and to multimedia. In order to articulate an analytical model for the description and interpretation of these subgenres, we depart from the understanding of genres as linguistic categories influenced by specific situations...... subgenres will also be facilitated by applying theoretical approaches focused on knowledge communication because the academic discourse in these subgenres is based on specific meaning-making structures. The fact that these structures are linked to the subgenres’ common communicative purpose of representing...

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

Academic underachievement: A neurodevelopmental perspective

Directory of Open Access Journals (Sweden)

K. Shapiro Bruce, MD

2011-03-01

Full Text Available Academic underachievement is a common presenting symptom and has many different causes. The disorders that describe academic underachievement are based on the child’s function in cognitive, academic, or behavioral domains. The disorders that are associated with academic underachievement are final common pathways that have different etiologies and mechanisms. Multiple disorders are the rule because brain dysfunction in childhood usually affects multiple functions. Consequently, management programs must be individualized, comprehensive and address issues related to the child, school, and family. Treatment plans include parent training, academic accommodations, techniques to maintain self-esteem, and psychopharmacologic approaches. Ongoing monitoring of the management programs is necessary to detect important comorbidities that may emerge, to modify the program to meet the changing academic and social demands that occur as the child ages, and to provide current information. The outcome for children with academic underachievement is most dependent on the underlying disorder. Health providers have multiple roles to play in the prevention, detection, diagnosis and management of children with academic underachievement.

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

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.

Understanding the Phenomenon of Overcoming Academic Challenges and Failure to Achieve Academic Goals

Science.gov (United States)

Jama, Sam

2017-01-01

This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. "Group A" participants experienced academic failure and were asked to withdraw from their…

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

Science.gov (United States)

Leemann, Regula Julia

2010-01-01

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

Peer relationships and academic achievement

Directory of Open Access Journals (Sweden)

Krnjajić Stevan B.

2002-01-01

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

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"…

Academic Utilization of Government Publications in Three Nigerian University Libraries

Science.gov (United States)

Okwor, Roseline Ngozi; Mole, Austin J. C.; Ihekwoaba, Emmanuel Chukwudi

2015-01-01

This paper seeks to examine the current state of academic utilization of government publications in Nigerian university libraries. Using a descriptive survey, the study focused on three academic libraries in Southeastern Nigeria serving a population of 11,996 undergraduate and postgraduate student library users, 592 of whom answered a…

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.

Academic Culture and Campus Culture of Universities

Science.gov (United States)

Shen, Xi; Tian, Xianghong

2012-01-01

Academic culture of universities mainly consists of academic outlooks, academic spirits, academic ethics and academic environments. Campus culture in a university is characterized by individuality, academic feature, opening, leading, variety and creativity. The academic culture enhances the construction of campus culture. The campus culture…

Senior academic physicians and retirement considerations.

Science.gov (United States)

Moss, Arthur J; Greenberg, Henry; Dwyer, Edward M; Klein, Helmut; Ryan, Daniel; Francis, Charles; Marcus, Frank; Eberly, Shirley; Benhorin, Jesaia; Bodenheimer, Monty; Brown, Mary; Case, Robert; Gillespie, John; Goldstein, Robert; Haigney, Mark; Krone, Ronald; Lichstein, Edgar; Locati, Emanuela; Oakes, David; Thomsen, Poul Erik Bloch; Zareba, Wojciech

2013-01-01

An increasing number of academic senior physicians are approaching their potential retirement in good health with accumulated clinical and research experience that can be a valuable asset to an academic institution. Considering the need to let the next generation ascend to leadership roles, when and how should a medical career be brought to a close? We explore the roles for academic medical faculty as they move into their senior years and approach various retirement options. The individual and institutional considerations require a frank dialogue among the interested parties to optimize the benefits while minimizing the risks for both. In the United States there is no fixed age for retirement as there is in Europe, but European physicians are initiating changes. What is certain is that careful planning, innovative thinking, and the incorporation of new patterns of medical practice are all part of this complex transition and timing of senior academic physicians into retirement. Copyright © 2013 Elsevier Inc. All rights reserved.

Performance samples on academic tasks : improving prediction of academic performance

NARCIS (Netherlands)

Tanilon, Jenny

2011-01-01

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

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…

Academization of Danish semi-professionals

DEFF Research Database (Denmark)

Bøje, Jakob Ditlev

2012-01-01

Academization is a phenomenon which plays an increasing role in the training programmes for the semi-professions. In Denmark academization has been researched from a predominantly student perspective, as an analysis of how abstract forms of knowledge dominate competencies for care and nursing among...... female students. This article examines academization as a discursive phenomenon. It shows how academization has been produced through historical developments of the educational policies surrounding the semiprofessional schools. Furthermore, the article discusses what consequences academization may have...... as a knowledge/power structure for the production and repression of professional identities....

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

Science.gov (United States)

Hen, Meirav; Goroshit, Marina

2014-01-01

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

Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

OpenAIRE

Meirav Hen; Marina Goroshit

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, an...

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…

Expatriate academics

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob

2011-01-01

Purpose – The literature on business expatriates has been increasing rapidly, but research on expatriate academics has remained scant, despite the apparent increasing globalisation of the academic world. Therefore, more research is needed on the latter group of expatriates. This paper aims to fill...... some of the gaps. Design/methodology/approach – A questionnaire was directed electronically towards expatriate academics occupying regular positions in science faculty departments in universities in northern Europe. Findings – Results showed that job clarity was the dominating job factor with strong...... relationships with all of the five investigated work outcome variables, work adjustment, work performance, work effectiveness, job satisfaction, and time to proficiency. Job conflict and job freedom had an association with some of the work outcome variables but not with all of them. Neither workload nor job...

Machine learning methods in predicting the student academic motivation

Directory of Open Access Journals (Sweden)

Ivana Đurđević Babić

2017-01-01

Full Text Available Academic motivation is closely related to academic performance. For educators, it is equally important to detect early students with a lack of academic motivation as it is to detect those with a high level of academic motivation. In endeavouring to develop a classification model for predicting student academic motivation based on their behaviour in learning management system (LMS courses, this paper intends to establish links between the predicted student academic motivation and their behaviour in the LMS course. Students from all years at the Faculty of Education in Osijek participated in this research. Three machine learning classifiers (neural networks, decision trees, and support vector machines were used. To establish whether a significant difference in the performance of models exists, a t-test of the difference in proportions was used. Although, all classifiers were successful, the neural network model was shown to be the most successful in detecting the student academic motivation based on their behaviour in LMS course.

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.

Exercise and Academic Achievement in Children: Effects of Acute Class-Based Circuit Training

Directory of Open Access Journals (Sweden)

Dickinson Ben D.

2016-03-01

Full Text Available Purpose. For schools, the increasingly imposed requirement to achieve well in academic tests puts increasing emphasis on improving academic achievement. While treadmill exercise has been shown to have beneficial effects on cognitive function and cycling ergometers produce stronger effect sizes than treadmill running, it is impractical for schools to use these on a whole-class basis. There is a need to examine if more ecologically valid modes of exercise might have a similar impact on academic achievement. Circuit training is one such modality shown to benefit cognitive function and recall ability and is easily operationalised within schools. Methods. In a repeated measures design, twenty-six children (17 boys, 8 girls aged 10-11 years (mean age 10.3; SD ± 0.46 years completed the Wide Range Achievement Test (WRAT 4 at rest and following 30 minutes of exercise. Results. Standardised scores for word reading were significantly higher post exercise (F(1,18 = 49.9, p = 0.0001 compared to rest. In contrast, standardised scores for sentence comprehension (F(1,18 = 0.078, p = 0.783, spelling (F(1,18 = 4.07, p = 0.06 mathematics (F(1,18 = 1.257, p = 0.277, and reading (F(1,18 = 2.09, p = 0.165 were not significantly different between rest and exercise conditions. Conclusions. The results of the current study suggest acute bouts of circuit based exercise enhances word reading but not other areas of academic ability in 10-11 year old children. These findings support prior research that indicates acute bouts of exercise can selectively improve cognition in children.

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

Science.gov (United States)

Datu, Jesus Alfonso D

2017-04-09

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

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.

Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

Science.gov (United States)

Putwain, Dave; Sander, Paul; Larkin, Derek

2013-01-01

Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

Travelling Academics: The Lived Experience of Academics Moving across Countries

Science.gov (United States)

Uusimaki, Liisa; Garvis, Susanne

2017-01-01

The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how…

Academic Outcomes in Individuals With Childhood-Onset Epilepsy: Mediating Effects of Working Memory.

Science.gov (United States)

Danguecan, Ashley N; Smith, Mary Lou

2017-08-01

Academic difficulties are common in children with epilepsy, although little is known about the effect of various seizure-related and cognitive variables. Given that persistent seizures may negatively impact academics, and that working memory is predictive of academic abilities, we examined the effects of recent seizures and working memory on word reading, spelling, and arithmetic in pediatric epilepsy. We hypothesized that persistent seizures would be associated with lower working memory ability, which would in turn result in poorer academic performance. Our sample consisted of 91 children with epilepsy being treated at the Hospital for Sick Children in Toronto, Canada, who underwent neuropsychological testing between 2002 and 2009 to help determine surgical candidacy. Four to 11 years later, follow-up testing was conducted on both surgical (n=61) and non-surgical (n=30) patients. Seizure status was defined by the presence or absence of seizures within the preceding 12 months. 5000 bias-corrected bootstrap resamples with replacement were used to calculate the 95% confidence intervals (CIs) for the indirect effect of seizure status on academics through working memory, controlling for baseline academic functioning. Persistent seizures were associated with reduced working memory, which was in turn associated with lower reading (B=-4.64, 95% CI [-10.21, -1.30]), spelling (B=-7.09, 95% CI [-13.97, -2.56], and arithmetic scores (B=-8.04, 95% CI [-13.66, -3.58] at follow-up. For children with intractable epilepsy, working memory deficits present a significant barrier to the development of academic skills. Working memory interventions may be a helpful adjunct to academic remediation in this population to facilitate academic progress. (JINS, 2017, 23, 594-604).

Project management - challenges in dealing with academic and non-academic partners

Science.gov (United States)

Henkel, Daniela; Eisenhauer, Anton; Drossou-Berendes, Alexandra

2016-04-01

Modern research projects on national, European and international level are challenged by an increasing requirement of inter and trans-disciplinarily, societal relevance and educational outreach as well as market oriented applications. In particular, to be successful in European research in the frame of HORIZON 2020, the EU Framework Programme for Research and Innovation, it is crucial that relatively large international research consortia involve academic and non-academic partners, NGOs, private and non-private institutions as well as industrial companies. For the management and organisation of such consortia coordinators have to deal with significant differences between multi-national and multi-sectorial administrations and research environments, in order to secure a successful implementation of the project. This often costs research and non-academic partners tremendous efforts, not to say excessive demands. Based on the experiences made in the frame of an Innovative Training Network (ITN) project within the HORIZON 2020 Marie Skłodowska-Curie Actions, this presentation identifies organisational pitfalls and major challenges of the project management for European funded research involving multi-national academic and non-academic research partners. Possible strategies are discussed to circumvent and avoid conflicts already at the beginning of the project.

The Study of Law as an Academic Discipline

Directory of Open Access Journals (Sweden)

René Brouwer

2017-12-01

Full Text Available This paper deals with the study of law as an academic discipline, in two ways. First, the study of law within the university does not speak for itself: in contrast with classical Athens, where law was not at all considered to be a matter for specialists, or Norman England, where specialists with a vocational training came to deal with the ‘common law’, in continental Europe at the end of the 11th century the study of law developed into one of the core academic disciplines at the newly established universities, as a result of the revival of the Byzantine version of Roman law as the ius commune. Second, as an academic study, contrary to what is sometimes suggested, the methods available to its students are diverse. This paper shows that law can be studied with the help of methods comparable to the ones used in other academic disciplines, notably the natural sciences and the humanities.

Challenges in contemporary academic neurosurgery.

Science.gov (United States)

Black, Peter M

2006-03-01

Traditionally, the ideal academic neurosurgeon has been a "quadruple threat," with excellence in clinical work, teaching, research, and administration. This tradition was best exemplified in Harvey Cushing, who developed the field of neurosurgery 90 years ago. This paradigm will probably have to change as academic neurosurgeons face major challenges. In patient care, these include increasing regulatory control, increasing malpractice costs, consolidation of expensive care in academic centers, and decreasing reimbursement; in resident teaching, work hour limitations and a changing resident culture; in research, the increasing dominance of basic scientists in governmental funding decisions and decreased involvement of neurosurgeons in scientific review committees; and in administration, problems of relationships in the workplace, patient safety, and employment compliance in an increasingly bureaucratic system. To meet these challenges, the new academic neurosurgeon will probably not be a quadruple threat personally but will be part of a quadruple threat in a department and institution. Neurosurgeons in such a setting will have to work with hospital, medical school, and national and international groups to address malpractice, reimbursement, subspecialization, and training problems; find supplemental sources of income through grants, development funds, and hospital support; lead in the development of multidisciplinary centers for neuroscience, brain tumor, spine, and other initiatives; and focus on training leaders for hospital, regional, and national groups to reconfigure neurosurgery. Collaboration, flexibility, and leadership will be characteristic of the academic neurosurgeon in this new era.

Academic delay of gratification, self-efficacy, and time management among academically unprepared college students.

Science.gov (United States)

Bembenutty, Héfer

2009-04-01

This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

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.

Linking Parental Socialization to Interpersonal Protective Processes, Academic Self-Presentation, and Expectations among Rural African American Youth

Science.gov (United States)

Murry, Velma McBride; Berkel, Cady; Brody, Gene H.; Miller, Shannon J.; Chen, Yi-fu

2008-01-01

Data obtained from two waves of a longitudinal study of 671 rural African American families, with an 11-year-old preadolescent, were examined to test pathways through which racial and ethnic socialization influence youth's self-presentation and academic expectation and anticipation through the enhancement of youth self-pride. Structural equation modeling analyses indicated that racial and ethnic socialization was linked with youth's expectation and anticipation for academic success, through youth self-pride, including racial identity and self-esteem, and academic self-presentation. The results highlight the need to disaggregate racial and ethnic socialization in order to better understand how these parenting domains uniquely forecast youth self-pride, as well as their orientation to education and academic success. PMID:19209975

Effects of nutritional status on academic performance of Malaysian primary school children.

Science.gov (United States)

Zaini, M Z Anuar; Lim, C T; Low, W Y; Harun, F

2005-01-01

Numerous factors are known to affect the academic performance of students. These include prenatal conditions, birth conditions, postnatal events, nutritional, socio-economic factors and environmental factors. This paper examines the nutritional status and its relationship with academic performance of 9-10 years old primary school children recruited randomly in Selangor, Malaysia. A standard self-administered questionnaire was utilized to obtain pertinent information and a face-to-face interview was also conducted with the parents. Results of the academic performances were extracted from the students' report cards. The intellectual performance was assessed using Raven's Coloured Progressive Matrices. Physical examination was also conducted on these students by doctors. Overall 1,405 students and 1,317 parents responded to the survey. Of these 83.6% were Malays, 11.6% Indians, and 4.2% Chinese. The majority of them (82.9%) were from urban areas. The female: male ratio was 51:49; mean age was 9.71 years. The mean height and weight were 32.3 kg and 135.2 cm respectively. Their mean BMI was 17.42 kg/cm2, with 0.9% underweight, 76.3% normal BMI, 16.3% overweight, and 6.3% obese. Academic performance was significantly correlated with breast feeding, income and educational level of their parents, BMI, and whether they have been taking breakfast. There was a weak correlation between presence of anaemia and intellectual performance. Improving the socio-economic status of the parents will lend a helping hand in the academic performance of the students. Since breast feeding is associated with better academic and intellectual performance it must be emphasized, particularly to expectant mothers in the antenatal clinics.

Academic medicine amenities unit: developing a model to integrate academic medical care with luxury hotel services.

Science.gov (United States)

Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R

2009-02-01

The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center.

Academic librarianship today

CERN Document Server

2017-01-01

Intended for use by both librarians and students in LIS programs, Academic Librarianship Today is the most current, comprehensive overview of the field available today. Key features include: Each chapter was commissioned specifically for this new book, and the authors are highly regarded academic librarians or library school faculty— or both Cutting-edge topics such as open access, copyright, digital curation and preservation, emerging technologies, new roles for academic librarians, cooperative collection development and resource sharing, and patron-driven acquisitions are explored in depth Each chapter ends with thought-provoking questions for discussion and carefully constructed assignments that faculty can assign or adapt for their courses The book begins with Gilman’s introduction, an overview that briefly synthesizes the contents of the contributors’ chapters by highlighting major themes. The main part of the book is organized into three parts: The Academic Library Landscape Today, ...

Academic Careers and the Valuation of Academics. A Discursive Perspective on Status Categories and Academic Salaries in France as Compared to the U.S., Germany and Great Britain

Science.gov (United States)

Angermuller, Johannes

2017-01-01

Academic careers are social processes which involve many members of large populations over long periods of time. This paper outlines a discursive perspective which looks into how academics are categorized in academic systems. From a discursive view, academic careers are organized by categories which can define who academics are (subjectivation)…

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…

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

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

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.

The effects of incubation on academic and non-academic high-tech start-ups: evidence from Italy

OpenAIRE

Colombo, Massimo G.; Piva, Evila; Rentocchini, Francesco

2012-01-01

This study aims at empirically investigating whether technology incubators help academic high-tech start-ups to establish collaborations with other organizations, thus increasing the competitiveness of these firms. In doing so, we take into account the specificities of academic high-tech start-ups with respect to their non-academic counterparts. We compare the effects of incubation on academic and non-academic high-tech start-ups through econometric estimates using a large sample of Italian f...

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

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.

Academic Allies

DEFF Research Database (Denmark)

Byberg, Rebekka Birkebo

the national associations of European law: Fédération Internationale pour le Droit Européen, the European law journal Common Market Law Review, and the ITL project, carried out at the European University Institute.It carefully documents an alliance between academics and community actors with the aim...... of providing academic support to the constitutional claim, and it argues that the academic discipline of European law was built and developed through a circular attribution of legal ideas, legitimacy, and self-image between the European Court of Justice, the Commission, and academia –most particularly so......This doctoral thesis explores the key transnational institutions of European law academia and their role in the creation of a constitutional legal practice in the European Community from 1961 to 1993. Consisting of three case studies, it investigates the transnational federation gathering...

Is academic buoyancy anything more than adaptive coping?

Science.gov (United States)

Putwain, David W; Connors, Liz; Symes, Wendy; Douglas-Osborn, Erica

2012-05-01

Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.

Declaration of Academic Freedom

Directory of Open Access Journals (Sweden)

Gökhan ÇETİNSAYA

2014-04-01

Full Text Available 1. Universities are the institutions where all the opinions, various truth claims as well as social and political problems are discussed in a liberal and civilized way and the complicated problems are expressed clearly without any oppression and prevention. 2. Academic freedom includes first and foremost the right of freedom of research and thus freedom of using the essential knowledge methods, the right of possessing the necessary tools and conditions required for the research and the rights of scientific production, informing, learning and dissemination. 3. Academics possess the rights to benefit from the academic freedom without any limitation, to research and investigate according to their own preferences and interests, and to teach these without being exposed to any oppression and prevention. 4. This freedom of teaching that the academics have should not be used in a manner restricting students' freedom of learning; academics should avoid from being dogmatic in the research and education processes and respect students' rights of thinking differently and expressing themselves. 5. Academics accordingly should lead the students to evaluate and understand the new thoughts as a whole and to be tolerant to the thoughts they do not agree and to think in various ways. Also, academics should encourage the students to create their own opinions based on evidences and enable them to express these opinions freely and respect their freedom of expression. 6. Campuses should be safe environments where the students can express their own opinions freely. Suppressing the intellectual diversity and the plurality of viewpoints will decrease the productivity of teaching and learning process, restrict students' freedom of learning, and constrain the chance of formation of critical and in-depth thinking. 7. Critical thinking develops only in the campuses where various thoughts are expressed in a liberal way. Students should feel that they would not be prevented

Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study

Science.gov (United States)

Tanaka, Masaaki; Watanabea, Yasuyoshi

2012-01-01

Objective: Intrinsic academic motivation is one of the most important psychological concepts in education, and it is related to academic outcomes in medical students. This study examined the relationships between academic and family conditions and intrinsic academic motivation. Design: Cross-sectional design. Setting: The study group consisted of…

Academic Publications

OpenAIRE

Francisco H C Felix

2017-01-01

Alternative modes of academic publication. What it is: Page for the dissemination of academic papers in alternative formats. Aimed at the diffusion of the idea of open publication, or open access publication, a branch of open science, a multidisciplinary movement that seeks to modify the paradigm of knowledge production that centralizes it and prevents its spreading. Historically, Western tradition has become firmly rooted in the free dissemination of knowledge among peers. However, the c...

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

Science.gov (United States)

Khanehkeshi, Ali; Basavarajappa

2011-01-01

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

International note: parenting, academic achievement and problem behaviour among Chinese adolescents.

Science.gov (United States)

Li, Haibin; Walker, Richard; Armstrong, Derrick

2014-06-01

In light of differing findings regarding the relations between parenting and adolescent academic/behavioural outcomes and the dearth of such research in a Chinese context, we conducted research to examine the relationship between parental supervision/attachment and academic achievement/problem behaviour among mainland Chinese adolescents. In the study, 636 Grade 11 students completed a questionnaire comprising parenting and problem behaviour variables complemented by academic achievement (GPA) data drawn from school records. The study found that the relations between parenting (parental supervision and attachment) and Chinese adolescents' academic and behavioural outcomes are very weak. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Service Innovation In Academic Libraries

DEFF Research Database (Denmark)

Scupola, Ada; Nicolajsen, Hanne Westh

2010-01-01

Purpose – The purpose of this article is to investigate whether management and employees in academic libraries involve users in library service innovations and what these user roles are. Design/methodology/approach – The article first reviews the literature focusing on innovation, new product...... development, new service development and library science with specific focus on users and management. Subsequently the research uses a case study approach to investigate management and customer involvement in a Danish academic library. Findings – Results from the case study show that academic libraries...... in academic library service innovations on the basis of an in-depth case study of a Danish academic library....

Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

Science.gov (United States)

Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

2013-01-01

The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

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…

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.

Academic goals, student homework engagement, and academic achievement in Primary Education

Directory of Open Access Journals (Sweden)

Antonio eValle

2016-03-01

Full Text Available There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13. Findings show that: (a academic achievement was positively associated with the amount of homework completed, (b the amount of homework completed was related to the homework time management, (c homework time management was associated with the approach to homework; (d and the approach to homework, like the rest of the variables of the model (except for the time spent on homework, was related to the student's academic motivation (i.e., academic goals.

Factors of academic procrastination

OpenAIRE

Kranjec, Eva; Košir, Katja; Komidar, Luka

2017-01-01

This study investigated dimensions of perfectionism, anxiety, and depression as factors of academic procrastination. Our main research interest was to examine the role of specific dimensions of perfectionism as moderators in the relationship between anxiety and depression and academic procrastination. Four scales were administered on the sample of 403 students: perfectionism scale FMPS, academic procrastination scale APS-SI, depression scale CESD and anxiety scale STAI-X2. The results showed ...

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.

The academic quilting bee.

Science.gov (United States)

Mayer, Anita P; Files, Julia A; Ko, Marcia G; Blair, Janis E

2009-03-01

In medicine, the challenges faced by female faculty members who are attempting to achieve academic advancement have been well described. Various strategies have been proposed to increase academic productivity to aid the promotion of women in medicine. We propose an innovative collaboration strategy that encourages completion of an academic writing project. This strategy acknowledges the challenges inherent in achieving work-life balance and utilizes a collaborative work style with a group of peer physicians. The model is designed to encourage the completion and collation of independently prepared sections of an academic paper within a setting that emphasizes social networking and collaboration. This approach has many similarities to the construction of a quilt during a "quilting bee."

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

The Construction of Academic Time: Sub/Contracting Academic Labour in Research.

Science.gov (United States)

Hey, Valerie

2001-01-01

Offers a poststructuralist analysis of the UK higher education sector's academic division of labor, exploring some new contradictions from a contract researcher's standpoint. Raises political, social, and methodological questions about these divisions by exploring their class and gender dimensions. Too many academics remain silent about adverse…

Academic Career Making and the Double-Edged Role of Academic Housework

Science.gov (United States)

Heijstra, Thamar Melanie; Steinthorsdóttir, Finnborg Salome; Einarsdóttir, Thorgerdur

2017-01-01

Internationalisation, competition and performance orientation are nowadays essential in the managing and financing of universities. This pattern has intensified with the austerity measures and fiscal consolidation that followed the financial crisis in 2008. This article examines the academic labour process and career making of academics from a…

Investigation of Pre-Service Science Teachers' Academic Self-Efficacy and Academic Motivation toward Biology

Science.gov (United States)

Ates, Hüseyin; Saylan, Asli

2015-01-01

The purpose of this research was to examine pre-service science teachers' academic motivation and academic self-efficacy toward biology. The sample consisted of 369 pre-service science teachers who enrolled in the faculty of education of two universities in Turkey. Data were collected through Academic Motivation Scale (AMS) (Glynn & Koballa,…

Physical Fitness Is Longitudinally Associated With Academic Performance During Childhood and Adolescence, and Waist Circumference Mediated the Relationship.

Science.gov (United States)

Lima, Rodrigo Antunes; Larsen, Lisbeth Runge; Bugge, Anna; Andersen, Lars Bo

2018-03-10

The current investigation aimed to investigate the longitudinal association between physical fitness and academic performance over 3 years in adolescents. A secondary aim was to determine to what extent waist circumference mediated the association between physical fitness and academic performance. For the current study, 1020 students from first grade [mean age: 7.87 (0.34) y] to fifth grade [mean age: 11.87 (0.37) y] were monitored annually for 3 years (2010-2013). Physical fitness was assessed using the Andersen test, 5 × 5-m shuttle run, jump height, and grip strength tests and by constructing a composite score combining all 4 fitness tests. Academic performance was assessed by national standardized tests in Danish language and math. Generalized structural equation modeling was used to evaluate the relationships between these variables. The Andersen test (standardized β = 0.15 SD), shuttle run (β = -0.18 SD), jump height (β = 0.10 SD), and the fitness composite score (β = 0.23 SD) were positively associated with academic performance over 3 years. In addition, waist circumference partially mediated the association between physical fitness and academic performance. Thus, physical fitness abilities should be stimulated during childhood and early adolescence because of their positive association with academic performance.

Gender inequalities in transnational academic mobility and the ideal type of academic entrepreneur

OpenAIRE

Leemann, Regula Julia

2010-01-01

Based on a study on academic career paths of PhD graduates in Switzerland, this paper is concerned with the individual and institutional factors that affect transnational academic mobility in the postdoctoral period. It will be argued that the institutionalisation of geographic mobility in academic career paths through research funding institutions and universities have gendering and stratifying effects. Complex formations related to gender, partnership, children, and dual-career constellatio...

Locus of Control, Academic Self-Concept, and Academic Dishonesty among High Ability College Students

Science.gov (United States)

Rinn, Anne N.; Boazman, Janette

2014-01-01

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students' loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took…

Does Formal Research Training Lead to Academic Success in Plastic Surgery? A Comprehensive Analysis of U.S. Academic Plastic Surgeons.

Science.gov (United States)

Lopez, Joseph; Ameri, Afshin; Susarla, Srinivas M; Reddy, Sashank; Soni, Ashwin; Tong, J W; Amini, Neda; Ahmed, Rizwan; May, James W; Lee, W P Andrew; Dorafshar, Amir

2016-01-01

It is currently unknown whether formal research training has an influence on academic advancement in plastic surgery. The purpose of this study was to determine whether formal research training was associated with higher research productivity, academic rank, and procurement of extramural National Institutes of Health (NIH) funding in plastic surgery, comparing academic surgeons who completed said research training with those without. This was a cross-sectional study of full-time academic plastic surgeons in the United States. The main predictor variable was formal research training, defined as completion of a postdoctoral research fellowship or attainment of a Doctor of Philosophy (PhD). The primary outcome was scientific productivity measured by the Hirsh-index (h-index, the number of publications, h that have at least h citations each). The secondary outcomes were academic rank and NIH funding. Descriptive, bivariate, and multiple regression statistics were computed. A total of 607 academic surgeons were identified from 94 Accreditation Council for Graduate Medical Education-accredited plastic surgery training programs. In all, 179 (29.5%) surgeons completed formal research training. The mean h-index was 11.7 ± 9.9. And, 58 (9.6%) surgeons successfully procured NIH funding. The distribution of academic rank was the following: endowed professor (5.4%), professor (23.9%), associate professor (23.4%), assistant professor (46.0%), and instructor (1.3%). In a multiple regression analysis, completion of formal research training was significantly predictive of a higher h-index and successful procurement of NIH funding. Current evidence demonstrates that formal research training is associated with higher scientific productivity and increased likelihood of future NIH funding. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Promotion of women physicians in academic medicine. Glass ceiling or sticky floor?

Science.gov (United States)

Tesch, B J; Wood, H M; Helwig, A L; Nattinger, A B

1995-04-05

To assess possible explanations for the finding that the percentage of women medical school faculty members holding associate or full professor rank remains well below the percentage of men. Cross-sectional survey of physician faculty of US medical schools using the Association of American Medical Colleges (AAMC) database. Surveyed were 153 women and 263 men first appointed between 1979 and 1981, matched for institutions of original faculty appointment. Academic rank achieved, career preparation, academic resources at first appointment, familial responsibilities, and academic productivity. After a mean of 11 years on a medical school faculty, 59% of women compared with 83% of men had achieved associate or full professor rank, and 5% of women compared with 23% of men had achieved full professor rank. Women and men reported similar preparation for an academic career, but women began their careers with fewer academic resources. The number of children was not associated with rank achieved. Women worked about 10% fewer hours per week and had authored fewer publications. After adjustment for productivity factors, women remained less likely to be associate or full professors (adjusted odds ratio [OR] = 0.37; 95% confidence interval [CI], 0.21 to 0.66) or to achieve full professor rank (adjusted OR = 0.27; 95% CI, 0.12 to 0.63). Based on the AAMC database, 50% of both women and men originally appointed as faculty members between 1979 and 1981 had left academic medicine by 1991. Women physician medical school faculty are promoted more slowly than men. Gender differences in rank achieved are not explained by productivity or by differential attrition from academic medicine.

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.

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.

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.

Gender differences in promotions and scholarly productivity in academic urology.

Science.gov (United States)

Awad, Mohannad A; Gaither, Thomas W; Osterberg, E Charles; Yang, Glen; Greene, Kirsten L; Weiss, Dana A; Anger, Jennifer T; Breyer, Benjamin N

2017-10-01

The gender demographics within urology are changing as more women are entering the workforce. Since research productivity strongly influence career advancement, we aim to characterize gender differences in scholarly productivity and promotions in a cohort of graduated academic urologists. Urologists who graduated between 2002 and 2008 from 34 residency programs affiliated with the top 50 urology hospitals as ranked in 2009 by U.S. News & World Report were followed longitudinally. Only urologists affiliated with an academic teaching hospital were included for analysis. A total of 543 residents graduated, 459 (84.5%) males and 84 (15.5%) females. Of these, 173 entered academia, 137 (79.2%) males and 36 (20.8%) females. Women had fewer publications compared to men (mean 19.3 versus 61.7, p = 0.001). Fewer women compared to men were promoted from assistant professor 11 (30.6%) versus 83 (60.6%), p = 0.005. Fewer women achieved associate professor 10 (27.8%) versus 67 (48.9%), p = 0.005 or professor ranks 1 (2.8%) versus 16 (11.7%), p = 0.005 respectively compared to men. In a multivariate logistic regression analysis, after controlling for the number of total publications and number of years since graduation, gender was not predictive of achieving promotion, OR = 0.81 (95% CI 0.31-2.13), p = 0.673. Women are underrepresented in senior faculty roles in urology. Scholarly productivity seems to play a major role in academic promotion within urology. With increasing women in academic urology, further studies are needed to explore predictors of promotion and how women can achieve higher leadership roles in the field.

Thinking Academic Freedom

Science.gov (United States)

Lange, Lis

2016-01-01

This lecture argues that the politicisation and instrumentalisation of the university caused by neoliberal frames has as a result the depoliticisation of knowledge and of the academic as individual. This depoliticisation has turned academic freedom into a right to disengage not only from the political fight around these issues but also from the…

Marketing Academic Libraries

Science.gov (United States)

Mallon, Melissa, Ed.

2013-01-01

Ask any academic librarian if marketing their library and its services is an important task, and the answer will most likely be a resounding "yes!" Particularly in economically troubled times, librarians are increasingly called upon to promote their services and defend their library's worth. Since few academic libraries have in-house marketing…

Cognitive and Academic Functioning of Homeless Children Compared with Housed Children.

Science.gov (United States)

Rubin, David H.; And Others

1996-01-01

Studied the effect of homelessness on cognitive and academic functioning of children 6 to 11 years old in comparison to a control group of housed children in the same classroom. Found no differences in cognitive functioning between homeless and housed children, but did find that homeless children performed significantly more poorly than housed…

Apps and Mobile Support Services in Canadian Academic Medical Libraries

Directory of Open Access Journals (Sweden)

Tess Grynoch

2016-12-01

Full Text Available Objective: To examine how Canadian academic medical libraries are supporting mobile apps, what apps are currently being provided by these libraries, and what types of promotion are being used. Methods: A survey of the library websites for the 17 medical schools in Canada was completed. For each library website surveyed, the medical apps listed on the website, any services mentioned through this medium, and any type of app promotion events were noted. When Facebook and Twitter accounts were evident, the tweets were searched and the past two years of Facebook posts scanned for mention of medical apps or mobile services/events. Results: All seventeen academic medical libraries had lists of mobile medical apps with a large range in the number of medical relevant apps (average=31, median= 23. A total of 275 different apps were noted and the apps covered a wide range of subjects. Five of the 14 Facebook accounts scanned had posts about medical apps in the past two years while 11 of the 15 Twitter accounts had tweets about medical apps. Social media was only one of the many promotional methods noted. Outside of the app lists and mobile resources guides, Canadian academic medical libraries are providing workshops, presentations, and drop-in sessions for mobile medical apps. Conclusion: While librarians cannot simply compare mobile services and resources between academic medical libraries without factoring in a number of other circumstances, librarians can learn from mobile resources strategies employed at other libraries, such as using research guides to increase medical app literacy.

Another Discussion about Academic Corruption

Science.gov (United States)

Changgeng, Li

2007-01-01

Academic corruption is a commonplace matter about which all people are clearly aware. However, people often overlook many hidden or latent manifestations of academic corruption. This article discusses eight of these manifestations: indiscriminate use of the academic team spirit, the proliferation of "word games," deliberate attacks on…

Academic Freedom Requires Constant Vigilance

Science.gov (United States)

Emery, Kim

2009-01-01

Traditionally, academic freedom has been understood as an individual right and a negative liberty. As William Tierney and Vincente Lechuga explain, "Academic freedom, although an institutional concept, was vested in the individual professor." The touchstone document on academic freedom, the American Association of University Professor's (AAUP)…

Differentiating anxiety forms and their role in academic performance from primary to secondary school.

Science.gov (United States)

Carey, Emma; Devine, Amy; Hill, Francesca; Szűcs, Dénes

2017-01-01

Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance. We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8-9, and years 7 and 8, aged 11-13). We conducted latent profile analysis of students' anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance. Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety). Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety. There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one's anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.

Differentiating anxiety forms and their role in academic performance from primary to secondary school.

Directory of Open Access Journals (Sweden)

Emma Carey

Full Text Available Individuals with high levels of mathematics anxiety are more likely to have other forms of anxiety, such as general anxiety and test anxiety, and tend to have some math performance decrement compared to those with low math anxiety. However, it is unclear how the anxiety forms cluster in individuals, or how the presence of other anxiety forms influences the relationship between math anxiety and math performance.We measured math anxiety, test anxiety, general anxiety and mathematics and reading performance in 1720 UK students (year 4, aged 8-9, and years 7 and 8, aged 11-13. We conducted latent profile analysis of students' anxiety scores in order to examine the developmental change in anxiety profiles, the demographics of each anxiety profile and the relationship between profiles and academic performance.Anxiety profiles appeared to change in specificity between the two age groups studied. Only in the older students did clusters emerge with specifically elevated general anxiety or academic anxiety (test and math anxiety. Our findings suggest that boys are slightly more likely than girls to have elevated academic anxieties relative to their general anxiety. Year 7/8 students with specifically academic anxiety show lower academic performance than those who also have elevated general anxiety.There may be a developmental change in the specificity of anxiety and gender seems to play a strong role in determining one's anxiety profile. The anxiety profiles present in our year 7/8 sample, and their relationships with math performance, suggest a bidirectional relationship between math anxiety and math performance.

Are Quantitative Measures of Academic Productivity Correlated with Academic Rank in Plastic Surgery? A National Study.

Science.gov (United States)

Susarla, Srinivas M; Lopez, Joseph; Swanson, Edward W; Miller, Devin; O'Brien-Coon, Devin; Zins, James E; Serletti, Joseph M; Yaremchuk, Michael J; Manson, Paul N; Gordon, Chad R

2015-09-01

The purpose of this study was to investigate the correlation between quantitative measures of academic productivity and academic rank among full-time academic plastic surgeons. Bibliometric indices were computed for all full-time academic plastic surgeons in the United States. The primary study variable was academic rank. Bibliometric predictors included the Hirsch index, I-10 index, number of publications, number of citations, and highest number of citations for a single publication. Descriptive, bivariate, and correlation analyses were computed. Multiple comparisons testing was used to calculate adjusted associations for subgroups. For all analyses, a value of p productivity. Although academic promotion is the result of success in multiple different areas, bibliometric measures may be useful adjuncts for assessment of research productivity.

Academic goals in surgery.

Science.gov (United States)

Bleier, Joshua I S; Kann, Brian

2013-12-01

The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

A greater voice for academic health sciences libraries: the Association of Academic Health Sciences Libraries' vision.

Science.gov (United States)

Bunting, Alison

2003-04-01

The founders of the Association of Academic Health Sciences Libraries (AAHSL) envisioned the development of a professional organization that would provide a greater voice for academic health sciences libraries, facilitate cooperation and communication with the Association of American Medical Colleges, and create a forum for identifying problems and solutions that are common to academic health sciences libraries. This article focuses on the fulfillment of the "greater voice" vision by describing action and leadership by AAHSL and its members on issues that directly influenced the role of academic health sciences libraries. These include AAHSL's participation in the work that led to the publication of the landmark report, Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management; its contributions to the recommendations of the Physicians for the Twenty-first Century: The GPEP Report; and the joint publication with the Medical Library Association of Challenge to Action: Planning and Evaluation Guidelines for Academic Health Sciences Libraries.

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…

Life Stress and Academic Burnout

Science.gov (United States)

Lin, Shu-Hui; Huang, Yun-Chen

2014-01-01

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

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.

Whistleblowing in academic medicine

Science.gov (United States)

Rhodes, R; Strain, J

2004-01-01

The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069

Academic Training: Einstein and beyond: Introduction to General relativity

CERN Multimedia

Françoise Benz

2005-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 3, 4, 5, 6, 7 October from 11:00 to 12:00 - Main Auditorium, bldg. 500 Einstein and beyond: Introduction to General relativity by N. Straumann / Institut fur theoretische physics, Univ. Zürich We review the enduring achievements of Einstein's papers of 1905 and their impact on the further developments in physics. Program : Lectures I and II:Einstein's Contributions to Statistical Mechanics and Quantum Theory Lecture III:Einstein's Thesis at the University of Zürich Lecture IV: From Special to General Relativity Lecture V: The History and the Mystery of the Cosmological Constant ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Academic Vocational Training

DEFF Research Database (Denmark)

Willert, Søren; Keller, Hanne Dauer; Stegeager, Nikolaj

2010-01-01

Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work-related adult learning, an important example being academically based masters programs. Yet, the actual effects o......, with examples, a framework for designing educational programs which can help make academic teaching relevant to production-oriented life in organizations. The paper may be read as a statement from which criteria for evaluating the said masters programs can be generated.......Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work-related adult learning, an important example being academically based masters programs. Yet, the actual effects...... of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual. Academically acquired knowledge is generally admitted not to affect work-related outcomes to any significant extent. The three authors of this paper are all involved...

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

Academic Productivity of Neurosurgeons Working in the United Kingdom: Insights from the H-Index and Its Variants.

Science.gov (United States)

Jamjoom, Aimun A B; Wiggins, A N; Loan, J J M; Emelifeoneu, J; Fouyas, I P; Brennan, P M

2016-02-01

Academic metrics can be used to compare the productivity of researchers. We aimed to use a variety of bibliometric parameters to assess the productivity of neurosurgeons working in the United Kingdom. Neurosurgical consultants working in the United Kingdom were identified using the Society of British Neurosurgeons' Audit Programme website. Baseline data collected included year of entry to specialist register, academic position and award of higher degree. Google Scholar was used to compute a range of academic metrics for each consultant including the h-index, hi-norm, e-index and g-index. Non-parametric tests were used to compare median results. Median metrics for the whole cohort were: h-index (5), hi-norm (3), g-index (10.4) and e-index (9). The top 3 units based on h-index were Addenbrookes (13), Great Ormond Street (12.5) and Queen's Square (11.5). The h-index correlated with academic position [Prof (17.5), Senior Lecturer (10.5) and non-academic (5); P 10 year (7), neurosurgeons through the analysis of a number of citation metrics. It provides a benchmark bibliometric profile and we advocate future comparative assessments as a means to assess impact of and guide academic policy. Copyright © 2016 Elsevier Inc. All rights reserved.

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 ...

The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents

Science.gov (United States)

Mello, Zena R.; Worrell, Frank C.

2006-01-01

Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and…

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.

Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills

Directory of Open Access Journals (Sweden)

Grace H. Wang

2013-11-01

Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.

Students' Motivation to Access Academic Advising Services

Science.gov (United States)

Henning, Marcus A.

2009-01-01

The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were…

Academic ethical awareness among undergraduate nursing students.

Science.gov (United States)

Cho, Ok-Hee; Hwang, Kyung-Hye

2017-01-01

Academic ethical awareness is an important aspect especially for nursing students who will provide ethical nursing care to patients in future or try to tread the path of learning toward professional acknowledgement in nursing scholarship. The purpose of this study was to explore academic ethical awareness and its related characteristics among undergraduate nursing students. This study commenced the survey with cross-sectional, descriptive questions and enrolled convenient samples of 581 undergraduate nursing students from three universities in South Korea. It was investigated with structured questionnaires including general characteristics and academic ethical awareness related. Ethical considerations: This study was reviewed and approved by the Institutional Review Board at National University. Academic ethical awareness was the highest regarding behaviors violating the respect or confidentiality of patients and cheating on exams, while it was the lowest for inappropriate behaviors in class. From the result of general characteristics difference, male students showed higher score than female students in relative; first-year students showed higher score than other year students; the higher score was rated from students who were highly satisfied with their major than the other not satisfied with their major; and students with low academic stress showed higher ethical awareness score than persons with higher stress. Personal behaviors were rated with low ethical awareness in relative, but items related to public rules and actual effects on patients or others were rated with higher score. Nursing satisfaction and academic stress are main factors on ethical awareness. To improve overall ethical awareness level of nursing students, it is required to provide more education about the importance of personal behaviors in class and need to improve the understanding of how it will be connected with future situation and effect.

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

Science.gov (United States)

Su, Sophia; Baird, Kevin

2017-01-01

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

Moderation Effects of Personality and Organizational Support on the Relationship between Prior Job Experience and Academic Performance of Management Students

Science.gov (United States)

Uppal, Nishant; Mishra, Sushanta Kumar

2014-01-01

The study investigates the relationship between prior job experience and current academic performance among management students in India. It further explores the impact of individual and situational factors on the above relationship. Based on a longitudinal study spanning over nine months in the academic year 2010-11 among a sample of 324…

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

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…

ACADEMIC TRAINING

CERN Multimedia

Françoise Benz

2002-01-01

6, 7 May LECTURE SERIES from 11.00 to 12.00 hrs - Auditorium, bldg. 500 Decoding the Human Genome, Scientific basis and ethic and social aspects by S.E. Antonarakis and A. Mauron / Univ. of Geneva Decoding the Human genome is a very up-to-date topic, raising several questions besides purely scientific, in view of the two competing teams (public and private), the ethics of using the results, and the fact that the project went apparently faster and easier than expected. The lecture series will address the following chapters: Scientific basis and challenges, Ethical and social aspects of genomics. Academic Training Françoise Benz Tel. 73127

ACADEMIC TRAINING

CERN Multimedia

Françoise Benz

2002-01-01

25, 26, 27, 28 February and 1st March from 11.00 to 12.00 hrs - Auditorium, bldg. 500 LECTURE SERIES Neutrino masses and oscillations by A. de Rujula / CERN-TH This course will not cover its subject in the customary way. The emphasis will be on the simple theoretical concepts (helicity, handedness, chirality, Majorana masses) which are obscure in most of the literature, and on the quantum mechanics of oscillations, that ALL books get wrong. Which, hopefully, will not deter me from discussing some of the most interesting results from the labs and from the cosmos. Academic Training Françoise Benz Secretariat Tel. 73127 francoise.benz@cern.ch

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

Science.gov (United States)

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

2016-10-01

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

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…

[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.

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

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.

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.

More Academic Librarians in Arkansas with Faculty Status and Rights but Decreased Benefits and Increased Responsibility. A Review of: Vix, H. M., & Buckman, K. M. (2011. Academic librarians: Status, privileges, and rights. Journal of Academic Librarianship, 38(1, 20-25. doi: 10.1016/j.acalib.2011.11.004

Directory of Open Access Journals (Sweden)

Mê-Linh Lê

2013-03-01

Full Text Available Objective – To provide cross-comparable information on the number of students per librarian, salary, faculty status, contract lengths, and maternity benefits of academic librarians.Design – Online questionnaire.Setting – Four-year private, four-year public, and two-year public academic institutions in Arkansas.Subjects – Academic library deans and directors were surveyed three times over a six year period.Methods – Three surveys were sent to library deans and directors of four-year private, four-year public, and two-year public academic institutions in Arkansas in 2007, 2009, and 2011. The surveys were created by the College and University Library Division of the Arkansas Library Association, with questions created based on reports from the Association of College and Research Libraries (e.g., Standards and Statements. Committee members tested the survey before distribution. Over the course of the six-year period the questions were modified and were chosen to ensure that respondents could easily answer them (i.e., no questions on topics such as retirements, vacation, which can vary significantly from librarian to librarian. All responses were confidential. Main Results – The 2007 survey had a 78% response rate (n=35/45; the 2009 survey had a 93% response rate (n=42/45; and the 2011 survey had a 90% response rate (n=44/49. While the survey covered a number of topics (shown in supplementary material online, the article focused on five areas of interests and had the following findings. 1 The number of students per librarian is increasing at four-year private and two-year public institutions. While the data shows a decrease in the ratio at four-year public institutions the authors believe this is due to the addition of new institutions in the follow-up surveys, one of which had a very low study-to-librarian ration. 2 Tenured librarians make more than non-tenured librarians. 3 The number of institutions granting faculty status is

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...

Academic Training: The World of Quantum Matter

CERN Multimedia

Françoise Benz

2006-01-01

2005-2006 ACADEMIC TRAINING PROGRAMME LECTURE SERIES 23, 24, 25, 26 January 2006 from 11:00 to 12:00 - Main Auditorium, bldg. 500 The World of Quantum Matter M. WEIDEMUELLER / Albert-Ludwigs-Universität Freiburg In my lecture series, I will present the recent spectacular advances in the field of quantum gases and macroscopic quantum physics. A variety of subjects will be covered including Bose condensates and degenerate Fermi gases, ultracold molecules and chemistry near absolute zero, Rydberg gases, single-atom manipulation, quantum information processing, as well as applications of cold atoms as precision targets. The topics of the lectures are: Physics near absolute zero Bose condensation and Fermi degeneracy Molecules, Rydberg gases and other exotic species Single-atom manipulation, quantum information processing and ultracold atoms as targets in storage rings. ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch If you wish to participate in one of the f...

Academic entitlement in pharmacy education.

Science.gov (United States)

Cain, Jeff; Romanelli, Frank; Smith, Kelly M

2012-12-12

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

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.

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.  

Academic Freedom and Indentured Students

Science.gov (United States)

Williams, Jeffrey J.

2012-01-01

Discussion of academic freedom usually focuses on faculty, and it usually refers to speech. That is the gist of the 1915 "General Report of the Committee on Academic Freedom and Academic Tenure," appearing in the inaugural AAUP "Bulletin" as a kind of mission statement. Given the conditions of the American system of higher education--decentralized…

CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

Science.gov (United States)

Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

2016-05-01

A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

Academic Satisfaction at University: The Relationship between Emotional Intelligence and Academic Engagement

Science.gov (United States)

Urquijo, Itziar; Extremera, Natalio

2017-01-01

Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140…

Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

Science.gov (United States)

Villavicencio, Felicidad T.; Bernardo, Allan B. I.

2013-01-01

Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

Laboratory Management, Academic Production, and the Building Blocks of Academic Capitalism

Science.gov (United States)

Cantwell, Brendan

2015-01-01

Academic capitalism has been among the most influential lines of research into markets in higher education. This paper takes up the distinct but related topic of academic production. This study makes use of a theory of fields and the concept of strategic action fields Fligstein and McAdam ("Social Theory" 29:1-26, 2011; "A theory of…

Measuring the success of an academic development programme: A ...

African Journals Online (AJOL)

This study uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved ...

Social Network Perspectives Reveal Strength of Academic Developers as Weak Ties

Science.gov (United States)

Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina

2015-01-01

Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

Science.gov (United States)

Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

2010-01-01

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

Academic Training: Real Time Process Control - Lecture series

CERN Multimedia

Françoise Benz

2004-01-01

ACADEMIC TRAINING LECTURE REGULAR PROGRAMME 7, 8 and 9 June From 11:00 hrs to 12:00 hrs - Main Auditorium bldg. 500 Real Time Process Control T. Riesco / CERN-TS What exactly is meant by Real-time? There are several definitions of real-time, most of them contradictory. Unfortunately the topic is controversial, and there does not seem to be 100% agreement over the terminology. Real-time applications are becoming increasingly important in our daily lives and can be found in diverse environments such as the automatic braking system on an automobile, a lottery ticket system, or robotic environmental samplers on a space station. These lectures will introduce concepts and theory like basic concepts timing constraints, task scheduling, periodic server mechanisms, hard and soft real-time.ENSEIGNEMENT ACADEMIQUE ACADEMIC TRAINING Françoise Benz 73127 academic.training@cern.ch

Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons.

Science.gov (United States)

Ozer, Bilge Uzun; Demir, Ayhan; Ferrari, Joseph R

2009-04-01

The authors examined the prevalence of and reasons, or excuses, for academic procrastination as a function of gender and academic grade level. In Study 1, a factor analysis of responses by 203 Turkish undergraduate students to an academic procrastination measure provided evidence of reliability and validity for the revised scale. In Study 2,784 students (363 women, 421 men; M age = 20.6 years, SD age = 1.74 years) completed the validated Turkish Procrastination Assessment Scale-Students. The results were that 52% of students self-reported frequent academic procrastination, with male students reporting more frequent procrastination on academic tasks than female students. Significantly more female students than male students reported greater academic procrastination because of fear of failure and laziness; male students reported more academic procrastination as a result of risk taking and rebellion against control than did female students.

Predicting academic problems in college from freshman alcohol involvement.

Science.gov (United States)

Wood, P K; Sher, K J; Erickson, D J; DeBord, K A

1997-03-01

The present article examines the relation of problematic alcohol use to collegiate academic problems based on a systematic assessment of problematic alcohol use and college transcript data. The degree to which this prospective association can be explained by reference to third variables is also explored. These third variables include: students' high school academic achievement and aptitude, concurrent drug use, participation in deviant behaviors and students' investment or participation in the college experience. A sample of 444 (240 female) college freshman recruited for a longitudinal study of alcohol use was followed for 6 years. Alcohol and drug involvement, general deviance, academic investment, campus involvement and several background variables were assessed during the freshman year. Additional measures of high school aptitude and achievement as well as collegiate performance were calculated based on college transcript data from all institutions attended. A latent variable structural equation model revealed that problematic alcohol use during the freshman year correlated +.32 with collegiate academic problems. No evidence was found for a unique association between the two constructs when additional constructs were included in the model. Specifically, the association was substantially reduced when preexisting student differences traditionally associated with academic failure in college were taken into account. The inclusion of concurrent drug use and deviance also resulted in a significant reduction in the magnitude of the association. Although a substantial bivariate association exists between problematic alcohol use and academic problems during college, much of this association appears attributable to preexisting student differences on admission to college.

Antecedent and Consequence of School Academic Optimism and Teachers' Academic Optimism Model

Science.gov (United States)

Hong, Fu-Yuan

2017-01-01

The main purpose of this research was to examine the relationships among school principals' transformational leadership, school academic optimism, teachers' academic optimism and teachers' professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals'…

Whistleblowing in academic medicine.

Science.gov (United States)

Rhodes, R; Strain, J J

2004-02-01

Although medical centres have established boards, special committees, and offices for the review and redress of breaches in ethical behaviour, these mechanisms repeatedly prove themselves ineffective in addressing research misconduct within the institutions of academic medicine. As the authors see it, institutional design: (1) systematically ignores serious ethical problems, (2) makes whistleblowers into institutional enemies and punishes them, and (3) thereby fails to provide an ethical environment. The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine.

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

Science.gov (United States)

Lee, Wincy Wing Sze

2017-10-01

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

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.

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

Science.gov (United States)

Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

2015-01-01

Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children…

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

OpenAIRE

Wahyu Rahardjo; Juneman Juneman; Yeni Setiani

2013-01-01

Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of...

Self-initiated expatriate academics

DEFF Research Database (Denmark)

Selmer, Jan; Lauring, Jakob

2013-01-01

In this chapter we examine self-initiated expatriate academics. Universities are to an increasing extent looking for talent beyond national boundaries. Accordingly, self-initiated expatriate academics represent a fast growing group of highly educated professionals who gain employment abroad...

Personality traits associated with intrinsic academic motivation in medical students.

Science.gov (United States)

Tanaka, Masaaki; Mizuno, Kei; Fukuda, Sanae; Tajima, Seiki; Watanabe, Yasuyoshi

2009-04-01

Motivation is one of the most important psychological concepts in education and is related to academic outcomes in medical students. In this study, the relationships between personality traits and intrinsic academic motivation were examined in medical students. The study group consisted of 119 Year 2 medical students at Osaka City University Graduate School of Medicine. They completed questionnaires dealing with intrinsic academic motivation (the Intrinsic Motivation Scale toward Learning) and personality (the Temperament and Character Inventory [TCI]). On simple regression analyses, the TCI dimensions of persistence, self-directedness, co-operativeness and self-transcendence were positively associated with intrinsic academic motivation. On multiple regression analysis adjusted for age and gender, the TCI dimensions of persistence, self-directedness and self-transcendence were positively associated with intrinsic academic motivation. The temperament dimension of persistence and the character dimensions of self-directedness and self-transcendence are associated with intrinsic academic motivation in medical students.

Gender differences in promotion and scholarly impact: an analysis of 1460 academic ophthalmologists.

Science.gov (United States)

Lopez, Santiago A; Svider, Peter F; Misra, Poonam; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

2014-01-01

In recent years, gender differences in academic promotion have been documented within surgical fields. To the best of our knowledge, gender discrepancies in association with scholarly productivity have not been well assessed among academic ophthalmologists. Because research productivity is strongly associated with academic career advancement, we sought to determine whether gender differences in scholarly impact, measured by the h-index, exist among academic ophthalmologists. Academic rank and gender were determined using faculty listings from academic ophthalmology departments. h-index and publication experience (in years) of faculty members were determined using the Scopus database. Academic medical center. From assistant professor through professor, the h-index increased with subsequent academic rank (p 0.05). Overall, men had higher h-indices (h = 10.4 ± 0.34 standard error of mean) than women (h = 6.0 ± 0.38 standard error of mean), a finding that was only statistically significant among assistant professors in a subgroup analysis. Women were generally underrepresented among senior positions. When controlling for publication range (i.e., length of time publishing), men had higher h-indices among those with 1 to 10 years of publication experience (p careers. Women in academic ophthalmology continue to be underrepresented among senior faculty. Although women surpass men in scholarly productivity during the later stages of their careers, low scholarly impact during the earlier stages may impede academic advancement and partly explain the gender disparity in senior academic positions. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

Science.gov (United States)

Graham, Andrew T.

2016-01-01

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

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

Academic preparedness of students – an exploratory study

Directory of Open Access Journals (Sweden)

Linda du Plessis

2012-07-01

Full Text Available The high level of student failure, accompanied by an increased drop-out rate, is problematic in higher education. It is especially a concern in programmes with the subjects of Mathematics, Accounting and Science. Over many years, models of student admission and selection have been widely researched both internationally and in South Africa. Research indicates that in the academic domain, underpreparedness results from a combination of a lack of English proficiency, mathematical ability and effective study skills. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for students of Commerce, Information Technology, Business, Mathematics and Informatics courses at the Vaal Triangle Campus (VTC of North-West University (NWU in 2010. The question at that time then arose as to what criteria should be used for placing students in the extended programme. The placement of first-year students in appropriate programmes should be done with sensitivity to enhance academic success but, at the same time, should not ‘label’ students as underprepared. This paper provides perspectives on the selection criteria available for predicting academic success/preparedness, and then reports on students’ own experiences. An action research study was conducted on the academic achievement of two cohorts of first-year students at the VTC of NWU. The quantitative results of the performance of first-year students in their core modules are compared to the results of predictive tests written after admission. The results provide valuable insight into the placement of students. Keywords: Academic preparedness, extended programmes, national senior certificate, national benchmark test Disciplines: Education management studies, higher education studies

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...

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

Directory of Open Access Journals (Sweden)

Fábio Jorge Santos de Castro

2016-09-01

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

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

Science.gov (United States)

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

2018-04-20

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

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'…

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.

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.

Investigation of Professors’ Opinions about ‘Scientist, Academic and Scholar’ Concepts According to Gender

Directory of Open Access Journals (Sweden)

Çiğdem APAYDIN

2015-09-01

Full Text Available Purpose of this study is to determine how university professors evaluate the concepts of ‘scientist, academic and scholar’ according to gender, which one they use to describe themselves and why they prefer to use it. As a qualitative research model was employed in this study which was designed. Data were collected via interviews. A total of 22 faculty members (11 female, 11 male from A University with görevprofessor title have participated the study. While determining the participants, gender equality and having Professor Doctor title were used as the two basic criteria. The reasons of including faculty members with professor title were; their existence in the academic hierarchy for a long time and their extensive experience and observations since they went through this process together with their colleagues. In this study, easily accessible sampling, which is one of the purposive sampling methods, was used as the sampling technique. Seven of the participants were working on Social Sciences; twelve of them were from Physical Sciences, whereas three of them were working on Health Science area. In average, overall seniority of the participants was 27 years, whereas their professional history at the university was 23 years. Participants’ career at A University was 15 years in average. Content analysis had been used in data analysis. According to the findings of the research, the majority of male and female professors see a difference between ‘scientist’ and ‘academic’. According to female professors, the main difference between scientist and academic is, ‘academics are specific to the university’. This is followed by ‘scientist can work in every environment’. According to male professors, the educator role of academic and his detaching himself from the events is the rationale of the distinction from the ‘scientist’ concept. For both male and female professors, ‘scientist’ has a more universal meaning, whereas �

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

Directory of Open Access Journals (Sweden)

Mileidy Salcedo Barragán

2008-12-01

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

Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

Science.gov (United States)

Çetin, Baris

2015-01-01

The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

Socioeconomic stress and academic adjustment among Asian American adolescents: the protective role of family obligation.

Science.gov (United States)

Kiang, Lisa; Andrews, Kandace; Stein, Gabriela L; Supple, Andrew J; Gonzalez, Laura M

2013-06-01

Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents' school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and interactive effects at two time points in the same sample of Asian American adolescents-early high school (N = 180 9th-10th graders; 60 % female) and 2 years later in late high school (N = 156 11th-12th graders; 87% of original sample). Results suggest that socioeconomic stress is indeed associated with poor academic adjustment, measured broadly through self-reported GPA, importance of academic success, and educational aspirations and expectations. Family obligation was positively related to adjustment, and also was found to buffer the negative effects of socioeconomic stress, but only during adolescents' later high school years. Adolescents reporting more family obligation experienced less of the negative effects of financial stress on academic outcomes than those reporting lower obligation. Cultural and developmental implications are discussed in light of these direct and moderating effects.

Eight-Year Latent Class Trajectories of Academic and Social Functioning in Children with Attention-Deficit/Hyperactivity Disorder.

Science.gov (United States)

DuPaul, George J; Morgan, Paul L; Farkas, George; Hillemeier, Marianne M; Maczuga, Steve

2017-09-15

We examined trajectories of academic and social functioning in children with attention-deficit/hyperactivity disorder (ADHD) to identify those who might be at risk for especially severe levels of academic and social impairment over time. We estimated a series of growth mixture models using data from two subsamples of children participating in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with ADHD (MTA) including those with at least baseline and 96-month data for reading and mathematics achievement (n = 392; 77.3% male; M age = 7.7; SD = 0.8) or social skills ratings from teachers (n = 259; 74.9% male; M age = 7.6; SD = 0.8). We compared latent trajectories for children with ADHD to mean observed trajectories obtained from a local normative (i.e., non-ADHD) comparison group (n = 289; 80.6% male; M age = 9.9; SD = 1.1). Results indicated six latent trajectory classes for reading and mathematics and four classes for teacher social skills ratings. There was not only a relationship between trajectories of inattention symptoms and academic impairment, but also a similarly strong association between trajectory classes of hyperactive-impulsive symptoms and achievement. Trajectory class membership correlated with socio-demographic and diagnostic characteristics, inattention and hyperactive-impulsive symptom trajectories, externalizing behavior in school, and treatment receipt and dosage. Although children with ADHD display substantial heterogeneity in their reading, math, and social skills growth trajectories, those with behavioral and socio-demographic disadvantages are especially likely to display severe levels of academic and social impairment over time. Evidence-based early screening and intervention that directly address academic and social impairments in elementary school-aged children with ADHD are warranted. The ClinicalTrials.gov identifier is NCT00000388.

Patterns of Academic Procrastination.

Science.gov (United States)

Day, Victor; Mensink, David; O'Sullivan, Michael

2000-01-01

Uses the Academic Procrastination Questionnaire to measure procrastination and six possible patterns underlying it among undergraduate students. Finds that the most common patterns for clients involved Evaluation Anxiety or being Discouraged/Depressed, or Dependent. Supports individualized assessment and solutions for academic procrastination. (SC)

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…

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.…

Academic plastic surgery: a study of current issues and future challenges.

Science.gov (United States)

Zetrenne, Eleonore; Kosins, Aaron M; Wirth, Garrett A; Bui, Albert; Evans, Gregory R D; Wells, James H

2008-06-01

The objectives of this study were (1) to evaluate the role of a full-time academic plastic surgeon, (2) to define the indicators predictive of a successful career in academic plastic surgery, and (3) to understand the current issues that will affect future trends in the practice of academic plastic surgery. A questionnaire was developed to evaluate the role of current full-time academic plastic surgeons and to understand the current issues and future challenges facing academic plastic surgery. Each plastic surgery program director in the United States was sent the survey for distribution among all full-time academic plastic surgeons. Over a 6-week period, responses from 143 full-time academic plastic surgeons (approximately 31%) were returned. Fifty-three percent of respondents had been academic plastic surgeons for longer than 10 years. Seventy-three percent of respondents defined academic plastic surgeons as clinicians who are teachers and researchers. However, 53% of respondents believed that academic plastic surgeons were not required to teach or practice within university hospitals/academic centers. The 3 factors reported most frequently as indicative of a successful career in academic plastic surgery were peer recognition, personal satisfaction, and program reputation. Dedication and motivation were the personal characteristics rated most likely to contribute to academic success. Forty-four percent of respondents were unable to identify future academic plastic surgeons from plastic surgery residency applicants, and 27% were not sure. Most (93%) of the respondents believed that academic surgery as practiced today will change. The overall job description of a full-time academic plastic surgeon remains unchanged (teacher and researcher). Whereas peer recognition, personal satisfaction, and program reputation were most frequently cited as indicative of a successful plastic surgery career, financial success was rated the least indicative. Similarly, whereas the

Women in academic general surgery.

Science.gov (United States)

Schroen, Anneke T; Brownstein, Michelle R; Sheldon, George F

2004-04-01

To portray the professional experiences of men and women in academic general surgery with specific attention to factors associated with differing academic productivity and with leaving academia. A 131-question survey was mailed to all female (1,076) and a random 2:1 sample of male (2,152) members of the American College of Surgeons in three mailings between September 1998 and March 1999. Detailed questions regarding academic rank, career aspirations, publication rate, grant funding, workload, harassment, income, marriage and parenthood were asked. A five-point Likert scale measured influences on career satisfaction. Responses from strictly academic and tenure-track surgeons were analyzed and interpreted by gender, age, and rank. Overall, 317 surgeons in academic practice (168 men, 149 women) responded, of which 150 were in tenure-track positions (86 men, 64 women). Men and women differed in academic rank, tenure status, career aspirations, and income. Women surgeons had published a median of ten articles compared with 25 articles for men (p career satisfaction was high, but women reported feeling career advancement opportunities were not equally available to them as to their male colleagues and feeling isolation from surgical peers. Ten percent to 20% of surgeons considered leaving academia, with women assistant professors (29%) contemplating this most commonly. Addressing the differences between men and women academic general surgeons is critical in fostering career development and in recruiting competitive candidates of both sexes to general surgery.

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.

Relationship between physical fitness and academic performance in South African children

OpenAIRE

Du Toit, Dorita; Pienaar, Anita Elizabeth; Truter, Leani

2011-01-01

The aim of this study was to determine the relationship between physical fitness and academic achievement in an urban South African group of primary school children. A one-way cross-sectional design was used to assess physical fitness of children 9 to12 years (N=212) by means of the Fitnessgram, the Bruininks-Oseretsky Test of Motor Proficiency II, percentage body fat and Body Mass Index (BMI). Average end-of-the-year academic marks served as measurement of academic achievement. Relationships...

45 CFR 605.44 - Academic adjustments.

Science.gov (United States)

2010-10-01

... impairments, and other similar services and actions. Recipients need not provide attendents, individually... Postsecondary Education § 605.44 Academic adjustments. (a) Academic requirements. A recipient to which this..., against a qualified handicapped applicant or student. Academic requirements that the recipient can...

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

Science.gov (United States)

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

2012-01-01

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

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.

Relation between academic yield and stress in medical students

Directory of Open Access Journals (Sweden)

Sandra Patricia González Peña

2006-12-01

Full Text Available Objective. To study risk factors that where found as influence in the academic yield (stress, alcohol, friendships, depression and family relations in the students of the Medicine Faculty of the Universidad de Manizales. Materials and methods: Descriptive study integrated by random selected sample, who were attending of II to XI semester of the Medicine faculty. An anonymous survey was conduced about sociodemographic, cultural, academic and motivational characteristics,including stress, depresión, family disfunction and substance abuse. We correlated all variables with academic yield using chi square test, Pearson`s coefficient and lineal regression. Results: 212 students of ages between 17 and 31 years where analyzed, in which the majority where from another city. Some of the factors were detected which affect the academic yield of the students as it is stress, depression, the family function and friendships among others. Conclusions: A significant relation between academic yield and stress was found. In turn, stress variable was influenced by depression, alcohol and family relation.

Factors Influencing American Plastic Surgery Residents Toward an Academic Career.

Science.gov (United States)

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

2018-02-01

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

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.

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.

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.

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect

Directory of Open Access Journals (Sweden)

Lennart Visser

2017-11-01

Full Text Available This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students (N = 54. The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23, the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks, the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

A Field Experimental Design of a Strengths-Based Training to Overcome Academic Procrastination: Short- and Long-Term Effect.

Science.gov (United States)

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

2017-01-01

This study reports on the effect of a newly developed 4-week strengths-based training approach to overcome academic procrastination, given to first-year elementary teacher education students ( N = 54). The training was based on a strengths-based approach, in which elements of the cognitive behavioral approach were also used. The purpose of the training was to promote awareness of the personal strengths of students who experience academic procrastination regularly and to teach them how to use their personal strengths in situations in which they usually tend to procrastinate. With a pretest-posttest control group design (two experimental groups: n = 31, control group: n = 23), the effect of the training on academic procrastination was studied after 1, 11, and 24 weeks. Results of a one-way analysis of covariance revealed a significant short-term effect of the training. In the long term (after 11 and 24 weeks), the scores for academic procrastination for the intervention groups remained stable, whereas the scores for academic procrastination for the control group decreased to the same level as those of the intervention groups. The findings of this study suggest that a strengths-based approach can be helpful to students at an early stage of their academic studies to initiate their individual process of dealing with academic procrastination. The findings for the long term show the importance of measuring the outcomes of an intervention not only shortly after the intervention but also in the long term. Further research is needed to find out how the short-term effect can be maintained in the long-term.

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

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