Expanding Talent Search Procedures by Including Measures of Spatial Ability: CTY's Spatial Test Battery

Science.gov (United States)

Stumpf, Heinrich; Mills, Carol J.; Brody, Linda E.; Baxley, Philip G.

2013-01-01

The importance of spatial ability for success in a variety of domains, particularly in science, technology, engineering, and mathematics (STEM), is widely acknowledged. Yet, students with high spatial ability are rarely identified, as Talent Searches for academically talented students focus on identifying high mathematical and verbal abilities.…

Insights into the Gifted & Talented through Biographical Material.

Science.gov (United States)

Weiner, Ann

1978-01-01

Biographical information of 32 men and 5 women chosen as gifted or talented by university students is cited to discuss birth order, family background, supportive help, early evidence of giftedness, academic record, and particular difficulties. (CL)

Autoconcepto y Talento: Una Relación que Favorece el Logro Académico Self-Concept and Talent: A Connection That Promotes Academic Achievement

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María de la Luz González

2012-05-01

Full Text Available En este artículo se presentan los resultados de un estudio cuyo objetivo fue estimar la asociación entre autoconcepto y talento académico con los resultados académicos en lenguaje y matemática de alumnos de contextos socioeconómicos vulnerables. Se utilizó una metodología cuantitativa con un diseño correlacional y una muestra intencionada. Se recolectaron los datos a través de pruebas alineadas al currículum (Sistema de Evaluación del Progreso en el Aprendizaje SEPA, un test de inteligencia práctica, creativa y analítica y un cuestionario de autoconcepto académico, aplicados a 1411 alumnos, y un cuestionario aplicado a 1411 apoderados. Los resultados, obtenidos por medio de t de Student y modelos de regresión múltiple, apoyan la asociación entre expectativas académicas, autoconcepto y talento académico y sugieren que estos 3 elementos conforman un círculo virtuoso que permite a los alumnos obtener buenos resultados académicos.This article presents the results of a study that estimates the association between self-esteem and academic talent, using the academic results for language and math of students in vulnerable socioeconomic conditions. A correlational design with quantitative methodology and an intentional sample were used. Data were collected through tests that follow the curriculum (Assessment System of Progress in Learning SEPA, a practical, creative and analytic intelligence test, a questionnaire on academic self-concept applied to 1411 students, and a questionnaire applied to 1411 parents and/or legal guardians. The results, obtained via the use of Student's t and multiple regression models, support the association between academic expectations, self-concept, and academic talent and suggest that these 3 elements form a virtuous cycle that fosters good academic performance.

Parent Identification of the Talents of Gifted Students.

Science.gov (United States)

Jin, Suk-un; Feldhusen, John F.

2000-01-01

A survey of 204 parents of gifted students (ages 3-14) found a majority reported their child showed high potential in more than two talent domains. Twenty-seven percent of parents reported that their child's school offers services for special talents and 60 percent reported their child participates regularly in sports activities. (Contains five…

The talent process of successful academic women scientists at elite research universities in New York state

Science.gov (United States)

Kaenzig, Lisa M.

The importance of science in our society continues to increase, as the needs of the global culture and the problems of the world's growing populations affect resources internationally (DeLisi, 2008; Fischman, 2007; Park, 2008). The need for qualified and experienced scientists to solve complex problems is important to the future of the United States. Models of success for women in STEM disciplines are important to improve the recruitment and retention of women in academic science. This study serves as an examination of the facilitators and barriers---including external factors and internal characteristics---on the talent development process of successful women academic scientists. Since there are few studies relating specifically to the career experiences of successful women in academic science careers (Ceci & Williams, 2007; Wasserman, 2000; Xie & Shauman, 2003), a literature review was conducted that examined the (1) the gifted literature on women, including the eminence literature; (2) the higher education literature on women faculty and academic science, and (3) the literature related to the internal characteristics and external factors that influence the talent development process. The final section of the literature review includes a literature map (Creswell, 2009) outlining the major studies cited in this chapter. The conclusion, based on a critical analysis of the literature review, outlines the need for this study. The current study utilizes the framework of Gagne's differentiated talent development model for gifted individuals (Gagne, 1985, 1991) to examine the themes cited in multiple studies that influence the talent development process. Through a mixed-design methodology (Creswell, 2009) that incorporates quantitative and qualitative analysis using a survey and follow-up interviews with selected participants, this study seeks to explore the effects of internal characteristics, external influences, significant events, and experiences on the success of

Developing Academic Talent: A Problem of Vertical Integration and Discussant Reactions.

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Trivelpiece, Alvin W.

The keynote address from the proceedings of the 1988 Conference on Academic Talent is presented here. The address criticizes the current educational system for its concentration on college preparatory courses that have little or no hands-on experience. It argues that the existing system does not encourage curiosity, a problem seen as so pervasive…

Imagine...Opportunities and Resources for Academically Talented Youth.

Science.gov (United States)

Hartman, Melissa E., Ed.

2000-01-01

These five issues of a magazine designed for highly gifted and talented secondary students address marine science, anthropology and archaeology, making the most of summer, medicine and health sciences, and the World Wide Web. Featured articles include: (1) "The Ocean's Call: How My Love for the Ocean Grew into a Career" (Jessica Schulman Farrar);…

Slow Shift--Developing Provisions for Talented Students in Scandinavian Higher Education

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Wolfensberger, Marca; Hogenstijn, Maarten

2016-01-01

For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark,…

Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

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Genç, Mehmet Ali

2016-01-01

The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order…

Training teachers to promote Talent Development in Science Students In Science Education

NARCIS (Netherlands)

van der Valk, Ton

2014-01-01

In recent years, the interest of governments and schools in challenging gifted and talented (G+T) science students has grown (Taber, 2007). In the Netherlands, the government promotes developing science programmes for talented secondary science students. This causes a need for training teachers, but

Talent Management for Universities

Science.gov (United States)

Bradley, Andrew P.

2016-01-01

This paper explores human resource management practices in the university sector with a specific focus on talent pools and talent management more generally. The paper defines talent management in the context of the university sector and then explores its interdependence with organisational strategy, the metrics used to measure academic performance…

Teaching English Activities for the Gifted And Talented Students

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Cigdem CELIK-SAHIN

2014-06-01

Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

Counseling Gifted and Talented Students in Jordanian Inclusive Schools: Conclusion and Implication

Science.gov (United States)

El-Zraigat, Ibrahim A.

2012-01-01

The primary purpose of this study was to review counseling services for students who are gifted and talented at Jordanian inclusive schools in relation to theoretical counseling literature. The present study is considered a theoretical study. Gifted and talented students exhibit a wide range of characteristics, among of which are intellectual…

Legal Regulation of Measures in Support of Talented Students in the Russian Federation

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Jankiewicz, S.

2018-01-01

The identification and support of talented students is one of the priorities of educational policy in the Russian Federation. There is currently a wide range of regulatory legal acts aimed at organizing work and support for students who have demonstrated outstanding ability. This article considers both direct support for talented students such as…

How socio-emotional competences work on students with high abilitie

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Marta SAINZ GÓMEZ

2015-10-01

Full Text Available The aim of this paper is to study social-emotional competences of a group of talented students. For this purpose 1237 secondary school students have participated, in which 231 students a 8.3% were identified as figurative talents, a 2.7% as academical talents and a 7.6% as combined talents (figurative and academical, where 145 (62.6% were boys. All of them are studying in different education centres in Spain both public and private. Identification was made according to the criteria developed by Castelló & Battle (1998. The students ages range from 11 to 17 years old (M = 13.91; DT = 1.182. The instrument used to measure social-emotional competences was the Emotional Quotient Inventory: Youth Version, EQ-i:YV (Bar-On & Parker, 2000. The Bar-On EQ-i:YV is a 60-item self-report inventory which assesses emotional intelligence (EI in youths aged from 7 to 18 years old. The results indicate that figurative talented students show a higher stress management; while the combinated talents (figurative and academical talent show higher intrapersonal and adaptability competences.

Common Core State Standards for Students with Gifts and Talents

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VanTassel-Baska, Joyce

2015-01-01

As many states have adopted the Common Core State Standards (CCSS), teachers can look to these standards as a framework for supporting students with gifts and talents. Differentiation of curriculum and instruction to address the CCSS will be necessary to meet the unique learning needs of learners with high ability and those with gifts and talents.…

Factors relating to the attraction of talented early career academics in South African higher education institutions

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Dorcas L. Lesenyeho

2018-06-01

Full Text Available Orientation: South African higher education institutions (HEIs are facing significant challenges in attracting talents to academic positions. Research purpose: The main objective of this research was to determine factors that will attract early career academics to South African HEIs. Motivation for the study: Currently there exists limited research on factors that attract early career academics to HEIs as preferred employers. Research approach, design and method: A qualitative approach was adopted for this study; semi-structured interviews were conducted to gain data. The study participants comprised of 23 academic staff members from various merged South African HEIs. Main findings: The findings show that nine themes are related to the attraction of early career academics to HEIs: career development and advancement, opportunities to make a contribution, employer branding and prestige, job security, flexible working hours (work–life balance, intellectual stimulation, innovation, opportunity to apply skills and autonomy. Practical/managerial implications: The results also challenge HEIs to develop a superior employer brand with a strong employee value proposition (EVP that would attract, develop and reward early career academics for their work efforts. Contribution/value-add: The study provides important practical guidelines that could assist HEIs to attract talented early career academics and become an employer of choice.

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

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Al-Hamdan, Najat Sulaiman; Al-Jasim, Fatima Ahmed; Abdulla, Ahmed M.

2017-01-01

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences…

The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents

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Worrell, Frank C.; Mello, Zena R.

2007-01-01

In this study, the authors examined the reliability, structural validity, and concurrent validity of Zimbardo Time Perspective Inventory (ZTPI) scores in a group of 815 academically talented adolescents. Reliability estimates of the purported factors' scores were in the low to moderate range. Exploratory factor analysis supported a five-factor…

A comparison of educational barriers from talented and other students’ point of view at Arak University of Medical Sciences in 2011

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S Changizi Ashtiyani

2012-11-01

Full Text Available Introduction: Gifted and talented students are human assets. This study aims to compare educational barriers of this group of students compare to other students of Arak University of Medical Sciences. Methods: This cross-sectional analytical study carried out on 180 normal and 56 talented students in Arak University of Medical Sciences in 2011. Data were collected through questionnaire including items related to barriers of education, research, individual-family relationship, psycho-spritual needs and finding career. Results: The mean of total problem score in talented and normed student was 52.9 ±11.4 and 48.5±10.8 respectively. Results also showed that the mean score of educational, research and psycho-spritual difficulties between talented students and other student were significantly different (P<0/05. Conclusions: Support of academic authorities in all above mentioned fields would be helpful to improve the motivation of the gifted and talented students.

Prediction of Student Performance in Academic and Military Learning Environment: Use of Multiple Linear Regression Predictive Model and Hypothesis Testing

Science.gov (United States)

Khan, Wasi Z.; Al Zubaidy, Sarim

2017-01-01

The variance in students' academic performance in a civilian institute and in a military technological institute could be linked to the environment of the competition available to the students. The magnitude of talent, domain of skills and volume of efforts students put are identical in both type of institutes. The significant factor is the…

In Their Own Voices: Helping Artistically Gifted and Talented Students Succeed Academically

Science.gov (United States)

Carroll, Karen Lee

2008-01-01

Art education is an interdisciplinary field in the sense that it requires a mix of studio practice with theory and academic-style learning. Teachers teach philosophy and theory drawn from psychology, social sciences, history, and the humanities. Helping students be successful readers, writers, speakers, and test-takers are goals shared with those…

Unlocking Student Talent: The New Science of Developing Expertise

Science.gov (United States)

Fogarty, Robin J.; Kerns, Gene M.; Pete, Brian M.

2017-01-01

How do we truly help "all" students achieve their fullest potential? What are the roles of motivation, deliberate practice, and coaching in developing talent and abilities in students? This hands-on guide examines each of these elements in detail providing definitions, relevant research, discussions, examples, and practical steps to take…

Gifted and Talented Students' Views about Biology Activities in a Science and Art Center

Science.gov (United States)

Özarslan, Murat; Çetin, Gülcan

2018-01-01

The aim of the study was to determine gifted and talented students' views about biology activities in a science and art center. The study was conducted with 26 gifted and talented students who studied at a science and art center in southwestern Turkey. Students studied animal and plant genus and species in biology activities. Data were collected…

Characteristics of gifted and talented student: the current situation in Portugal

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Leandro Almeida

2010-04-01

Full Text Available This article presents the current situation in Portugal with regard to high capability and talented students, focusing on the authors’ experience in the National Association for Study and Intervention in Giftedness (ANEIS. In a sequential argument, we focus on the concept of giftedness, the most specific characteristics of high ability students, and the procedures used in their initial identification and assessment. Also, the most frequent educational responses to these students are described. Finally, we underline some studies conducted as a result of the collaboration between ANEIS and several Portuguese universities. These studies refer to the instruments and procedures used for the assessment of giftedness and talent, and the impact of the implemented educational measures.

Acceleration, rythms and school trajectory: developing acamemic talent

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Zenita C. Guenther

2009-12-01

Full Text Available The distribution of the school work into a serial sequence of interlocked years install negative conditions to learning, and everyday living, for students with intellectual ability and level of achievement higher than their peer group. Acceleration is a way to advance these students through school curriculum is less time than required, without submitting them to the minimum age limits established by school systems. The big conundrum is that although it is one of the most studied themes is both, Education and Gifted Education, the results of such research do not have an impact in the educational practice, still marked by strong resistance within the school milieu. This article discuss acceleration as a measure to develop academic talent, also the expression of intelligence as an ability domain most and perhaps better studied, in the area of giftedness and talent.

Personality Dimensions of Gifted and Talented Junior High Students.

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Rosenblatt, Howard S.; And Others

1980-01-01

Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

Teachers'Skills in Identification and Management of Students'Talents in Ondo State Secondary Schools

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M. A. Yusuf

2016-12-01

Full Text Available The study examined the teachers' skills in identification and management of secondary school students' talent in Ondo State. The study adopted a descriptive survey research design for the study. The population of the study com-prised 3462 secondary schools' teachers in Ondo Central Senatorial District while the sample consisted of 360 teachers. Multi-stage sampling technique was used to select the sample. The first stage was a simple random technique to select three Local Government Areas from six Local Government Areas in the District. Proportionate sampling technique was used to select 24 secondary schools from the three Local Government Areas selected. The last stage in-volved using proportionate stratified random sampling to select a total of 360 teachers. Data for the study were collected using questionnaire tagged Teachers Shills in Identifying Students' Talents Questionnaire (TSITQ.Data collected were analysed using frequency count and simple percentages. The results showed that the predominant skill used by teachers in identifying students' talents were Guidance and Counselling, Motivation, Creative teaching and Pedagogical. It was found out that motivational strategy (in form of gifts, prizes and scholarship was predominantly used by teachers in managing students' talents followed by independent study, creative teaching and pro-gramme planning. Based on the findings of the study it was therefore recommended that teachers should improve on their strategies such as independent study, creative teaching, individualised instructions and programme planning in managing secondary school students' talents.

Attracting and Retaining Student Talent from around the World: The Lived Experience in University-Industry Collaboration

Science.gov (United States)

Vauterin, Johanna Julia; Michelsen, Karl-Erik; Linnanen, Lassi

2013-01-01

To be prepared for changing student talent pools in emerging geographical markets, and to remain attractive to the coming waves of student mobility, the European higher education sector must improve its ability to absorb international student talent in greater numbers. This paper presents an analysis of the nature and value of university-industry…

The design and use of 'alternate' assessments of academic literacy ...

African Journals Online (AJOL)

Put simply, the challenge is to identify academically talented students from educationally diverse backgrounds, especially in cases where the educational backgrounds of these applicants may have militated against them, fully demonstrating their talent in conventional (e.g. school-leaving) examinations. This article ...

WHK Student Interns Named Top Scholars in Regeneron Science Talent Search | Poster

Science.gov (United States)

Two Werner H. Kirsten Student Interns were recently named Top Scholars in the 2017 Regeneron Science Talent Search, the nation’s most prestigious science and math competition for high school students.

Diversity in the biomedical research workforce: developing talent.

Science.gov (United States)

McGee, Richard; Saran, Suman; Krulwich, Terry A

2012-01-01

Much has been written about the need for and barriers to achievement of greater diversity in the biomedical workforce from the perspectives of gender, race, and ethnicity; this is not a new topic. These discussions often center around a "pipeline" metaphor that imagines students flowing through a series of experiences to eventually arrive at a science career. Here we argue that diversity will only be achieved if the primary focus is on (1) what is happening within the pipeline, not just counting individuals entering and leaving it; (2) de-emphasizing the achievement of academic milestones by typical ages; and (3) adopting approaches that most effectively develop talent. Students may develop skills at different rates based on factors such as earlier access to educational resources, exposure to science (especially research experiences), and competing demands for time and attention during high school and college. Therefore, there is wide variety among students at any point along the pipeline. Taking this view requires letting go of imagining the pipeline as a sequence of age-dependent steps in favor of milestones of skill and talent development decoupled from age or educational stage. Emphasizing talent development opens up many new approaches for science training outside of traditional degree programs. This article provides examples of such approaches, including interventions at the postbaccalaureate and PhD levels, as well as a novel coaching model that incorporates well-established social science theories and complements traditional mentoring. These approaches could significantly impact diversity by developing scientific talent, especially among currently underrepresented minorities. © 2012 Mount Sinai School of Medicine.

Talento Académico: Un Análisis de la Identificación de Alumnos Talentosos Efectuada por Profesores Academic Talent: Analysis of the Identification of Talented Students by Teachers

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Andrea Flanagan

2005-05-01

Full Text Available El presente artículo expone los resultados de un estudio cuantitativo cuyos objetivos fueron caracterizar en sus habilidades académicas generales y específicas, de lenguaje y escritura, lógica y matemáticas, ciencias naturales y ciencias sociales a una población de 810 estudiantes considerados académicamente talentosos por sus profesores y nominados para participar en la primera etapa del Programa PENTA-UC, así como establecer algunas relaciones entre determinados factores contextuales y la tipificación efectuada por los profesores. Los sujetos pertenecen a establecimientos educacionales municipalizados de La Florida y Puente Alto. De ellos, 169 quedaron finalmente aceptados en el PENTA-UC. Al comparar los dos grupos (169 vs. 641, se detecta que ambos poseen similares características en todas las dimensiones evaluadas exceptuando la habilidad específica en lógica y matemáticas.This article reports on a quantitative study which pretends to characterize, on their general and specific academic abilities in language and writing, logics and mathematics, natural sciences and social sciences, a population of 810 students perceived as academically talented by their teachers and nominated to be integrated to the first stage of PENTA-UC Program, and to establish some relations between contextual factors and the characterization made by teachers. Subjects belong to public schools from La Florida and Puente Alto. Out of them, 169 were finally appointed to PENTA-UC. Comparison of the two groups (169 vs. 641 shows they are similar in all evaluated dimensions except in the specific ability in logics and mathematics.

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

Science.gov (United States)

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

2015-12-01

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

Seven Myths of Global Talent Management

DEFF Research Database (Denmark)

Minbaeva, Dana; Collings, David G.

2013-01-01

The challenges associated with managing talent on a global scale are greater than those faced by organisations operating on a domestic scale. We believe that the former relate to the fact that a number of key myths regarding talent management may undermine talent management's contribution...... to multinational corporation effectiveness and retard the development of management practice in this regard. Our aim is to unpack some of those myths and offer some suggestions for advancing the practice of talent management on the basis of insights from both practice and academic thinking in this area....

Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions

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Hatice Kadioglu Ates

2018-04-01

express the view from the perspective of the parents of the gifted and talented students on the practice of cursive handwriting in first literacy education. Within the scope of the research, interviews were conducted with the parents of the gifted and talented students and their opinions were taken about starting the first literacy with the practice of the cursive handwriting. All of the parents are the parents of gifted and talented children who are attending primary school. The data collected during the 2016-2017 academic year have been obtained by face-to-face interviews. The answers of the parents are recorded and then reported. Screening model is used in the study that is designed by content analysis. The research is a qualitative study. Recommendations are brought at the end of the research.

The Level of Shyness among Talented Students in Light of Socio-Economic Level of the Family in Riyadh

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Asi, Khaled Yousef

2016-01-01

The present study aimed to identify the level of shyness among talented students in the city of Riyadh, Saudi Arabia, and detect differences according to the variable of socio-economic level of the family. The sample consisted of (101) students, who randomly chosen from centers of talented students in Riyadh, Saudi Arabia. Shyness scale utilized…

A Project-Based Course on Newton's Laws for Talented Junior High-School Students

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Langbeheim, Elon

2015-01-01

Research has shown that project-based learning promotes student interest in science and improves understanding of scientific content. Fostering student motivation is particularly important in accelerated science and technology programmes for talented students, which are often demanding and time-consuming. Current texts provide little guidance on…

[Promoting Young Talents in Trauma Surgery through Students-On-Call].

Science.gov (United States)

Spering, C; Tezval, M; Dresing, K; Burchhardt, H; Wachowski, M; August, F; Frosch, S; Walde, T A; Stürmer, K M; Lehmann, W; Sehmisch, S

2016-12-01

Due to restrictions on admission to medical school, changing claims to an optimized work-life balance and occupational perspectives, surgical professions in particular are struggling with strategies to motivate young academics. Surgical disziplines aim towards a profound transfer of knowledge and pique student's interest by ensuring a sustainable education at university. The goal of this study was to evaluate a Students-On-Call System (SOCS) and to identify a financial benefit. In this study the SOCS was compared pre-/postevaluation using questionnaires and the supporting X‑rays within a curricular teaching module of orthopedic trauma surgery, with students in the fourth semester of specialism and those in the practical semester at medical school. The students of SOCS showed significantly better results prior to the course and afterwards than the two other groups. By establishing SOCS medical students get involved into the treatment of emergency patients in the trauma resuscitation unit (TRU) and operating room (OR). Students get the chance to enhance their comprehension of diagnostics, therapy and decision making in surgical context. This highly valuable traineeship combines a minimized teaching effort with an effective motivation of young academcis for the surgical profession. A SOCS has reduced the workload of medical colleagues. Establishing SOCS spare the residents being on call and results in reduced costs of 23,659.86 Euro per year. The results presented show that the SOCS leads to an excellent cost-benefit balance, which has been established in multiple surgical departments at the medical school of the University of Göttingen. Apart from practice-oriented surgical teaching, the SOCS is a way of promoting successful young talent saving resources in the medical on-call services.

The Personal Characteristics Predictors of Academic Success

Science.gov (United States)

Angelkoska, Slagana; Stankovska, Gordana; Dimitrovski, Dimitar

2016-01-01

When we speak about the academic achievement of the students and their personality, the internal state of a student is in connection with his personal experience and individual differences and talents, dispositions, motives, his "I" and a whole range of cognitive processes. Modern psychological theories of personality believe that the…

Psychological Science, Talent Development, and Educational Advocacy: Lost in Translation?

Science.gov (United States)

Robinson, Ann

2012-01-01

The talent development approach to the conceptualization of giftedness has historical precedent in the field. Examples of large-scale and longitudinal research studies from previous decades guided by the talent development approach are provided as illustrations. The implications of focusing on domain-specific talents in academics, the arts and…

Effort Allocation in Tournaments: The Effect of Gender on Academic Performance in Italian Universities

Science.gov (United States)

Castagnetti, Carolina; Rosti, Luisa

2009-01-01

We consider the academic performance of Italian university graduates and their labor market position 3 years after graduation. Our data confirm the common finding that female students outperform male students in academia but are overcome in the labor market. Assuming that academic competition is fair and that individual talent is equally…

Talent support at Kaposvár University, Faculty of Pedagogy

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Bencéné-Fekete Andrea

2015-12-01

Full Text Available The shared aim of the professors working at the Faculty of Pedagogy is to help their students find the field, in which they are able to show extraordinary achievements. They help the students recognize what they are talented in and provide them the necessary support to act on this field. The talented students are most often helped by pedagogues; however, no one deals with the issue of pedagogues, who are talented and fulfill their jobs on the highest level. At Kaposvár University, Faculty of Pedagogy a three-step talent support program – based on the Czeizel-talent model – and mentorship for talented pedagogues have been introduced. During the sessions of Csokonai Student Talent Support Program each student is granted with the possibility to participate in research method lectures, rhetoric and personal development trainings and sessions how to create presentations. This new, three-step method has initiated cooperation in professional questions among not only students, but also pedagogues on our faculty.

Teaching successful intelligence to gifted and talented students

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Robert Sternberg

2010-04-01

Full Text Available The aim of this study is to analyze the theory of successful intelligence as a strategy to meet the educational needs of gifted and talented students. First, we present the theory of successful intelligence as an alternative that allows for an in-depth study of the cognitive complexity of high ability from a broader perspective of intelligence. Second, we analyze the roles of students and teachers in the learning-teaching process. Third, we indicate some learning strategies aimed at promoting the management of resources in the classroom related to the analytical, synthetic or creative and practical intelligence. Finally, some conclusions are drawn.

The multi-dimensional talent support tool (mBET – a systemic approach towards individualized support of the gifted and talented in Austria

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Johanna Stahl

2015-03-01

Full Text Available Providing gifted students with personalized talent development programs is a challenge for teachers and educators alike. The multi-dimensional talent development tool (mBET guides teachers on their way to individualized gifted programs. Within a holistic and systemic concept of giftedness, the mBET brings together the perspectives of teachers, parents and the individual student in assessing talents as well as relevant personality characteristics and environment factors. By facilitating support-oriented round-table talks, the mBET helps teachers, parents and students to develop individually tailored talent development programs, taking into consideration both talents and other factors relevant for successful gifted education (i.e. non-cognitive personality characteristics and environmental factors.

A University-Industry Collaborative Response to the Growing Global Demand for Student Talent: Using Interpretive Phenomenology to Discover Life-World Knowledge

Science.gov (United States)

Vauterin, Johanna Julia; Linnanen, Lassi; Michelsen, Karl-Erik

2013-01-01

The supply of student talent is now taking on an increasingly global dimension and this has extended the breadth of university-industry interaction. Set in the context of a rapidly growing international student market, knowledge transfer between academia and business through global student talent supply is an emerging practice. This paper…

Between talent and migrant

DEFF Research Database (Denmark)

Mosneaga, Ana

’ agendas for internationalisation of higher education and talent attraction to boost national competitiveness. Concurrently, convergence is happening between migration management regimes, albeit with persistent variations in actual regulations, when it comes to attracting skilled migrants, while reducing...... by examining the management of the status transition of international students’ into foreign workers in the host country context. It takes its point of departure in understanding international student migration as a phenomenon evolving in the cross field between the global competition for talent...... that create discrepancies between them. The conclusion highlights the tensions inherent in promoting talent attraction and internationalisation vis-à-vis migration management, and draws overall policy implications through the case of the management of international student migration in Denmark....

The Arts and Talent Development.

Science.gov (United States)

Seeley, Ken

1996-01-01

Discusses the role of creative arts in developing talent among gifted students. Talent development strategies using the arts are identified. Also describes ways that teachers can support collaboration among the arts and that parents can advocate and foster arts programs. (CR)

ROLL OUT THE TALENT : Final project report

OpenAIRE

Eerola, Tuomas; Tuominen, Pirjo; Hakkarainen, Riitta-Liisa; Laurikainen, Marja; Mero, Niina

2014-01-01

The ROLL OUT THE TALENT project was born out of the desire to recognise and support the strengths of vocational students and to develop new and innovative operating models. ROLL OUT THE TALENT promoted regional cooperation between institutes and companies. The project produced operating and study path models that take into consideration the individual strengths of vocational students and the principles of lifelong learning. This is the final report of the ROLL OUT THE TALENT project, and ...

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.

Validity Evidence for a Chinese Version of the Online Self-Regulated Learning Questionnaire with Average Students and Mathematically Talented Students

Science.gov (United States)

Fung, Joyce J. Y.; Yuen, Mantak; Yuen, Allan H. K.

2018-01-01

A Chinese version of the Online Self-Regulated Learning Questionnaire (OLSQ) was administered to 412 Hong Kong students of average ability and 374 students talented in mathematics (Grades 4-9, age 9-15 years). Data indicated that the Chinese OLSQ provides valid and reliable scores when used with these students.

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.

Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement.

Science.gov (United States)

Müllensiefen, Daniel; Harrison, Peter; Caprini, Francesco; Fancourt, Amy

2015-01-01

Musical abilities and active engagement with music have been shown to be positively associated with many cognitive abilities as well as social skills and academic performance in secondary school students. While there is evidence from intervention studies that musical training can be a cause of these positive relationships, recent findings in the literature have suggested that other factors, such as genetics, family background or personality traits, might also be contributing factors. In addition, there is mounting evidence that self-concepts and beliefs can affect academic performance independently of intellectual ability. Students who believe that intelligence is malleable are more likely to attribute poor academic performances to effort rather than ability, and are more likely to take remedial action to improve their performance. However, it is currently not known whether student's beliefs about the nature of musical talent also influence the development of musical abilities in a similar fashion. Therefore, this study introduces a short self-report measure termed "Musical Self-Theories and Goals," closely modeled on validated measures for self-theories in academic scenarios. Using this measure the study investigates whether musical self-theories are related to students' musical development as indexed by their concurrent musical activities and their performance on a battery of listening tests. We use data from a cross-sectional sample of 313 secondary school students to construct a network model describing the relationships between self-theories and academic as well as musical outcome measures, while also assessing potential effects of intelligence and the Big Five personality dimensions. Results from the network model indicate that self-theories of intelligence and musicality are closely related. In addition, both kinds of self-theories are connected to the students' academic achievement through the personality dimension conscientiousness and academic effort

Is Article 13 of “ Educational Directive for Gifted and Talented Students in Universities” a valid rule?

Directory of Open Access Journals (Sweden)

Oveisgharan Sh

2003-07-01

Full Text Available Background: Iranian talented university students who take semester averages below 17 for at most two times can't use facilities provided for Gifted and Talented students in Universities through Ministry of Health (MOH directive regarding gifted and talented student. Purpose: To examine the validity of article 13 of this directive. Methods: Renzulli's three ring concept of giftedness was chosen as giftedness definition. Obtaining Grade Point Averages equal or more than 15 was regarded as "above average ability". A questionnaire, based on “Scales for Rating the Behavioural Characteristics of Superior Students” was designed for "creativity" and "task commitment" evaluation. Score 3.00 or more in "creativity" and "task commitment" evaluation was regarded to be sufficient to keep the student in the program. Students who were admitted in Isfahan University of Medical Sciences during 1997-1999 and recognized as gifted initially by MOH were included in our study. Results: 147 students were included in this study, of which 50% were female. From the study group, 20 student reports, done by 39 students were evaluated. Of these 39 students, 31 would have been left out based on article. Out of 31 students, 18 met all three criteria of Renzulli's definition. Conclusion: There may be gifted student who are denied the opportunity of using the facilities provided for gifted student based on enforcement of article 13 of IGCT directive. Further study to devise better measure for identification of gifted student seems to be warranted. Keywords: GIFTED, IDENTIFICATION, ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

Academic Talent Selection in Grant Review Panels

NARCIS (Netherlands)

Arensbergen, P. van; Weijden, I. van der; Besselaar, P van den; Prpic, K.; Weijden, I. van der; Aseulova, N.

2014-01-01

Career grants are an important instrument for selecting and stimulating the next generation of leading researchers. Earlier research has mainly focused on the relation between past performance and success. In this study we investigate the evidence of talent and how the selection process takes place.

Perceived Family Influences in Talent Development among Artistically Talented Teenagers in Singapore

Science.gov (United States)

Garces-Bacsal, Rhoda Myra

2013-01-01

Though there have been quite a number of research studies focusing on how Singaporean families promote literacy and instill values of academic excellence inside the home, little has been written about how families nurture the gifts of teenagers talented in the arts in the Singaporean context. This article highlights how the family influences the…

Exploring the recognition of talents : Identifying the prototype

NARCIS (Netherlands)

Hammer, M.H.M.

2014-01-01

To be successful and survive, entrepreneurs are encouraged to exploit their talents as element of their human capital nourishing the entrepreneurial process. Since education became an important aspect of society, teachers have a prelove for highly talented students. Especially young talented people

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...

Star Power: Providing for the Gifted & Talented. Module 1. Characteristics of the Gifted/Talented.

Science.gov (United States)

Heinemann, Alison

The document presents Module 1, characteristics of the gifted/talented student, of the Star Power modules, developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction,…

Exploring talent development environments –inspirations to medical education at doctoral level

DEFF Research Database (Denmark)

Christensen, Mette Krogh; Lund, Ole; Mørcke, Anne Mette

Introduction: Doctoral students may be considered some of our most talented students. In order to maintain high quality in doctoral education we should be aware of optimizing the talent development environment in which the students develop their competencies. In this paper we explore the features...... has been on cognitive skills of individual talents and to a minor degree on institutional conditions and constraints within talent development environments. However, recent studies on talent development in sport recognize ‘talent’ as a social construction (1) and institutional and environmental...... features playing a decisive role in talent development (2). Our research question is: do concepts and models for talent development environments in sport apply to medical education at doctoral level? Considering the uniqueness of the two domains (they refer to different overall social fields: education...

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.

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...

The Effect of Teaching Geometry Which is Differentiated Based on the Parallel Curriculum for Gifted/Talented Students on Spatial Ability

Directory of Open Access Journals (Sweden)

Basak KOK

2014-06-01

Full Text Available The purpose of this research is to evaluate the effects of teaching geometry which is differentiated based on the parallel curriculum for gifted/talented students on spatial ability. For this purpose; two units as “Polygons” and “Geometric Objects” of 5th grade mathematics book has been taken and formed a new differentiated geometry unit. In this study, pretest and posttest designs of experimental model were used. The study was conducted in Istanbul Science and Art Center, which offers differentiated program to those who are gifted and talented students after school, in the city of İstanbul and participants were 30 students being 15 of them are experimental group and the other 15 are control group. Experimental group students were underwent a differentiated program on “Polygons” and “Geometric Objects” whereas the other group continued their normal program without any differentiation. Spatial Ability Test developed by Talented Youth Center of John Hopkins University was used to collect data. Above mentioned test was presented to both groups of the study. Collected data was analyzed by Mann Whitney-U and Wilcoxon Signed Rank Test which is in the statistics program. It is presented as a result of the study that the program prepared for the gifted and talented students raised their spatial thinking ability.

Explaining the Gender Gap: Comparing Undergraduate and Graduate/Faculty Beliefs about Talent Required for Success in Academic Fields

Science.gov (United States)

Bailey, Kimberlyn; Nanthakumar, Ampalavanar; Preston, Scott; Ilie, Carolina C.

Recent research has proposed that the gender gap in academia is caused by differing perceptions of how much talent is needed to succeed in various fields. It was found that, across the STEM/non-STEM divide, the more that graduate students and faculty see success in their own field as requiring as requiring talent, the fewer women participate in that field. This research examines whether undergraduate students share these attitudes. If these attitudes trickle down to the undergraduate population to influence students to choose different fields of study, then undergraduate beliefs should reflect those of graduate students and faculty. Using a large survey of undergraduates across the country, this study aims to characterize undergraduate attitudes and to determine variables that explain the differences between the attitudes of these two populations. Our findings suggest that the two populations have similar beliefs, but that undergraduate beliefs are strongly influenced by information about the gender ratio in each field and that this strong influence greatly differs between STEM and non-STEM fields. These findings seek to help direct future research to ask the right questions and propose plausible hypotheses about gender the imbalance in academia.

Applying talent management to nursing.

Science.gov (United States)

Haines, Sue

To deliver the chief nursing officer for England's vision for compassionate care and embed the 6Cs effectively, the NHS must attract, develop and retain talented nurses with a diverse range of skills. This is particularly important given the predicted shortage of nurses and evidence that NHS providers need to increase skill mix ratios to deliver safe patient care. "Talent management" is increasingly discussed within the health service; we recently asked nurses and student nurses to identify their priorities for talent development. They highlighted the importance of strong ward leadership, effective personal appraisal, clearer career pathways, increased staff engagement and involvement in decision making, as well as a need for greater emphasis on the recognition and reward of nursing achievements. We concluded that these factors are crucial to attracting, retaining and developing talent in nursing. Nurse leaders can learn approaches to developing talent from business and wider healthcare settings.

Dream Team - A pregraduate surgical talent development project

DEFF Research Database (Denmark)

Jensen, Rune Dall; Seyer-Hansen, Mikkel; Christensen, Mette Krogh

Dream Team is an extracurricular pregraduate surgical talent development project founded in 2009 at Aarhus University Hospital, Denmark. It aims to identify and develop laparoscopic surgical talents during medical school. Dream Team contains two parts: 1) a weeklong boot camp where app. 10 % of 8th...... the mentorship the students will be in operation room at least once a week and participate as much as their skills allow. Dream Team differs from similar pregraduate programs as it selects the most talented students, but does the boot camp select the best and does the mentorship program provide optimal learning......? A PhD project aims to critically analyze and develop Dream Team. The PhD project is based on theories about deliberate practice[1] and social learning[2]. In addition, we compare surgical talent development[3][4] with talent development in elite sport in order to inspire, refine and develop Dream Team...

Social-Emotional Needs: A School-Based Approach to Preventing Suicide among Students with Gifts and Talents

Science.gov (United States)

Cross, Tracy L.

2012-01-01

This article provides a succinct primer on some of the basic constructs that adults need to know to help keep students with gifts and talents from completing suicide. It focuses on the school as the primary context to look out for potentially suicidal gifted students. This makes sense, as students spend a considerable amount of time in school,…

Retaining Aspiring Scholars (retention, Students of Color)

Science.gov (United States)

Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional

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 misconduct of graduates and the credit education].

Science.gov (United States)

Bi, Xiaoyan; Tang, Xiaoya; Fan, Xuegong

2011-10-01

Nowadays the phenomenon of academic misconduct (such as plagiarism, fabrication, falsification, etc.) is very frequent. The reasons for academic misconduct are involved in the problems in graduate education system, social environment and students themselves. Therefore, colleges and universities should place great emphasis on constructing a healthy school environment and academic atmosphere for failure tolerance with the help of high-tech modern means. It also needs to improve the academic supervision and evaluation system, strengthen the punishments for academic misconduct and enhance the mentor's exemplary role in education. The eventual goal for our education is to obtain innovative talents who are integrity, respect science and truth, and are good samples for academic performances.

Pistols or swords; which are the most useful weapons in the war for talent? : A study of business students employability

OpenAIRE

Uddén, Sara; Karlsson, Lina; Hellqvist, Johanna

2008-01-01

Globalisation has brought on dynamic markets and competition, and with that obliged companies to focus on long-term strategies and a greater focus on attracting, developing and retaining its employees. The present hunt for talent can be entitled as talent management, a concept that nowadays cannot be avoided. Talent management evidently not only affects companies, but also the newly graduates that are about to be employed. Students within business and economics are one affected group, since t...

How small nations fare in the global war on talent

DEFF Research Database (Denmark)

Tung, Rosalie; Worm, Verner; Aagaard Petersen, Susan

2008-01-01

for the same talent pool by presenting the findings of two related studies on whether (a) Chinese students who are studying in Denmark choose to return to work in China; and (b) Danish students in Denmark are willing to work for Chinese companies in Denmark and/or China. Despite its population of 1.3 billion......, China has a critical shortage of managerial talent. The vast majority of Chinese students in Denmark do not plan to remain in Denmark upon completion of their education, while many Danish students are receptive to working for Chinese companies, albeit more so in Denmark than in China. The findings...... of this study have implications on the plight of smaller nations, such as Denmark, in attracting and retaining human talent. These findings also have implications for small-sized companies in their competition with large firms for human talent....

Towards a Methodology to Identify a Talent by Using Psychological Cognitive Prototyping

Science.gov (United States)

Hammer, Matthijs H. M.

2015-01-01

Since education became an important aspect of society, teachers have a prelove for highly talented students. Especially young talented people relish profound attention of universities, firms, music ensembles, sports societies and artist groups. In higher education, students are encouraged to develop their unique strong point, named as talents.…

Equity and Excellence: Proactive Efforts in the Identification of Underrepresented Students for Gifted and Talented Services

Science.gov (United States)

Peters, Scott J.; Engerrand, Kenneth G.

2016-01-01

The identification of gifted and talented students and the accompanying fact that most identification systems result in the underrepresentation of students from African American, Hispanic, Native American, English language learning, and low-income families are two of the most discussed and hotly debated topics in the field. This article provides…

Detecting talent

DEFF Research Database (Denmark)

Nissen, Poul

2016-01-01

characteristics as other gifted individuals, and they may not appear to have the same observable differences. Depending on how their giftedness has been dealt with previously, they may even appear to be relatively “ungifted”. Many gifted students resist routine and exhibit nonconformist behavior. Others may...... schooling experience. Checklists for identifying ‘the upper’ 5% of students were distributed to 150 gifted and talented students, and to their parents and teachers, as well as to 188 ‘ordinary’ students and their parents and teachers, in order to determine the probability of giftedness. The results reveal...... the probability of giftedness from the perspectives of the students, parents, and teachers respectively....

Talent Development in Chinese and Swiss Music Students

Science.gov (United States)

Petersen, Suse

2018-01-01

Musical talent development and the factors that influence it--such as family or peers--have been widely researched, especially in a Western setting. Despite the growing body of research in non-Western cultures and regions, there is still a lack of research comparing the factors and perceptions of musical talent development between Western and…

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

OpenAIRE

Yazıcı, Hikmet; Albayrak, Elif; Reisoğlu, Serpil

2016-01-01

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

[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.

Encendiendo una Llama. Bilingual Gifted and Talented Program: Overview, Identification of Students, and Instructional Approaches.

Science.gov (United States)

Hartford Public Schools, CT.

Three pamphlets describe facets of "Encendiendo Una Llama," a Hartford (Connecticut) demonstration program for bilingual gifted and talented students. An overview pamphlet summarizes key aspects of the model program: identification procedures, instructional services, teacher training, parent involvement, evidence of effectiveness, implementation…

Evaluating Motivational Barriers of Talented Students & Providing Motivational Strategies in Kerman University of Medical Sciences in 2013

Directory of Open Access Journals (Sweden)

S Mirzaee

2015-09-01

Full Text Available Introduction : Human capital is regarded as an important tool for development. In fact, human talents involve one of the important human resources in Iran sporadically in higher education and research institutions. Within the measures taken in this regard in Iran, establishing the Office of Gifted and Talented can be mentioned aiming to identify the top talents. Therefore, the role of university as an organization, in which scholars are engaged in scientific activities, is taken significantly in to account. The present study aims to investigate the barriers and factors motivating the students are in Kerman University of Medical Sciences. Method : This qualitative cross-sectional study was conducted in 2013. The study Sample was via convenience sampling method and the study data was gleaned by a semi-structured interview with 30 persons. Moreover, the study data was analyzed by framework analysis. Results : The findings of this study involve the two original codes of motivational barriers as well as motivational factors. In the first section motivational barriers with three codes including structural problems, poor communication, performance problems as well as 8 minor codes were proposed. Moreover, in The second secti o n of this study, motivational strategies were mentioned intended to ameliorate the functioning of the Office in terms of the individuals, attitude participating in this study. Conclusion : The Talented Office necessitates to be reformed identify the top talents and to alter such talents into elite talents.

Plan competitions reveal entrepreneurial talent

Energy Technology Data Exchange (ETDEWEB)

Madison, Alison L.

2011-05-15

Monthly economic diversity column for Tri-City Herald business section. Excerpt below: There’s something to be said for gaining valuable real-world experience in a structured, nurturing environment. Take for instance learning to scuba dive in the comfort of my resort pool rather than immediately hanging out with sharks while I figure out little things like oxygen tanks and avoiding underwater panic attacks. Likewise, graduate students are getting some excellent, supportive real-world training through university business plan competitions. These competitions are places where smart minds, new technologies, months of preparation and coaching, and some healthy pre-presentation jitters collide to reveal not only solid new business ideas, but also some promising entrepreneurial talent. In fact, professionals from around our region descend upon college campuses every spring to judge these events, which help to bridge the gap between academics and the real technology and business-driven economy.

EDUCATION AND FAMILY INCOME: CAN POOR CHILDREN SIGNAL THEIR TALENT?

OpenAIRE

Gonzalo Olcina Vauteren; Luisa Escriche

2006-01-01

The aim of this paper is to explain how financial constraints and family background characteristics affect the signalling educational investments of individuals born in low-income families. We show that talented students who are poor are unable to signal their talent, as the maximum level of education they can attain may also be achieved by less talented students who are rich. Under this approach, a de-crease in inequalities across generations cannot be expected. The paper also shows that an ...

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

OpenAIRE

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

2017-01-01

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

Mobile Student to Mobile Worker: The Role of Universities in the "War for Talent"

Science.gov (United States)

Li, Zhen; Lowe, John

2016-01-01

Universities, as part of the neoliberal regime imposed on them, are being co-opted into a "war for talent", in which national economic success is heavily invested. We examine part of this "war" that affects universities directly--the recruitment of "the brightest and the best" internationally mobile students and their…

Nurturing Gifted and Talented Students to Become Future Leaders: The Innovative Curriculum for the Gifted and/or Talented at GT College in Hong Kong

Science.gov (United States)

Tam, Raymond Kwok-Wai

2017-01-01

In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission…

Academic Talent Development in North America and Europe

Science.gov (United States)

Jarvin, Linda; Subotnik, Rena F.

2015-01-01

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and…

Gifted and Talented Students at Risk

Science.gov (United States)

Seeley, Ken

2004-01-01

The issue of underachievement among the gifted has captured the interest of educators sporadically over the past thirty years. In the most basic definition, an underachiever is a student who does not achieve in the academic areas at a level consistent with his or her capability. When underachievement is applied to the gifted, it becomes a more…

Lost Talent? The Occupational Ambitions and Attainments of Young Australians

Science.gov (United States)

Sikora, Joanna; Saha, Lawrence J.

2011-01-01

Given ongoing interest in increasing productivity and participation in the workforce, understanding when talent is lost is a useful exercise. The term "lost talent" describes the underutilisation or wastage of human potential. Focusing on young people, Sikora and Saha define lost talent as occurring when students in the top 50% of…

In Search of Excellence: Perceived effects of special classes for gifted students in Ireland from the perspective of the students and their parents

OpenAIRE

O'Reilly, Colm Joseph

2010-01-01

This thesis focuses on high ability students and the effects of Saturday and summer courses on their academic and social development. These students who have been identified through assessment are in the top 5% of the population academically. After qualifying from the assessment they are invited to participate in courses run by the Irish Centre for Talented Youth (CTYI) at Dublin City University and other colleges around the country. This study looks at students who have par...

Underrepresentation of Ethiopian-Israeli Minority Students in Programmes for the Gifted and Talented: A Policy Discourse Analysis

Science.gov (United States)

Lifshitz, Chen C.; Katz, Chana

2015-01-01

Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenomenon that has concerned educators for the last two decades. Ethiopian-Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated…

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…

Student self-esteem and academic achievement

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2005-01-01

Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

Academic Students' Attitudes toward Students with Learning Disabilities

Science.gov (United States)

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

The Talent Search Model of Gifted Identification

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Assouline, Susan G.; Lupkowski-Shoplik, Ann

2012-01-01

The Talent Search model, founded at Johns Hopkins University by Dr. Julian C. Stanley, is fundamentally an above-level testing program. This simplistic description belies the enduring impact that the Talent Search model has had on the lives of hundreds of thousands of gifted students as well as their parents and teachers. In this article, we…

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

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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.

The impact of a freshman academy on science performance of first-time ninth-grade students at one Georgia high school

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Daniel, Vivian Summerour

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among ninth-grade students because they address a range of academic support initiatives tailored to improve academic performance among ninth-grade students. The talent development model developed by Legters, Balfanz, Jordan, and McPartland (2002) has served as a foundational standard for many ninth grade academy programs. A cornerstone feature of this model is the creation of small learning communities used to increase ninth-grade student performance. Another recommendation was to offer credit recovery opportunities for ninth graders along with creating parent and community involvement activities to increase academic success among ninth-grade students. While the site's program included some of the initiatives outlined by the talent development model, it did not utilize all of them. The study concluded that the academy did not show a definitive increase in academic performance among ninth-grade students since most students stayed within their original performance category.

Traits and Talents of Giftedness in Minority and Low Socioeconomic Fourth Grade Students in a Georgia School District

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Smith, Andrea Ragon

2013-01-01

The potential traits and talents of giftedness in students are multidimensional; yet, some school districts in Georgia perpetuate barriers for students from minority and low socioeconomic backgrounds by relying solely on standardized test scores for gifted identification. The purpose of this case study was to explore the multidimensionality of…

Towards a Methodology to Identify a Talent by Using Psychological Cognitive Prototyping

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Hammer, M.H.M.

2015-01-01

Since education became an important aspect of society, teachers have a prelove for highly talented students. Especially young talented people relish profound attention of universities, firms, music ensembles, sports societies and artist groups. In higher education, students are encouraged to develop

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

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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…

Motivation and academic achievement in medical students.

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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.

How do we identify and foster talent in medical schools?

DEFF Research Database (Denmark)

Christensen, Mette Krogh; Cristiancho, Sayra; Jensen, Rune Dall

2016-01-01

moderated focus group interview, poster production, and group discussions regarding how to identify, recruit, and develop talents at their institutions. Intended Outcome: At the end of this workshop, participants will be armed with new strategies for securing and fostering talents at their institution......Background: Talent is highly regarded in high performance sports as a key feature for athletes to succeed. In medicine, talent is not a commonly held conversation, even though, medical students are usually identified as high achieving, internally motivated individuals. We suggest that bringing...... talent into the conversation of medical education research, will help us enrich how medical schools design selection processes. In this workshop we will bring awareness into the notion of talent from sports science research and invite discussion around how to embrace talent identification and development...

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

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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.

Talent Development, Work Habits, and Career Exploration of Chinese Middle-School Adolescents: Development of the Career and Talent Development Self-Efficacy Scale

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Yuen, Mantak; Gysbers, Norman C.; Chan, Raymond M. C.; Lau, Patrick S. Y.; Shea, Peter M. K.

2010-01-01

This article describes the development of an instrument--the "Career and Talent Development Self-Efficacy Scale (CTD-SES)"--for assessing students' self-efficacy in applying life skills essential for personal talent development, acquisition of positive work habits, and career exploration. In Study 1, data were obtained from a large…

A Program for Cultivating Nuclear Talent at Engineering Educational Institute in a Remote Area from Nuclear Power Plants

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Takahashi, Tsuyoshi

Recently, in Japan, the number of students who hope for finding employment at the nuclear power company has decreased as students‧ concern for the nuclear power industry decreases. To improve the situation, Ministry of Education, Culture, Sports, Science and Technology launched the program of cultivating talent for nuclear power which supports research and education of nuclear power in the academic year of 2007. Supported by the program, Kushiro College of Technology conducted several activities concerning nuclear power for about a year. The students came to be interested in nuclear engineering through these activities and its results.

Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning.

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Brody, L E; Benbow, C P

1986-02-01

Perceptions of self-esteem, locus of control, popularity, depression (or unhappiness), and discipline problems as indices of social and emotional adjustment were investigated in highly verbally or mathematically talented adolescents. Compared to a group of students who are much less gifted, the highly gifted students perceive themselves as less popular, but no differences were found in self-esteem, depression, or the incidence of discipline problems. The gifted students reported greater internal locus of control. Comparisons between the highly mathematically talented students and the highly verbally talented students suggested that the students in the latter group perceive themselves as less popular. Within both the gifted and comparison groups, there were also slight indications that higher verbal ability may be related to some social and emotional problems.

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...

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

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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…

Minority STEM students' perceptions of academic advisement and the impact of academic advisement on satisfaction and academic success of minority STEM students at an HBCU in southeastern Louisiana

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Martin, Brittany

The purpose of this study was to examine how academic advising impacts minority STEM students' academic success and their level of satisfaction. The study also explored minority STEM students' perceptions of academic advising based on their experience. The sample included 188 sophomore and junior STEM students attending an HBCU in southeastern Louisiana. Participants in the study completed the Academic Advising Inventory (AAI). Some students also participated in a focus group or virtual interview. An independent t-test found no difference between the GPAs of STEM students who received developmental advising as opposed to prescriptive advising. A one-way ANOVA found no significant difference between STEM students' GPAs based on the frequency and duration of their advising sessions. A Mann-Whitney U test determined that STEM students who were prescriptively advised were significantly more satisfied with advising than STEM students who were developmentally advised. A Mann-Whitney U also determined that STEM students who were satisfied with their education were significantly more dissatisfied with academic advising than STEM students who were dissatisfied with their education. A Kruskal-Wallis H test determined there was no significant difference between STEM students' satisfaction with advising and the frequency of their advising sessions. A Kruskal-Wallis H also determined that STEM students who spent less than 15 minutes or more than 1 hour were the most satisfied with advisement. The majority of STEM students perceived academic advising had little impact on their GPA. However, STEM students perceived academic advising as having an impact on their satisfaction with the university. The majority of STEM students perceived academic advising as useful.

Student Diligence and Student Diligence Support: Predictors of Academic Success.

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Arthur, Christon G.

The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

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

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Alberto A. Alegre

2014-06-01

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

Desktop Publishing for the Gifted/Talented.

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Hamilton, Wayne

1987-01-01

Examines the nature of desktop publishing and how it can be used in the classroom for gifted/talented students. Characteristics and special needs of such students are identified, and it is argued that desktop publishing addresses those needs, particularly with regard to creativity. Twenty-six references are provided. (MES)

Student prosocial behavior and academic achievement

OpenAIRE

Spasenović Vera Z.

2004-01-01

The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful lear...

Preparing Graduate Students for Non-Academic Careers

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Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

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

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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.

Student Academic Optimism: A Confirmatory Factor Analysis

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Tschannen-Moran, Megan; Bankole, Regina A.; Mitchell, Roxanne M.; Moore, Dennis M., Jr.

2013-01-01

Purpose: This research aims to add to the literature on Academic Optimism, a composite measure composed of teacher perceptions of trust in students, academic press, and collective efficacy by exploring a similar set of constructs from the student perceptive. The relationships between student trust in teachers, student perceptions of academic…

Want Superstar Teachers? Scout for Talent, and Recruit Like Crazy.

Science.gov (United States)

Bateman, C. Fred

1986-01-01

A school can assemble a winning teaching team by taking lessons from sports talent recruitment programs. Schools should search for early talent and ask education professors to identify promising student teachers. Contracts should be offered immediately to final round draft choices. (CJH)

Student Academic Support as a Predictor of Life Satisfaction in University Students

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Akin, Ahmet; Arslan, Serhat; Çelik, Eyüp; Kaya, Çinar; Arslan, Nihan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support…

Perceptions of Engineering students, lecturers and academic ...

African Journals Online (AJOL)

Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology. ... development, engineering education, scaffolding, self-regulated learning, students ...

Student prosocial behavior and academic achievement

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Spasenović Vera Z.

2004-01-01

Full Text Available The paper considers correlation between student prosocial behavior and academic achievement. Attention first focuses on the issue of prosocial behavior defining, making it operational and measuring it. Next consideration is given to the ways that prosocial behavior contributes to academic achievement. It is thought that prosocial behavior can produce indirect effects on student prosocial behavior because it is bound to certain academically relevant forms of behavior leading to successful learning and work. Also, correlation is interpreted by means of teacher’s preferences of prosocial students, which is reflected in teacher expectations and behavior towards students but in evaluating their work too. In addition, prosocial behavior may produce direct effects, for it is through peer prosocial interactions that positive intellectual exchange is performed, which contributes to more successful mastering of teaching content. The paper provides a survey of investigations whose results indicate that there exists correlation between student prosocial behavior and academic achievement. Also, consideration is given to possible methods and treatments for encouraging prosocial behavior in school context, especially the role of teacher in the process and the importance of the program for promoting student prosocial skills.

Nurturing Talent in the Australian Context: A Reflective Approach.

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Frydenberg, Erica; O'Mullane, Anne

2000-01-01

This article discusses historical and contemporary educational provisions for gifted and talented students in Australia. Five young adults reflect on their educational and career paths in the creative arts, sports, music, medicine, and business to illustrate how talents are nurtured in Australia at the end of the 20th century. (Contains extensive…

Gifted education and talent development for all

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Joseph S. Renzulli

2008-06-01

Full Text Available Traditional methods of schooling can fail to bring about schools as places for developing the broadest and richest experiences for creating talent in the young. The field of gifted education has put forward many innovations that have become mainstays of the American educational system. The Schoolwide Enrichment Model comprises strategies for increasing student effort, enjoyment, and performance, and for integrating a range of advanced-level learning experiences and thinking skills into all curricular areas. Every school has students within it who possess the highest potential for advanced-level learning, creative problem solving, and the motivation to pursue rigorous and rewarding work. Rather than being sources for the acquisition of information, schools should be places for developing the talents of all students.

Combating student plagiarism an academic librarian's guide

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Lampert, Lynn D

2014-01-01

This practical book introduces readers to the current issues facing todays academic reference and instruction librarians grappling with the growing problem of student plagiarism. The book provides up-to-date overviews of student plagiarism, examples of ways in which librarians can educate students through proven instructional techniques, collaboration approaches and outreach methods, and discusses common problems and questions librarians may encounter when incorporating current anti-plagiarism instruction into their instructional services. Topics include: role of the academic librarian in combating student plagiarism, discipline-based approaches to combating student plagiarism, information literacy techniques and faculty/librarian collaboration. Investigates the issues surrounding the growth of instances of student plagiarism Discusses the academic librarian's role in combating student plagiarism Recommends effective outreach techniques and instructional methods for preventing plagiarism.

Nasreddin Hodja Tales May Inspire Turkish Foreign Language Gifted and Talented Students to Speak Better English

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Yurtbasi, Metin

2016-01-01

This study deals with a special methodology to meet the special needs of Turkish gifted and talented students (GTS) in terms of improving their English oral proficiency. Most GTS are known to have been born also "gifted in languages". Their language awareness shows by their "communicative skills, creative flair and arguing and…

STUDENT ACADEMIC PERFORMANCE PREDICTION USING SUPPORT VECTOR MACHINE

OpenAIRE

S.A. Oloruntoba1 ,J.L.Akinode2

2017-01-01

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

Self-Esteem and Academic Stress among Nursing Students.

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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.

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...

Differentiated Instruction for Gifted Business Students: The Other Side of the Coin

Science.gov (United States)

McCoy, Kathleen M.; Rader, Martha H.

2008-01-01

Despite the national, state, and local emphasis on academic progress and standards, the curricular needs of the 3 million highly talented and gifted youth in the U.S. generally have not been embraced as a priority. In many high schools, academically precocious students are expected to progress on their own. The Individuals with Disabilities…

Academic Integration of Mainland Chinese Students in Germany

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Hanwei Li

2017-03-01

Full Text Available This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

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

Science.gov (United States)

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

2013-09-01

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

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.

BRINGING POP-CULTURE INTO CLASSROOM: SPEAKING 3’S GOT TALENT ACTIVITY TO ENHANCE SPEAKING SKILL OF UNIVERSITY STUDENTS

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Muhamad Hasbi

2017-03-01

Full Text Available Abstract Following the widespread and growing popularity of English communication across the globe, the implementation of and the research on innovation in language teaching is mushrooming, especially in the teaching of English speaking. This study aims at measuring how far pop-culture themed classroom activity named Speaking 3’s Got Talent gives impacts for students speaking skill improvement at IAIN Salatiga, through an observation of a class in the English Department with a number of students of 30 undertaking Speaking 3 course in the odd-semester of the academic year of 2016/2017. Using a quantitative approach, this research utilizes questionnaire and direct observation for collecting data, and makes use of three methods of data analysis namely questionnaire scale-analysis, CEFR (The Common European Framework speaking grid, and teacher’s made rubric for speaking for assessment which pinpoint three key measured variables namely students’ attitude toward the activity, teacher’s assessment toward students’ performance referring to both CEFR and teacher’s made rubric. This research finds that students had positive (excellent and very good attitude towards the time, English, avatar, expertise and assessment variables of the activity and viewed that it is effective in downgrading their degree of stage fright; secondly, students obtain excellent and very good assessment in both the CEFR and teacher’s made rubric model. The three methods of measurements implied its affectivity in enhancing university students’ speaking skill and both student and teacher assessment recommend this activity to be applied in English classrooms. Keywords: speaking skill, pop-cultural activity, attitude, stage fright, assessment

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.

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.

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...

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…

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.

Test Anxiety and Academic Procrastination Among Prelicensure Nursing Students.

Science.gov (United States)

Custer, Nicole

Test anxiety may cause nursing students to cope poorly with academic demands, affecting academic performance and attrition and leading to possible failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN®). Test-anxious nursing students may engage academic procrastination as a coping mechanism. The Test Anxiety Inventory and the Procrastination Assessment Scale for Students were administered to 202 prelicensure nursing students from diploma, associate, and baccalaureate nursing programs in southwestern Pennsylvania. Statistically significant correlations between test anxiety and academic procrastination were found. The majority of participants reported procrastinating most on weekly reading assignments. Students with higher grade point averages exhibited less academic procrastination.

Teacher behaviour in learning contexts for gifted and talented students : A multiple case study focusing on basic needs satisfaction and motivational differentiation

NARCIS (Netherlands)

de Boer, Greet C.; Opdenakker, Marie-Christine J.L.; Minnaert, Alexander E.M.G.

2015-01-01

In the international comparative study on reading, mathematics, and science of 2009 (OECD, 2010) especially Dutch gifted and talented (G&T) students underachieved compared to 17 countries. These students require a differentiated, adaptive curriculum embedded within an optimal learning environment

Six Units for Primary (K-2) Gifted/Talented Students. Self (Psychology), Plants (Botany), Animals (Zoology), Measurement (Mathematics), Space (Astronomy), Computers (Technology).

Science.gov (United States)

McCallister, Corliss

This curriculum for gifted/talented students in kindergarten through grade 2 focuses on the cognitive, affective, and psychomotor domains in the areas of language arts, mathematics, music, physical education (dance), science, social studies, theatre, and visual arts. The curriculum is student centered, experientially based, exploratory,…

Working Together To Become Proficient Readers. Early Impact of the Talent Development Middle School's Student Team Literature Program. Report No. 15.

Science.gov (United States)

Mac Iver, Douglas J.; Plank, Stephen B.; Balfanz, Robert

The Talent Development Model of Middle School Reform includes a "Student Team Literature" (STL) program that relies on: (1) curricular materials designed to assist students to study great literature; (2) recommended instructional practices, peer assistance processes, and assessments; and (3) staff development, mentoring, and advising to…

Promoting Academic Physicists, Their Students, and Their Research through Library Partnerships

Science.gov (United States)

Rozum, B.; Wesolek, A.

2012-12-01

exhibit created in the Library showcasing a student research group's 30-year history of sending payloads into space. The exhibit was a direct result of archiving the work of student researchers in the institutional repository. From the perspective of the Library, the benefits are also impressive. The Library is able to build its institutional repository, develop strong relations with faculty in the Physics Department, and have access to unpublished reports that otherwise might be lost. Establishing research groups' presence in DigitalCommons@USU provided an opportunity to meet with the Physics graduate students to discuss setting up online web portfolios, archiving their publications, and understanding publisher contracts. Developing partnerships between academic units and libraries is one more method to reach out to potential students, promote research, and showcase the talents of faculty and students. Using the Library's institutional repository to do this is beneficial for everyone.

Demystifying talent management

DEFF Research Database (Denmark)

Adamsen, Billy

In both business and sports, the recruitment and management of especially talented individuals has become central to obtaining competitive advantages and strengthening competitiveness, because only with them, the thinking goes, can results be produced, progress ensured and goals achieved....... Notwithstanding the legitimate importance of talent management, it is noteworthy how ambiguous the term is and how difficult it is to define. Of course, it refers to talent, but this term is also ambiguous. Within talent management, it is often explained with an adagium from the Gospel of Matthew to the effect...... that someone who “has more”, whether this denotes capability, aptitude or mental endowment, has a talent, and should be “given more”, and has abundance; this is exactly what managers do when they identify and recruit a talent. In Demystifying Talent Management – A Critical Approach to the Realities of Talent...

ACADEMIC MOTIVATION FOR BUSINESS INFORMATION SYSTEMS STUDENTS

OpenAIRE

Catalin Maican; Radu Lixandroiu

2015-01-01

Academic Motivation Scale (AMS) was applied to Business Information Systems students for finding out their reasons and motives for enrolling this academic field, for undergraduate and postgraduate academic cycles. The students were presented the AMS scale translated in Romanian, together with other questionnaires. The first part of the paper makes a short introduction to AMS, the second describes its objectives, while the third presents the results.

STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS

OpenAIRE

Ahmet Akýn; Serhat Arslan; Eyüp Çelik; Çýnar Kaya; Nihan Arslan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by info...

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.

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.

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

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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.

Should Students Engaged to Their Study? (Academic Burnout and School-Engagement among Students

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Fitri Arlinkasari

2017-08-01

Full Text Available Inability to deal with lectures efficiently leads students vulnerable to academic burnout. Burnout contributes to the high dropout rate among students, and this phenomenon has occurred on several universities in Indonesia. To overcome these problems, students should generate the feelings, attitudes and positive attitude towards the academic demands, or known as school engagement. School involvement is a predictor of students’ dropout rate. This study aims to analyze the dropout problem in many private universities in Jakarta by examining the psychological variables: academic burnout and school engagement. 208 students from some private university in Jakarta participated and fulfilled two questionnaires: academic burnout and school engagement that has been modified to suit the college setting. Correlation of the variables showed r= - 0.399 (p = 0.000. This means that school engagement plays a role in reducing academic burnout among students. These findings contribute a reference for academic counseling to support the decreasing of students’ dropout rate.

Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

Science.gov (United States)

Martin, Andrew J.

2014-01-01

Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

Human Resource Subjects Allocation and Students' Academic ...

African Journals Online (AJOL)

This study investigated human resource subjects' allocation and students' academic performance in Secondary Schools in Obudu, Nigeria. The relevant variables of teachers subject was used as independent variable while the dependent variables were students' academic performance. Six hundred teachers from 20 ...

ACADEMIC MOTIVATION FOR BUSINESS INFORMATION SYSTEMS STUDENTS

Directory of Open Access Journals (Sweden)

Catalin Maican

2015-05-01

Full Text Available Academic Motivation Scale (AMS was applied to Business Information Systems students for finding out their reasons and motives for enrolling this academic field, for undergraduate and postgraduate academic cycles. The students were presented the AMS scale translated in Romanian, together with other questionnaires. The first part of the paper makes a short introduction to AMS, the second describes its objectives, while the third presents the results.

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…

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.

Student supports: developmental education and other academic programs.

Science.gov (United States)

Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

2013-01-01

Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students

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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. 

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 ...

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.

Re-Framing Student Academic Freedom: A Capability Perspective

Science.gov (United States)

Macfarlane, Bruce

2012-01-01

The scholarly debate about academic freedom focuses almost exclusively on the rights of academic faculty. Student academic freedom is rarely discussed and is normally confined to debates connected with the politicisation of the curriculum. Concerns about (student) freedom of speech reflect the dominant role of negative rights in the analysis of…

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…

Career decision-making of the gifted and talented

African Journals Online (AJOL)

eleven gifted and talented high school students, studying in congregative gifted ... that all students have supports and guidance to promote successful ... The career or vocational counselling issues most discussed in the broader ... They suggest that the Theory of Work Adjustment (TWA; Dawis & ..... International handbook of.

A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum

Science.gov (United States)

Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.

2018-01-01

Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…

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...

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…

Talent Management - Case Study on Determining the Collective Pool of Talent

Directory of Open Access Journals (Sweden)

Mirabela-Constanta MATEI

2012-11-01

Full Text Available Our paper focuses on the importance of attracting and retaining talent in a company. Attracting talent refers not only to the selection of talented employees from outside the company, but also to their identification among existing employees by determining and developing the collective pool of talent. The aim of our paper is to get a better view on how companies understand, attract and retain talent. To achieve this aim, we first reviewed the literature in the field of interest and then conducted a case study on determining the collective pool of talent within a medium size company from Bihor County. Results are discussed.

Monitoring Students' Academic & Disciplinary Progression.

Science.gov (United States)

McDonald, Fred; Kellogg, Larry J.

This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

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

Directory of Open Access Journals (Sweden)

Gert Vanthournout

2012-01-01

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

Talent and Talent Management as Floating Ambiguities

DEFF Research Database (Denmark)

Adamsen, Billy

I will approach the issues of subjective bias, and the obvious failure of talent management, from an interdisciplinary perspective that draws on methods and insights from cognition, philosophy, linguistics and sociology. I will demonstrate how the issues are connected by a lack of semantic clarity......, and explain how that lack affects the principles and rationale of talent management. All this is done with the intention of eliminating, or at least ameliorating, the subjective bias in talent management, and thereby to decrease its failures and improve its reliability in actual practice....

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.

Academic Guidance for Undergraduate Students in a South African ...

African Journals Online (AJOL)

Abstract. Higher education institutions, including medical schools, still grapple with the challenge of poor academic ... and implications of lack of accommodation for black students; how poor academic performance can lead to an array of ... student development, student success, undergraduate medical students. Introduction.

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…

Talented High School Football Players’ Perception of Talent Identification Criteria

Directory of Open Access Journals (Sweden)

Vazjwar Matin

2017-06-01

Full Text Available Talent identification (TID is a major part of top-level football. Even so, most studies of talented players are skewed towards exploring the work of coaches who are already dealing with pre-defined “talented performers” and not a broader range of players, such as high school students in sport specialisation programs (SSP and elite sport specialisation programs (ESSP. In this study, we explore which skills high school players find most important, how they assess their own skills compared to their schoolmates and which skills their school and club coaches find most important, comparing: girls and boys, an SSP and an ESSP school and players playing top-level versus low-level football. Included in this study were 111 high school football players (81 boys and 30 girls representing one SSP and one ESSP. The results showed that the players ranked mental and tactical skills as most important compared to the school and club coach who ranked, respectively, technical and physical, and tactical and technical skills as most important. Girls considered both tactical and physical skills significantly (<0.01 more important than boys. Players from SSP considered mental skills as significantly more important, while the ESSP players considered the tactical skills as significantly more important. Furthermore, the top-level players considered technical and mental skills as significantly more important. These results could indicate that gender, school type and playing level could affect the players’ perception of the most important skills in TID.

Hvad karakteriserer et talent?

DEFF Research Database (Denmark)

Raalskov, Jesper

2012-01-01

Debatten i medierne har i stigende grad fokus på talentfulde medarbejdere - men hvad er talent egentlig? I den akademiske litteratur inden for Talent Management (TM) gives der mange forskellige bud på, hvordan man som virksomhed kan udvikle og lede talenter, men færre af feltets inputgivere...... forholder sig til, hvad den overordnede definition af talent er. Der ses i litteraturen divergerende opfattelser af, hvilke konkrete egenskaber (attributter) som definerer et talent. I denne artikel gives et bud på en konsensusskabende tilgang til talent, idet talent kan ses som; det du har gjort (fortid...

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

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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.

International student adaptation to academic writing in higher education

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Tran, Ly Thi

2013-01-01

Academic writing is a key practice in higher education and central to international students' academic success in the country of education. International Student Adaptation to Academic Writing in Higher Education addresses the prominent forms of adaptation emerging from international students' journey to mediate between disciplinary practices, cultural norms and personal desires in meaning making. It introduces new concepts that present different patterns of international student adaptation including surface adaptation, committed adaptation, reverse adaptation and hybrid adaptation. Drawing on

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

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Goff, Anne-Marie

2011-01-01

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

Understanding the Academic Struggles of Community College Student Athletes

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Demas, Jason

2017-01-01

When students begin their education at community colleges, they may face more obstacles to obtaining their college education than students starting in four-year institutions. Research has shown the importance of academic and student services in the support of student athletes, that community college student athletes are often at academic risk, and…

Talent Management Implementation at an Open Distance E-Learning Higher Educational Institution: The Views of Senior Line Managers

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Erasmus, Barney; Naidoo, Lynette; Joubert, Pierre

2017-01-01

The war for talent remains a challenge that many organisations face but more so for distance education institutions to deliver on its mandate to provide effective online academic offerings. The question that remains is: How can intellectual capital be managed effectively in order to recruit and retain talent that is necessary for success? This…

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

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Alegre, Alberto A.

2014-01-01

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

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

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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

Students' motivation and academic success in inclusive classes

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Ilić-Stošović Danijela D.

2016-01-01

Full Text Available The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties. The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment.

An effective approach using blended learning to assist the average students to catch up with the talented ones

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Baijie Yang

2013-03-01

Full Text Available Because the average students are the prevailing part of the student population, it is important but difficult for the educators to help average students by improving their learning efficiency and learning outcome in school tests. We conducted a quasi-experiment with two English classes taught by one teacher in the second term of the first year of a junior high school. The experimental class was composed of average students (N=37, while the control class comprised talented students (N=34. Therefore the two classes performed differently in English subject with mean difference of 13.48 that is statistically significant based on the independent sample T-Test analysis. We tailored the web-based intelligent English instruction system, called Computer Simulation in Educational Communication (CSIEC and featured with instant feedback, to the learning content in the experiment term, and the experimental class used it one school hour per week throughout the term. This blended learning setting with the focus on vocabulary and dialogue acquisition helped the students in the experimental class improve their learning performance gradually. The mean difference of the final test between the two classes was decreased to 3.78, while the mean difference of the test designed for the specially drilled vocabulary knowledge was decreased to 2.38 and was statistically not significant. The student interview and survey also demonstrated the students’ favor to the blended learning system. We conclude that the long-term integration of this content oriented blended learning system featured with instant feedback into ordinary class is an effective approach to assist the average students to catch up with the talented ones.

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

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

2009-06-01

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

Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

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Forst, Kimberly A

Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

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Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

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Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Characteristics and dynamics of the family of talented adolescents

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Ferreira,Jane Farias Chagas; Fleith,Denise de Sousa

2012-01-01

The purpose of this study was to describe family characteristics and dynamics of talented adolescents. Forty-two adolescents between 12 and 18 years old who attended a program for gifted students and their family participated in the data collection. A family characteristics questionnaire and the Parent Success Indicator Inventory, children's and parents' versions were used as instruments. The results indicated that more than half of the families with talented adolescents had a traditional fig...

Effects of Academic Mindsets on College Students' Achievement and Retention

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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…

Perceptions of Campus Climate, Academic Efficacy and Academic Success among Community College Students: An Ethnic Comparison

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Edman, Jeanne L.; Brazil, Brad

2009-01-01

The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students' perceptions of…

Just Do It! Reducing Academic Procrastination of Secondary Students

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Xu, Ziwei

2016-01-01

Academic procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent academic procrastination in their classrooms. Given that reducing academic procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered…

Academic preparedness of students – an exploratory study

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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

Family and academic performance: identifying high school student profiles

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Alicia Aleli Chaparro Caso López

2016-01-01

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

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

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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…

The relation between perceived parental involvement and academic achievement: the roles of Taiwanese students' academic beliefs and filial piety.

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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.

CNC Technology Brings out Hidden Talents in Disabled Children

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Lintz, Jeff

2004-01-01

In this article, the author shares his experience teaching production technology to special education students at Hialeah Middle School in Miami-Dade County, Florida. He has had many students who clearly had talent in graphics and design that went unrealized because of their physical disabilities. He has seen students with an enormous amount of…

Sleep difficulties and academic performance in Norwegian higher education students.

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

2017-12-01

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

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

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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.

Bridging the Gap 10 Years Later: A Tool and Technique to Analyze and Evaluate Advanced Academic Curricular Units

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Beasley, Jennifer G.; Briggs, Christine; Pennington, Leighann

2017-01-01

The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the "standard"…

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

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

2015-07-01

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

Delaying Academic Tasks? Predictors of Academic Procrastination among Asian International Students in American Universities

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Kim, Eunyoung; Alhaddab, Taghreed A.; Aquino, Katherine C.; Negi, Reema

2016-01-01

Existing body of research indicates that both cognitive and non-cognitive factors contribute to college students' tendency of academic procrastination. However, little attention has been paid to the likelihood of academic procrastination among Asian international college students. Given the need for empirical research on why Asian international…

Perceived Academic Preparedness of First-Generation Latino College Students

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Boden, Karen

2011-01-01

First-generation Latino college students may be characterized as underprepared for college. Research points to low performance on placement tests. However, students may not perceive themselves as academically underprepared for college. This study explored first-generation Latino students' perceptions of their academic preparedness. Seven students…

Impacto en la Sala de Clases de un Programa Extraescolar de Enriquecimiento Para Alumnos con Talentos Académicos Impact in the Classroom of an Extra School Enrichment Program for Academically Talented Students

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Marigen Narea

2006-11-01

Full Text Available Este artículo presenta los resultados de un estudio que exploró el impacto que ha tenido en el aula regular, la participación de uno o más de sus alumnos en un programa extraescolar de enriquecimiento para niños y jóvenes con talentos académicos (PENTA-UC. Este programa funciona dentro de la Pontificia Universidad Católica de Chile y atiende a estudiantes de sectores socioeconómicos desaventajados. Este estudio utilizó una metodología cualitativa y recolectó los datos a través de entrevistas y grupos focales. La muestra estuvo compuesta por: 50 profesores, 11 alumnos¹, 62 compañeros² y 7 directivos. El hallazgo principal es que tener estudiantes en un programa extracurricular de desarrollo de talentos no causa impactos negativos al interior de la sala de clases. Junto con lo anterior, se observan ciertas consecuencias positivas, que no estaban previstas y que potencialmente pueden contribuir a mejorar la calidad de la enseñanza en las escuelas.This article presents the results of a study exploring the impact -at the classroom level- that has had participation of one or more students in an extra school enrichment program for talented students (PENTA-UC. This program is performed at Pontificia Universidad Católica de Chile and recieves students from economically disadvantaged groups. The study uses a qualitative approach, and data were collected through interviews and focus groups. The sample was composed by 50 teachers, 11 students, 62 roommates, and 7 principals. The main finding is that having students in an extracurricular program for talent development does not cause negative effects in the classroom. Also, some unexpected positive consequences are observed; potentially, these can contribute to the improvement of teaching practices in the schools.

Talent development gamification in talent selection assessment centres

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Tansley, Carole; Hafermalz, Ella; Dery, Kristine

2016-01-01

Purpose: The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is

Student Engagement and Academic Performance in the Colombian University Context.

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Pineda-Báez, Clelia

2014-11-01

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

Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

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Kugelmass, Rachel

This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes

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Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji

2017-01-01

The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…

Response to Haskell's "Academic Freedom ... & Student Evaluation"

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Jeffrey E. Stake

1997-03-01

Full Text Available Haskell (1997 argued that the administrative practice of student evaluation of faculty is a threat to academic freedom. However, before that claim can be substantiated, several prior questions must be addressed: To whom does academic freedom belong? Individual faculty? The academy? Whose actions can violate the right? Can any lines be drawn based on whether the substance or form of classroom behavior is influenced? And still another crucial point is whether a body can violate academic freedom without any intent to interfere with or control the substance of what is said to students.

Talent management

OpenAIRE

Lappyová, Nella

2011-01-01

This thesis deals with talent management. It is divided into two parts, a theoretical one and a practical one. The aim is to provide a comprehensive overview of talent management from a theoretical and practical point of view. The aim of the practical part is also to assess talent management at Alliance Healthcare Ltd. giving my own recommendations on the basis of theoretical knowledge. The theoretical part is based on theoretical knowledge and professional literature. It aims to explain basi...

Student Alienation, Academic Achievement, and WebCT Use

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Johnson, Genevieve Marie

2005-01-01

The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

Talent management

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Tomáš Kroupa

2006-01-01

Full Text Available The contribution describes the methodology of work with human assets, and namely talent management representing a system of work with employees having over-average potential and representing the source of competitive advantage for the company. The work introduces methodological tools for implementing the system of talent management in the following fields: defining the talent, identification of talents, creating the conditions, care at the side of management, individual or group related technical education, development by way of key competences and evaluation of results, both regarding the abilities and skills of individuals through key competences, and by way of indicators of working performance. Describes evaluation using key competences minimal, optimal and actual competence profile and the way of describing competences by behavioural scale. The paper is the part of the research grant MSM 6215648904.

Diagnosing academic language ability : An analysis of the Test of Academic Literacy for Postgraduate Students

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Pot, Anna; Weideman, Albert

2015-01-01

Following the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students' strengths and weaknesses in academic literacy, with a specific focus on

4. Valorizations of Theoretical Models of Giftedness and Talent in Defining of Artistic Talent

OpenAIRE

Anghel Ionica Ona

2016-01-01

Artistic talent has been defined in various contexts and registers a variety of meanings, more or less operational. From the perspective of pedagogical intervention, it is imperative understanding artistic talent trough the theoretical models of giftedness and talent. So, the aim of the study is to realize a review of the most popular of the theoretical models of giftedness and talent, with identification of the place of artistic talent and the new meanings that artistic talent has in each on...

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

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Van Soom, Carolien; Donche, Vincent

2014-01-01

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

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

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Van Soom, Carolien; Donche, Vincent

2014-01-01

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

The Social Support for International Graduate Students to Obtain Academic Success

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He, Ping

2013-01-01

Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

Academic Self-Efficacy of High Achieving Students in Mexico

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Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

2017-01-01

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

Academic dishonesty among nursing students: a descriptive study.

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Keçeci, Ayla; Bulduk, Serap; Oruç, Deniz; Çelik, Serpil

2011-09-01

This descriptive and cross-sectional study aims to evaluate academic dishonesty among university nursing students in Turkey. The study's sample included 196 students. Two instruments were used for gathering data. The first instrument, a questionnaire, which included some socio-demographic variables (age, class, gender, education, family structure, parents' attitude and educators' attitude) formed the first part. The second part included the Academic Dishonesty Tendency Scale developed by Eminoğlu and Nartgün. The data were analyzed using descriptive statistics and Kruskall Wallis, One-way Anova, t- test and Mann-Whitney U test. It was found that academic dishonesty was at medium-level (2.60-3.39) in nursing students.

Parenting Talent: A Qualitative Investigation of the Roles Parents Play in Talent Development

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Witte, Amanda L.; Kiewra, Kenneth A.; Kasson, Sarah C.; Perry, Kyle R.

2015-01-01

Previous research has linked talent development to four factors--early experience, coaching, practice, and motivation. In addition to these factors, contemporary talent experts suggest that parents play a critical role in talent development. The purpose of the present study was to uncover parents' in-time perspectives on the talent development…

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

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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.  

The Promises of Talent

DEFF Research Database (Denmark)

Strandvad, Sara Malou; Sommerlund, Julie

2012-01-01

In this paper we address the question of talent from a performative perspective. Instead of entering the discussion about whether talent should be considered an individual or a social construction, we suggest looking into how talents are performed. Inspired by the sociology of expectations, we ex...... in the individual. Self-technology describes the work which the individual carries out to cultivate his or her talent. Materialization refers to the objects that manifest the talent and the necessity of enrolling other participants to create these objects....

Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

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Bacon, La Shawn Catrice

2011-01-01

The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to…

Factors in an Interdisciplinary Curriculum for the Students of Industrial Design Designing Multifunctional Products

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Hsueh, Sung-Lin; Kuo, Chih-Hua

2016-01-01

To assist learners in obtaining professional abilities, meet social demand for talent, and achieve favorable educational outcomes, academic courses generally have unique syllabuses, learning goals, and teaching purposes according to their characteristics and specialized knowledge and skills. Furthermore, it could help the students of Industrial…

How to actualize potential: a bioecological approach to talent development.

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Ceci, Stephen J; Williams-Ceci, Sterling; Williams, Wendy M

2016-08-01

Bioecological theory posits three interacting principles to explain developmental outcomes such as fluctuating achievement levels and changing heritability coefficients. Here, we apply the theory to the domain of talent development, by reviewing short-term and long-term cognitive interventions. We argue that macro-level analyses of cultural practices (e.g., matrilineal inheritance and property ownership) and national systems of education are consistent with the bioecological theory; when the findings from these analyses are unpacked, the engines that drive them are so-called proximal processes. This finding has implications for the design and delivery of instruction and the development of talent. We argue that talent is fostered by the same three bioecological mechanisms that explain the actualization of genetic potential. We conclude by discussing several self-descriptions and personal narratives by gifted students in which they spontaneously refer to these bioecological mechanisms in their own talent-development processes. Similar testimonials have been documented by historic talent researchers such as Benjamin Bloom, noting the importance of continual adjustments in feedback. © 2016 New York Academy of Sciences.

Student displays of academic competence in the international university

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Kristiansen, Elisabeth Dalby

that there may be a connection, on the one hand between students'​ orientation to language as a relevant ressource for displaying academic competence and the project report as the sole product of the students'​ project, and on the other hand between the orientation to multimodal resources for displaying academic......The study presents an ethnomethodologically founded understanding of academic competence as situated social practices displayed in and through social interaction. The project uses Conversation Analysis as a method for describing such displays of competence. The project describes the conversational...... phenomenon of the 'Writing aloud Voice'​ (WAV) and describes how students use WAV sequences to demonstrate their knowledge of and ability to use certain academic conventions for formulating research questions. This constitutes one method for displaying academic competence. The project also describes...

Personality traits associated with intrinsic academic motivation in medical students.

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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.

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

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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.

Student Participation and Parental Involvement in Relation to Academic Achievement

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

2015-01-01

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

DECODING OF ACADEMIC CONTENT BY THE 1st GRADE STUDENTS

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Kamil Błaszczyński

2017-07-01

Full Text Available In the paper a comparative study conducted on the 1st grade students of sociology and pedagogy is discussed. The study was focused on the language skills of students. The most important skills tested were the abilities to decode academic content. The study shows that the students have very poor language skills in decoding the academic content on every level of its complexity. They also have noticeable problems with the definition of basic academic terms. The significance of the obtained results are high because of the innovative topic and character of the study, which was the first such study conducted on students of a Polish university. Results are also valuable for academic teachers who are interested in such problems as effective communication with students.

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

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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.

Academic and non-academic predictors of student psychological distress: the role of social identity and loneliness.

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McIntyre, Jason C; Worsley, Joanne; Corcoran, Rhiannon; Harrison Woods, Paula; Bentall, Richard P

2018-06-01

University students experience high rates of stress and mental illness; however, few studies have comprehensively examined the impact of academic and non-academic stressors on student mental health. Similarly, there has been little focus on the role of social groups in protecting against mental distress in this young adult group. To identify the key social determinants of mental health symptoms in a student population. Using an online survey, we administered measures of social connectedness and mental health symptoms alongside academic and non-academic stressors to a large sample of UK university students. Loneliness was the strongest overall predictor of mental distress, while assessment stress was the most important academic predictor. Strong identification with university friendship groups was most protective against distress relative to other social identities, and the beneficial impact of identification on symptoms was mediated by reduced loneliness. The study highlights the benefits of establishing strong social connections at university and the importance of minimising stress associated with assessment tasks.

Talent Development Gamification in Talent Selection Assessment Centres

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Tansley, Carole; Hafermalz, Ella; Dery, Kristine

2016-01-01

Purpose: The purpose of this paper is to examine the relationship between the use of sophisticated talent selection processes such as gamification and training and development interventions designed to ensure that candidates can successfully navigate the talent assessment process. Gamification is the application of game elements to non-game…

Academic performance and talent school: Importance of motivation in education

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Izamara da Silva

2010-06-01

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

"Blessed": Musical Talent, Smartness, & Figured Identities

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Hoffman, Adria R.

2015-01-01

The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that…

Homework Involvement and Academic Achievement of Native and Immigrant Students.

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Suárez, Natalia; Regueiro, Bibiana; Epstein, Joyce L; Piñeiro, Isabel; Díaz, Sara M; Valle, Antonio

2016-01-01

Homework is a debated issue in society and its relationship with academic achievement has been deeply studied in the last years. Nowadays, schools are multicultural stages in which students from different cultures and ethnicities work together. In this sense, the present study aims to compare homework involvement and academic achievement in a sample of native and immigrant students, as well as to study immigrant students' relationship between homework involvement and Math achievement. The sample included 1328 students, 10-16 years old from Spanish families (85.6%) or immigrant students or students of immigrant origin (14.4%) from South America, Europe, Africa, and Asia. The study was developed considering three informants: elementary and secondary students, their parents and their teachers. Results showed higher involvement in homework in native students than in immigrant. Between immigrants students, those who are more involved in homework have better academic achievement in Math at secondary grades. There weren't found gender differences on homework involvement, but age differences were reported. Immigrant students are less involved in homework at secondary grades that students in elementary grades. The study highlights the relevance of homework involvement in academic achievement in immigrant students.

Writing apprehension and academic procrastination among graduate students.

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Onwuegbuzie, A J; Collins, K M

2001-04-01

Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.

Nationwide Network of TalentPoints: The Hungarian Approach to Talent Support

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Csermely, Peter; Rajnai, Gabor; Sulyok, Katalin

2013-01-01

In 2006 a novel approach to talent support was promoted by several talent support programmes in Hungary. The new idea was a network approach. The nationwide network of so-called TalentPoints and its framework, the Hungarian Genius Program, gained substantial European Union funding in 2009, and today it is growing rapidly. A novel concept of talent…

Increased body weight affects academic performance in university students

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Angela S. Anderson

2017-03-01

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

Accounting Student's Learning Approaches And Impact On Academic Performance

OpenAIRE

Ismail, Suhaiza

2009-01-01

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

Essays on Academic Achievement and Student Behavior in Public Schools

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Moussa, Wael Soheil

2013-01-01

This dissertation examines the student academic achievement through various mechanisms, put in place by the public school district, classroom student behavior, and negative external shocks to the students' living environment. I examine the impacts of various treatments on student short and long run academic outcomes such as math and English test…

Developing science talent in minority students: Perspectives of past participants in a summer mentorship program

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Schimmel, Dale Bishop

The underrepresentation of women and ethnic minorities in science has been well documented. Research efforts are directed toward understanding the high attrition rate in science course selection as students advance through high school and college. The attrition rate is especially high for females and minority students. Since 1980 the Department of Biological Sciences at the University of Connecticut has conducted a "Minority Research Apprentice Program" to attract students by expanding their knowledge of research and technology. The goal of the program is to encourage students from underrepresented groups to eventually select careers in the field of science. This qualitative study of past participants explored factors that related to students' decisions to pursue or not to pursue careers in science. Descriptive statistics and qualitative data collected from surveys and interviews of twenty former apprentices, along with comparative case studies of four selected individuals, revealed the educational interventions, personal traits and social supports that helped guide students' eventual career choice decisions. Participation in gifted programs, advanced placement courses, and talented high school science teachers all played a critical role in assisting these individuals in developing their potential interest. Qualitative data revealed the role of the Minority Research Apprentice Program played in helping talented individuals gain an appreciation of the nature of scientific research through apprenticeship and involvement with authentic projects. For all those involved, it assisted them in clarifying their eventual career choices. Individuals identified the lack of challenge of the introductory science courses, the commitment science requires, and the nature of laboratory work as reasons for leaving the field. Females who left science switched majors more frequently than males. Qualitative data revealed the dilemma that multipotentiality and lack of career counseling

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

Student perceptions of stress, coping, relationships, and academic civility: a longitudinal study.

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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.

The Implications of Talent Management for Diversity Training: An Exploratory Study

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Stewart, Jim; Harte, Victoria

2010-01-01

Purpose: The paper seeks to explore the proposition that there is a need for research to address the connections between talent management (TM) and managing diversity as one example of achieving better integration and less separation in academic work on human resource (HR). Design/methodology/approach: An exploratory study of one organisation at a…

Learning styles and academic achievement among undergraduate medical students in Thailand.

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Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

2015-01-01

This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Predicting academic success among deaf college students.

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Convertino, Carol M; Marschark, Marc; Sapere, Patricia; Sarchet, Thomastine; Zupan, Megan

2009-01-01

For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.

Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.

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Cooper, Katelyn M; Krieg, Anna; Brownell, Sara E

2018-06-01

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.

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

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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 Academic Ethics Of Students In Principles Of Economics

OpenAIRE

Bob Brown; Allen Wilkins

2011-01-01

Questionnaires on academic ethics were completed by 115 students enrolled in principles of economics at a state university. Ninety-seven percent admitted to having engaged in at least 1 of 16 academic practices while a university student considered unethical in the literature. Levels of participation in specific practices ranged from 20% to 88% and were unrelated to student characteristics. Students participated more in practices they rated less unethical. Primary reasons for participation we...

Talent identification model for sprinter using discriminant factor

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Kusnanik, N. W.; Hariyanto, A.; Herdyanto, Y.; Satia, A.

2018-01-01

The main purpose of this study was to identify young talented sprinter using discriminant factor. The research was conducted in 3 steps including item pool, screening of item pool, and trial of instruments at the small and big size of samples. 315 male elementary school students participated in this study with mean age of 11-13 years old. Data were collected by measuring anthropometry (standing height, sitting height, body mass, and leg length); testing physical fitness (40m sprint for speed, shuttle run for agility, standing broad jump for power, multistage fitness test for endurance). Data were analyzed using discriminant factor. The result of this study found that there were 5 items that selected as an instrument to identify young talented sprinter: sitting height, body mass, leg length, sprint 40m, and multistage fitness test. Model of Discriminant for talent identification in sprinter was D = -24,497 + (0,155 sitting height) + (0,080 body mass) + (0,148 leg length) + (-1,225 Sprint 40m) + (0,563 MFT). The conclusion of this study: instrument tests that have been selected and discriminant model that have been found can be applied to identify young talented as a sprinter.

Exploring Talenting: Talent Management as a Collective Endeavour

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Gold, Jeff; Oldroyd, Tony; Chesters, Ed; Booth, Amanda; Waugh, Adrian

2016-01-01

Purpose: This paper seeks to show appreciation for the collective endeavour of work practices based on varying degrees of dependence, interdependence and mutuality between at least two people. Such dependencies have to be concerned with how talent is used and how this use is an interaction between people, a process called talenting. The aim of…

Self-Esteem & Academic Performance among University Students

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Arshad, Muhammad; Zaidi, Syed Muhammad Imran Haider; Mahmood, Khalid

2015-01-01

The current study was conducted to assess the self-esteem and academic performance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…

Peer tutoring program for academic success of returning nursing students.

Science.gov (United States)

Bryer, Jennifer

2012-01-01

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

Self-Esteem, Study Habits and Academic Performance Among University Students

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Manuel L. Chilca Alva

2017-04-01

Full Text Available This study was intended to establish whether self-esteem and study habits correlate with academic performance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP in the third term of 2016, and the sample size numbered 86 students. The Coopersmith Self-Esteem Inventory, Luis Vicuña Peri’s Study Habits Inventory and the average grades obtained by students were used for research variable measurement. Results show that self-esteem does not significantly impact academic performance, but study habits do influence academic performance (p = .000 < α = .05. Hence students are expected to enhance academic performance as they refine study techniques.

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

Science.gov (United States)

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

2013-01-01

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

Learning styles and academic achievement among undergraduate medical students in Thailand

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Wichuda Jiraporncharoen

2015-07-01

Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

EFL Academic writing. What should Dutch business communication students learn?

NARCIS (Netherlands)

Meurs, Frank van; Hendriks, B.C.; Planken, B.C.; Barasa, S.N.; Groot, E.B. de; Nederstigt, U.; Arnhem, M. van; Smakman, D.

2016-01-01

Many Dutch university students are expected to read and write academic research papers in English. In this article, we discuss a number of areas of EFL academic writing that are relevant for first-year Dutch business communication students. These students need to become familiar with quantitative

Evaluation of Academic Self-Concept Scale With "Online Decision Support System For Counseling Services"

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Salman ÇAKIR

2013-12-01

Full Text Available Guidance and psychological consultancy services in Turkish education system is basically oriented students to realize their skills and prove themselves, to benefit from the process of education in top level according to their talents and qualifications, to use and improve their potential in most convenient way. Leading students to the jobs according to their characteristics, interests and talents defines the fate of countries and communities. Individuals discover their interests and talents and they are guided to professions according to those interests and talents with the Scale of Academic Self-Concept (SASC that is the one of implements used in vocational guidance at schools. Application of these assessment and evaluation instruments in schools brings about paper waste, increases stationer expenses and takes guidance counselors’ time too much during the evaluation phase. (SODSGS that is enhanced in this practice, the system of online decision and support for guidance service, resolves most of these problems mentioned before. SODSGS is added with SASC that is used for vocational guidance in schools and evaluation criteria. In an attempt to test the system whether it is working properly, they are compared and contrasted with the results that guidance counselor acquired before, by loading survey data implemented in 2010-2011 education period. It is observed that results of SODSGS and guidance counselors’ are coherent with each other. Using SASC through SODSGS will be beneficial in terms of expenditure, time and credibility at schools

The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

Science.gov (United States)

Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

2016-12-29

This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

International Students' Confidence and Academic Success

Science.gov (United States)

Telbis, Nicola Miky

2013-01-01

Research shows that the international student population is showing significant growth. Studies also show that foreign students are encountering difficulties such as social adaptability, language barriers, academic ability, and financial need. There is compelling evidence that establishes a correlation between a person's self-efficacy and his or…

Parenting Style as a Moderator for Students' Academic Achievement

Science.gov (United States)

Ishak, Zahari; Low, Suet Fin; Lau, Poh Li

2012-08-01

Parenting styles have always been a crucial factor in influencing all aspects of a person's development. The purpose of this study is to test the structural equation model of academic achievement among the students using parenting styles as a moderator. The sample comprised 493 students from eight schools. Parenting styles are determined using the Parental Authority Questionnaire (Buri in J Pers Assess 57:110-119, 1991). Academic achievement is measured based on the students' performance in the Lower Secondary Assessment. Data were analyzed using structural equation modelling. Results demonstrated that model of authoritative and model of authoritarian fit the data of this study well. Both authoritative and authoritarian parenting styles are the most common practice of the parents. Parenting styles have been found to be a moderator of this study. The results indicated that parenting styles moderated the effect of academic self-concept on academic achievement. The impact of academic self-concept on academic achievement is found to be greater for the authoritative than the authoritarian parenting style.

Talent Characteristics among frontline bankers

DEFF Research Database (Denmark)

Raalskov, Jesper; Liempd, Dennis van; Warming-Rasmussen, Bent

a talented frontline banker? The literature on talented bankers is scarce, implicit and takes a unilateral approach to the definition of talent. Based on a qualitative case study among talented frontline bankers in the Danish banking industry, this paper offers definitional characteristics that constitute...

Student Mobility, Qualifications and Academic Recognition in the EU

Science.gov (United States)

West, Anne; Barham, Eleanor

2009-01-01

This paper explores the relationship between student mobility, qualifications and academic recognition within Europe. It provides an outline of supranational legal instruments and policies in relation to academic recognition and student mobility. It then examines some of the difficulties associated with the different concepts underpinning the…

Resilience Building in Students: The Role of Academic Self-Efficacy

Science.gov (United States)

Cassidy, Simon

2015-01-01

Self-efficacy relates to an individual's perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE) and academic resilience. Undergraduate student participants (N = 435) were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post-exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence academic resilience will assist the development of interventions aimed at promoting resilience in students. PMID:26640447

The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

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Hao Lei

2018-01-01

Full Text Available This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs and negative academic emotions (NAEs] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

The Good, the Bad, and the Talented: Entrepreneurial Talent and Other-Regarding Behavior

NARCIS (Netherlands)

Weitzel, U.|info:eu-repo/dai/nl/276323394; Urbig, D.; Desai, S.; Acs, Z.; Sanders, M.|info:eu-repo/dai/nl/175620059

Talent allocation models assume that entrepreneurial talent is selfish and thus allocates into unproductive or even destructive activities if these offer the highest private returns. This paper experimentally analyzes other-regarding preferences of entrepreneurial talent. We find that making a

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

Science.gov (United States)

Reynolds, Amy L.; Weigand, Matthew J.

2010-01-01

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

Relation between academic yield and stress in medical students

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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.

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

Science.gov (United States)

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

2014-11-01

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

Academic procrastination and related factors in students of Guilan University of Medical Sciences

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MM Chehrzad

2017-03-01

Full Text Available Introduction: One of the challenges that students faced during their education is academic procrastination. It means “delay in performing a task”. Since academic procrastination could effect on various aspects of students' personal and social life, by identifying related factors it may be limited. This study aimed to determined academic procrastination and related factors in Students of Guilan University of Medical Sciences in 2015. Methods:  In this cross-sectional study, 459 students of all major programs of Guilan University of Medical Sciences were selected by stratified random sampling method. Data collection scales included three parts of demographic information, academic information and Procrastination Assessment Scale for Students (PASS by Solomon and Rothblum. Data was analyzed with T- Test, ANOVA, multiple regressions by SPSS V. 20.  Result: Most of students were female (72.7%, single (86% and undergraduate (66.6%. Mean score of academic procrastination was 63.3±9.1 and most students (69.5% had moderate procrastination. Academic procrastination had significant difference with gender (p=0.002 and academic level (p=0.03. Also in multiple regression models, gender, program of study  and academic level were main predictors of procrastination.  Females, dental students and postgraduate students had higher level of academic procrastination. Conclusion: There is a moderate academic procrastination in students of Guilan University of Medical Sciences and its relationship with gender, program of study and academic level was observed.  Investigation on causes and appropriate strategies to reduce this behavior is recommended.

Exploration and practice of the cultivation of optoelectronic innovative talents based on the Students Innovation Training Program

Science.gov (United States)

Lei, Bing; Liu, Wei; Shi, Jianhua; Yao, Tianfu; Wang, Wei; Hu, Haojun

2017-08-01

The Students Innovation Training Program (SITP) has become an effective method to impel the teaching reform and improve undergraduate's innovative practical ability in Chinese colleges and universities, which is quite helpful for students to understand the social requirement, to grasp the basic means of scientific research and to improve their innovative practical ability and team work spirit. In this paper, three problems have been analyzed and discussed based on our organizing and instructing experience of SITP in recent years. Firstly, the SITP is a synthetically training project, and it is quite suitable to cultivate the students' innovative practical ability. Because SITP is similar to the real scientific research activity, and both of them include the steps of project application, solution design, research implementation and project summary etc. By making great efforts to these basic training steps, the undergraduates' innovative practical ability has been improved systemically. Secondly, a new talents cultivation system has been constructed based on SITP by integrating the subject competitions, graduation design and other conventional training activities, which is quite good to improve the training quality and decrease the total training class hours. Thirdly, a series of long-term effective operation and management guidelines have been established to ensure the SITP work normally, including doing a good job of project evaluation, setting up a reward and punishment system and creating a good atmosphere for innovation. In conclusion, great efforts have been made to enhance undergraduates' innovative ability, and the research results will provide useful reference for improving the training effects and reforming talents cultivating mode further.

Academic Dishonesty: Behaviors, Sanctions, and Retention of Adjudicated College Students

Science.gov (United States)

Olafson, Lori; Schraw, Gregory; Kehrwald, Nicholas

2014-01-01

Academic dishonesty, also known as academic misconduct, includes a variety of actions such as plagiarism, cheating on tests using text messaging or concealed notes, exchanging work with other students, buying essays from students or on the Internet, and having other students write examinations (Diekhoff, LaBeff, Shinohara, & Yasukawa, 1999;…

The Relationship between Classroom Management and Graduate Students' Academic Procrastination

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naser nastiezaie

2017-06-01

Full Text Available AWT IMAGE Background and Objective: Academic procrastination is one of the common phenomena among students that can affect classroom management in different ways.. This study aimed to investigate the relationship between classroom management and academic procrastination in graduate students at University of Sistan and Baluchistan. Materials and Methods: This study is descriptive-correlational (regression. The study population was all graduate students of the University of Sistan and Baluchestan in the first half of the academic year 2015-2016. By using stratified convenience sampling method, 328 students were selected and studied through applying two questionnaires of class management that were made by researchers and Savari’s academic procrastination questionnaire. To analyze the data, Pearson correlation coefficient, simultaneous multiple regression analysis, and SPSS21 software were used. Results: Mean scores were as follows: designing and organizing (3.49±0.452, leadership (3.58±0.422, monitoring and control (3.42±0.48, evaluation (2.92±0.708, classroom management (3.35±0.346, academic procrastination (2.05±1.169. Correlation coefficients of designing and organizing, leadership, monitoring and control, evaluation, classroom management with academic procrastination were -0.3,-0.391,-0.414,-0.544 and -0.637 (p<0.01 respectively. Based on the results of regression analysis, class management components showed 41.5 of the variance of academic procrastination (p<0.01. Conclusion The faculty can effectively and efficiently manage their classroom by improving designing and organizing, leadership, monitoring and control, and evaluation skills. This may result in reduction of students' academic procrastination. Keywords: Classroom management, Designing and organizing, Leadership, Monitoring and control, Evaluation, Academic procrastination.

The Juggling Act: A Phenomenological Study of Gifted and Talented Girls' Experiences with Facebook

Science.gov (United States)

Price, Eunice; Wardman, Janna; Bruce, Toni; Millward, Pam

2016-01-01

Facebook is a frequently accessed social networking site with more than one billion active users worldwide. Although there are numerous studies on its impact on teenagers, none have investigated its impact on gifted and talented girls. This study's aim was to understand the social media experiences of talented female student leaders. A qualitative…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

Science.gov (United States)

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Academic Expectations as Sources of Stress in Asian Students

Science.gov (United States)

Tan, Joyce Beiyu; Yates, Shirley

2011-01-01

Education is highly valued in Confucian Heritage Culture (CHC) countries such as China, Taiwan, Singapore, Hong Kong, Japan and Korea but the expectations of parents, teachers and students themselves to excel academically can also be a source of intense stress for many students. The "Academic Expectations Stress Inventory" (AESI),…

A Theory of Change for Student-Led Academic Integrity

Science.gov (United States)

Richards, Deborah; Saddiqui, Sonia; White, Fiona; McGuigan, Nicholas; Homewood, Judi

2016-01-01

Breaches in academic integrity are a pervasive and enduring international concern to the overall quality of higher education. Despite students being the group most affected by academic integrity policies, organisational culture is such that students tend to be passive recipients of change initiatives, rather than the drivers. To deliver a paradigm…

Do we really know what the term talent and talent management means?

DEFF Research Database (Denmark)

Adamsen, Billy

2015-01-01

to something beyond real life, something indefinite and indefinable. In other words, today we do not know specifically what the term “talent” in talent management really means or refers to. Indeed, this is problematical, because in late modernity the term “talent” has become a popular and frequently used key...... term among business consultants and, within the science of human resource management, a cornerstone in the discipline of “talent management”, and not knowing what the term really means will turn any talent discussion, talent identification and talent recruitment into a question of subjectivity......Over the centuries the term “talent” has changed semantically and slowly transformed itself into a floating signifier or become an accidental designator. The term “talent” no longer has one single meaning and a “referent” in real life, but instead a multiplicity of meaning and references...

Catalysts of Women's Talent Development in STEM: A Systematic Review

Science.gov (United States)

Mullet, Dianna R.; Rinn, Anne N.; Kettler, Todd

2017-01-01

Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18…

An Overview of the Current Status of Talent Care and Talent Support in Hungary

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Csilla Fuszek

2014-09-01

Full Text Available After a short historical introduction, the article provides an overview of the current talent support trends in Hungary. It gives an insight into the legislation, guidelines and institutional system associated with the national talent support strategy, and presents the main NGO initiatives present in the early 21st century, in particular the organisations brought to life by the Hungarian Talent Support Council and their effect on current education policy. At the same time, the article seeks to present the strengths and weaknesses of the national talent support strategy and the Hungarian talent support cooperation model.

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

Science.gov (United States)

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

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

TALENT V ORGANIZAČNÍM PROSTŘEDÍ – TEORETICKÉ PŘÍSTUPY A IMPLIKACE PRO TALENT MANAGEMENT

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Dana Egerová

2015-04-01

Full Text Available Despite the growing importance of talent management as an important tool to gain competitive advantage its practical realization in organisations is still not to be very effective. One of the reasons is the sparse theoretical background for talent management. Without a consensus on the meaning of ‘talent’, talent management research cannot be advanced. On the other hand, talent management in organisations is determined by the definition of ‘talent’ itself, which is strongly influenced by the organisational context The purpose of this paper is to contribute to the theoretical understanding of talent management, more specifically to deepen the theoretical understanding of the concept of talent. The paper begins with an overview of the current views and approaches on talent, specifically object and subject and inclusive and exclusive approaches are discussed. Consequently our modified model of different approaches to the meaning talent which represent the holistic approach to talent is provided. Implications for those how organisation designs and implement talent management based on different approaches to talent are presented at the end of this paper.

Designing a Website to Support Students' Academic Writing Process

Science.gov (United States)

Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

[Quality of sleep and academic performance in high school students].

Science.gov (United States)

Bugueño, Maithe; Curihual, Carolina; Olivares, Paulina; Wallace, Josefa; López-AlegrÍa, Fanny; Rivera-López, Gonzalo; Oyanedel, Juan Carlos

2017-09-01

Sleeping and studying are the day-to-day activities of a teenager attending school. To determine the quality of sleep and its relationship to the academic performance among students attending morning and afternoon shifts in a public high school. Students of the first and second year of high school answered an interview about socio-demographic background, academic performance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academic performance. A bad sleep quality influences academic performance in these students.

Sleep Quality and Academic Performance Among Medical College Students

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Ameer Kadhim Al-Humairi

2018-01-01

Full Text Available Background:Sleep plays a very important role in a human health. Poor sleep quality remains as a frequent feature of student life. Quantity and quality of sleep in addition to average sleep time are strongly linked with students’ learning abilities and academic performance. Subjects and method:The study was a descriptive cross-sectional study conducted to assess sleep quality among medical college students – University of Babylon using Pittsburgh Sleep Quality Index (PSQI. This study was done during April 2016. Results:Mean age of students was (20.63 ± 0.65. Majority was female. According to PSQI(60.4% of students were poor sleeper. Significant association between quality of sleep and academic performance was found in our study, (72.9% of those fail in one or more subjects have poor sleep quality. Conclusion: Poor sleep quality was regarded as an important problem among medical college students. Majority of students (60.4% was poor sleepers. Our study shows significant relation between sleep quality and academic performance among students of Babylon University –College of Medicine.

academic performance of less endowed high school students

African Journals Online (AJOL)

User

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

A Study of Innovative Entrepreneurial Talents of Business and Management: Knowledge, Ability and Quality Structure

Science.gov (United States)

Chen, Yurong; Wang, Wenhua

2011-01-01

It has been an urgent mission for universities and institutes to instruct the students with enterprise knowledge and cultivate high quality entrepreneurial talents with innovation. The paper discusses the knowledge, ability and quality structure of talents of economics and administration with a purpose to achieve the goal of innovative…

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…

Resilience Building in Students: The Role of Academic Self-Efficacy

Directory of Open Access Journals (Sweden)

Simon eCassidy

2015-11-01

Full Text Available Self-efficacy relates to an individual’s perception of their capabilities. It has a clear self-evaluative dimension leading to high or low perceived self-efficacy. Individual differences in perceived self-efficacy have been shown to be better predictors of performance than previous achievement or ability and seem particularly important when individuals face adversity. The study investigated the nature of the association between academic self-efficacy (ASE academic resilience. Undergraduate student participants (N=435 were exposed to an adverse situation case vignette describing either personal or vicarious academic adversity. ASE was measured pre-exposure and academic resilience was measured post- exposure. ASE was correlated with, and a significant predictor of, academic resilience and students exhibited greater academic resilience when responding to vicarious adversity compared to personal adversity. Identifying constructs that are related to resilience and establishing the precise nature of how such constructs influence resilience will assist the development of interventions aimed at promoting resilience in students.

Sleep quality among dental students and its association with academic performance

OpenAIRE

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

2016-01-01

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

Reporting Talent Management

DEFF Research Database (Denmark)

Raalskov, Jesper; Liempd, Dennis van

The purpose of Talent Management (TM) is to attract, retain and develop the right talented employees. This paper argues for the importance of both TM and the disclosure of TM initiatives and performance data to internal and external stakeholders. Based on the TM literature and disclosure rationales...... from the accounting literature, it is argued that Talent Management Reporting (TMR) is relevant for reasons of sociatal positioning, market positioning, risk management, innovation and learning, organisatioal performance, and ethical, legal and economic reasons. The paper also shows through...... an empirical case study in the Danish banking industry, that the annual report could be a channel for communicating TM initiatives and status to stakeholders, and among them, talented potential employees. Finanlly, this paper presents exploratory and tentative suggestions as to how companies could report TM...

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.

Personality Type and Academic Achievement of Secondary School Students

Science.gov (United States)

Lawrence, Arul A. S.; Lawrence, John A.

2014-01-01

Personality is the man. The successful living of an individual, as a man, depends to a large extent on the academic achievement of that individual, as a student. This article attempts to find out personality type, academic achievement of secondary school students and relationship between them by selecting a sample of 300 secondary school students…

(Academic) preparation of/for students

DEFF Research Database (Denmark)

Singla, Rashmi; Engstrøm, Emma; Sandermann, Weibke

This paper contributes to an understanding of cultural intervention across geographical borders based on two cases from the academic setting of RUC. The first is about preparation of university students, who would be future health workers in NGOs, the private sector and governmental organizations......, through a course -Global Health: promotion, practice and power (Singla & Mubanda Rasmussen, forthcoming). The second case includes international bachelor students’ experiences of encountering the self and other within and beyond the socio-academic sphere (Engstrøm & Sandermann, 2016). The common aspects...... to cultural background and phenotypes. Lastly transformations in the socio-academic spheres for more inclusive encounters are discussed, through more (co-)organization about privileges, institutional racism on the personal, group and structural level against the backdrop of reflexivity. Word count- 250...

The association between academic engagement and achievement in health sciences students

Science.gov (United States)

2013-01-01

Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005

The effect of learning style on academic student success

Science.gov (United States)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Predictors of Academic Performance among Indian Students

Science.gov (United States)

Ganguly, Sohinee; Kulkarni, Mrinmoyi; Gupta, Meenakshi

2017-01-01

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

Collective Responsibility, Academic Optimism, and Student Achievement in Taiwan Elementary Schools

Science.gov (United States)

Wu, Hsin-Chieh

2012-01-01

Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for…

Managing talent flow : 2006 energy and resources talent pulse survey report

International Nuclear Information System (INIS)

2006-08-01

The Canadian energy sector is experiencing a labour shortage. It is expected that by 2025, the province of Alberta could face a shortfall of 332,000 workers. The impending shortage has already caused concern among energy sector organizations. This survey was conducted among 55 Canadian oil and gas, utilities, and mining organizations to better understand the extent of the talent crisis. The survey examined specific resources shortages, talent issues and their impacts on performance. Efforts on behalf of organizations to address the labour shortage were also reviewed. Respondents to the survey identified a clear link between talent management and organizational performance. Nearly 80 per cent of the respondents indicated that the talent shortage has limited productivity and efficiency in their organization. Fifty-five per cent indicated that the talent shortage will limit the ability to meet production requirements and customer demand, while 47 per cent said that the lack of skilled workers will affect their organization's ability to innovate. Attracting specific types of labour was seen as one of the top 3 issues facing organizations. The survey indicated that some organizations have increased their investment in recruiting experienced staff, but are relying on old recruiting tactics to meet changing needs. It was also noted that employees are now placing greater importance on opportunities for growth, development and communication, rather than on pay alone. It was stated that Deloitte's model for talent management was designed to optimize the employee experience in an environment where employees expect opportunities for personal growth. It was concluded that the future success of Canada's energy and resources sector will rely on how well organizations address the talent shortage. 8 figs

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…

Local Talent: By Tapping into the Resources Just outside Their School Walls, Music Teachers Can Help Broaden Their Students' Horizons

Science.gov (United States)

Randall, Mac

2009-01-01

Many music teachers across the country have learned how beneficial it can be to tap into the communities around them. The author discusses how music teachers can help broaden their students' horizons by tapping into the resources just outside their school walls. One way is by employing local talents. Another is to put an ad in nearby music stores,…

Factors Which Affect Academic Achievement of University Students

OpenAIRE

RENÇBER, Bahman Alp

2012-01-01

The purpose of this study is to investigate by analysing factors affecting academic achievement of university students. Also effects of these factors are studied. For this purpose, the students attending “Statistics and Transport Technology” course at Gazi University, Industrial Arts Education and Arts Faculty, Industrial Technology Education Department, in the 2008-2009 academic year have been identified as the study universe. Analysis has been done by taking examples for this universe. The ...

Reporting Talent Management

DEFF Research Database (Denmark)

Raalskov, Jesper; Liempd, Dennis van

The purpose of Talent Management (TM) is to attract, retain and develop the right talented employees. This paper argues for the importance of both TM and the disclosure of TM initiatives and performance data to internal and external stakeholders. Based on the TM literature and disclosure rationales...... from the accounting literature, it is argued that Talent Management Reporting (TMR) is relevant for reasons of sociatal positioning, market positioning, risk management, innovation and learning, organisatioal performance, and ethical, legal and economic reasons. The paper also shows through...

"STEMulating" success factors: An investigation of the academic talents of successful Black male college graduates from STEM programs

Science.gov (United States)

Hendricks, Jill T.

This phenomenological research study explored the contributing factors experienced by Black males that epitomized their academic success in a STEM (Science, Technology, Engineering, and Mathematics) area of study. During this investigative project, eleven Black male students were interviewed to determine how they were able to successfully navigate and complete a STEM degree. The data was collected through a qualitative inquiry, which involved interviewing students and collecting the data and organizing their perspectives into common themes. The principal findings in this study suggest that Black males can excel when primary influential people establish high expectations and believe and encourage Black males to succeed by providing the essential educational support models requisite to warrant success; the Black male maintains and affirms a self-assured self-worth in himself; the Black male is exposed to these fields and professions early on in their educational quest to enable them to witness first hand powerful and productive opportunities and pathways to academic success; exposure to other Black successful male role models who can mentor and show positive proof that with effort, these fields can become a reality; increase in academic motivation and recommendations from educators and counselors who direct and guide students into and away from these rigorous career fields. An analysis of the students' individual stories gave a revealing look into the pathways of their consciousness, emotional growth, and perspectives about being a successful STEM major. This kind of insight can be a constructive diagnostic tool for students, educators, counselors, and administrators who want to motivate and influence future students to major in STEM fields of study.

Filipino students' reported parental socialization of academic achievement by socioeconomic group.

Science.gov (United States)

Bernardo, Allan B I

2009-10-01

Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

Academic disintegrity among medical students: a randomised response technique study.

Science.gov (United States)

Mortaz Hejri, Sameh; Zendehdel, Kazem; Asghari, Fariba; Fotouhi, Akbar; Rashidian, Arash

2013-02-01

Medical students, as tomorrow's doctors, are responsible for their patients' health; cheating may affect their academic knowledge and clinical skills. The main purpose of this study was to investigate the frequency of and attitudes towards academic disintegrity among medical students at Tehran University of Medical Sciences (TUMS). Anonymous questionnaires including questions about various types of academic disintegrity were distributed among medical students during the clerkship and internship phases of the curriculum. Randomised response technique (RRT) was used to maintain the responders' privacy. Because the study design guaranteed the confidentiality of respondents, the TUMS Institutional Review Board declared that formal ethical approval was not required. A total of 124 students were enrolled in this study, of whom 63 were in the clerkship phase and 61 were in the internship phase. Of these respondents, 29% (n = 36) were male. The most frequently reported type of academic disintegrity was found to be 'impersonating an absent student in a class' (93%) and the least frequent to be 'legitimising absences by using bribes' (5%). Only a small number of interns considered 'buying hospital shifts', 'selling hospital shifts', 'impersonating an absent student' and 'helping others to cheat in examinations' as representing academic disintegrity. Approximately one third of participants stated that the RRT increased their confidence in anonymity and 90% of students found the use of RRT not difficult. Academic integrity is widely disrespected in different ways among medical students. Effective policies and interventions are required to control these misbehaviours in future doctors in order to optimise medical practice. Almost all respondents found it not difficult to use the RRT; the technique proved to be an effective and easily applied method of eliciting truthful responses to sensitive questions and represents an alternative to conventional anonymising techniques. �

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

Science.gov (United States)

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

2015-10-01

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

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.

Motivating the Gifted, Talented, Creative. A Meta-Analysis.

Science.gov (United States)

Shaughnessy, Michael F.

The main theories of motivation are reviewed in an effort to help teachers discern various tactics and techniques that they can use with gifted, talented, and creative students. Among the theories examined are Ivan Pavlov's respondent conditioning; Albert Ellis's rational-emotive approach; Abraham Maslow's triangular approach to growth and…

Internships: Tapping into China's Next Generation of Talent

Science.gov (United States)

Rose, Philip

2013-01-01

At the current juncture of China's economic development, the mismatch between the supply of university graduates and contemporary organizations' staffing demands is becoming increasingly evident. Thus, student participation in internships and their use by organizations, as means to recruit and select graduate talent in China has undergone rapid…

High academic achievement in psychotic students.

Science.gov (United States)

Defries, Z; Grothe, L

1978-02-01

The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

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

Directory of Open Access Journals (Sweden)

Deniz Kocoglu

2017-03-01

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

Collegiate Student-Athletes' Academic Success: Academic Communication Apprehension's Impact on Prediction Models

Science.gov (United States)

James, Kai'Iah A.

2010-01-01

This dissertation study examines the impact of traditional and non-cognitive variables on the academic prediction model for a sample of collegiate student-athletes. Three hundred and fifty-nine NCAA Division IA male and female student-athletes, representing 13 sports, including football and Men's and Women's Basketball provided demographic…

WEB-BASED ADAPTIVE TESTING SYSTEM (WATS FOR CLASSIFYING STUDENTS ACADEMIC ABILITY

Directory of Open Access Journals (Sweden)

Jaemu LEE,

2012-08-01

Full Text Available Computer Adaptive Testing (CAT has been highlighted as a promising assessment method to fulfill two testing purposes: estimating student academic ability and classifying student academic level. In this paper, we introduced the Web-based Adaptive Testing System (WATS developed to support a cost effective assessment for classifying students’ ability into different academic levels. Instead of using a traditional paper and pencil test, the WATS is expected to serve as an alternate method to promptly diagnosis and identify underachieving students through Web-based testing. The WATS can also help provide students with appropriate learning contents and necessary academic support in time. In this paper, theoretical background and structure of WATS, item construction process based upon item response theory, and user interfaces of WATS were discussed.

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.

Ties That Bind: Academic Advisors as Agents of Student Relationship Management

Science.gov (United States)

Vianden, Jörg

2016-01-01

To affect college retention, academic advisors should act as agents of student relationship management by strengthening the connection between students and their institutions. Satisfaction and dissatisfaction with academic advising as perceived by 29 college students at 3 midwestern comprehensive institutions are described. Discussion is framed in…

The Relationship between Religiosity and Academic Performance amongst Accounting Students

Science.gov (United States)

Zubairu, Umaru Mustapha; Sakariyau, Olalekan Busra

2016-01-01

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

Influence of Facebook in Academic Performance of Sri Lankan University Students

OpenAIRE

Thuseethan, S.; Kuhanesan, S.

2015-01-01

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

Managing talent flow : 2006 energy and resources talent pulse survey report

Energy Technology Data Exchange (ETDEWEB)

NONE

2006-08-15

The Canadian energy sector is experiencing a labour shortage. It is expected that by 2025, the province of Alberta could face a shortfall of 332,000 workers. The impending shortage has already caused concern among energy sector organizations. This survey was conducted among 55 Canadian oil and gas, utilities, and mining organizations to better understand the extent of the talent crisis. The survey examined specific resources shortages, talent issues and their impacts on performance. Efforts on behalf of organizations to address the labour shortage were also reviewed. Respondents to the survey identified a clear link between talent management and organizational performance. Nearly 80 per cent of the respondents indicated that the talent shortage has limited productivity and efficiency in their organization. Fifty-five per cent indicated that the talent shortage will limit the ability to meet production requirements and customer demand, while 47 per cent said that the lack of skilled workers will affect their organization's ability to innovate. Attracting specific types of labour was seen as one of the top 3 issues facing organizations. The survey indicated that some organizations have increased their investment in recruiting experienced staff, but are relying on old recruiting tactics to meet changing needs. It was also noted that employees are now placing greater importance on opportunities for growth, development and communication, rather than on pay alone. It was stated that Deloitte's model for talent management was designed to optimize the employee experience in an environment where employees expect opportunities for personal growth. It was concluded that the future success of Canada's energy and resources sector will rely on how well organizations address the talent shortage. 8 figs.

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

Directory of Open Access Journals (Sweden)

Melina Sevlever

2010-07-01

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

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

Science.gov (United States)

Berberoğlu, Giray; Tansel, Aysit

2014-10-01

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

Talent management in a microeconomy

OpenAIRE

Gudmundsdottir, Svala; Aðalsteinsson, Gylfi Dalmann; Helgudóttir, Jessica

2017-01-01

In recent years, there has been a growing interest in talent management, but there is still considerable debate with regard to understanding of the meaning of talent. While talent management has been criticized for the lack of conceptual and intellectual foundation, this paper aimed at exploring the systematic approaches to talent management in Icelandic organizations. A qualitative study was performed and interviews were conducted with 10 human resources managers. The results ...

Assessment of mental workload and academic motivation in medical students.

Science.gov (United States)

Atalay, Kumru Didem; Can, Gulin Feryal; Erdem, Saban Remzi; Muderrisoglu, Ibrahim Haldun

2016-05-01

To investigate the level of correlation and direction of linearity between academic motivation and subjective workload. The study was conducted at Baskent University School of Medicine, Ankara, Turkey, from December 2013 to February 2014, and comprised Phase 5 Phase 6 medical students. Subjective workload level was determined by using National Aeronautics and Space Administration Task Load Index scale that was adapted to Turkish. Academic motivation values were obtained with the help of Academic Motivation Scale university form. SPSS 17 was used for statistical analysis. Of the total 105 subjects, 65(62%) students were in Phase 5 and 40(38%) were in Phase 6. Of the Phase 5 students, 18(27.7%) were boys and 47(72.3%) were girls, while of the Phase 6 students, 16(40%) were boys and 24(60%) were girls. There were significant differences in Phase 5 and Phase 6 students for mental effort (p=0.00) and physical effort (p=0.00). The highest correlation in Phase 5 was between mental effort and intrinsic motivation (r=0.343). For Phase 6, highest correlation was between effort and amotivation (r= -0.375). Subjective workload affected academic motivation in medical students.

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

Science.gov (United States)

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

2015-10-31

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

Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

Science.gov (United States)

McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

2012-01-01

This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

teachers' competence and students' academic performance

African Journals Online (AJOL)

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

Selected sports talent development models

Directory of Open Access Journals (Sweden)

Michal Vičar

2017-06-01

Full Text Available Background: Sports talent in the Czech Republic is generally viewed as a static, stable phenomena. It stands in contrast with widespread praxis carried out in Anglo-Saxon countries that emphasise its fluctuant nature. This is reflected in the current models describing its development. Objectives: The aim is to introduce current models of talent development in sport. Methods: Comparison and analysing of the following models: Balyi - Long term athlete development model, Côté - Developmental model of sport participation, Csikszentmihalyi - The flow model of optimal expertise, Bailey and Morley - Model of talent development. Conclusion: Current models of sport talent development approach talent as dynamic phenomenon, varying in time. They are based in particular on the work of Simonton and his Emergenic and epigenic model and of Gagné and his Differentiated model of giftedness and talent. Balyi's model is characterised by its applicability and impications for practice. Côté's model highlights the role of family and deliberate play. Both models describe periodization of talent development. Csikszentmihalyi's flow model explains how the athlete acquires experience and develops during puberty based on the structure of attention and flow experience. Bailey and Morley's model accents the situational approach to talent and development of skills facilitating its growth.

PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS

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Alexandr I Krupnov

2017-12-01

Full Text Available The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University ( n = 115, divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples. Persistence as a personality trait is studied within A.I. Krupnov’s system-functional approach. A.I. Krupnov’s paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

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…

Individualized teaching aimed at stimulating the development of talent and creativity in students

Directory of Open Access Journals (Sweden)

Arsić Zvezdan M.

2013-01-01

Full Text Available The time in which we live is characterized by rapid and conflicting changes as well as the development of all segments of social life. Access to the civilization of knowledge whose objectives, processes, and outcomes confirm that the human factor is becoming a leading cause of progress, requires redefinition of the relationship between society and schools. In the process of the cultural development, there is a need for talented and creative members of society who are going to be prepared for the leading roles through the educational system. However, in the teaching process, the gifted and creative students very often face a number of difficulties and problems that interfere with their optimal development. They are primarily victims of ignorance and disregard of individual differences among children of the same age, even children with the same IQ. For this reason, the main focus of this paper is on creating the conditions that can contribute to overcoming the problems that gifted and creative students encounter in the present circumstances of the organization and application of the process. Individualized instruction is a reasonable basis for success in this area, since it allows the contents, organization, methods and means of teaching, and learning adapt to individual differences, needs and abilities of students.

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

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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.

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

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

2015-02-01

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

Talent development – dealing with potentiality

DEFF Research Database (Denmark)

Olesen, Jesper; Nielsen, Jens Christian; Søndergaard, Dorte Marie

2017-01-01

- and a talent development environment which, in their encounter, creates an affect that produces talent. Based on a case study on Jamie, a badminton player, we show that the combined talent/development assemblage is capable of maintaining a talent despite the fact that Jamie has a long-term injury...... and is completely unable to play badminton for long periods of time. We argue that talent development is a particular way of handling potentiality which, in the struggle to achieve the ultimate goal of excellence, results in a number of affects: it translates potential into a singular talent; it enables...

Academic Clustering and Major Selection of Intercollegiate Student-Athletes

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Schneider, Ray G.; Ross, Sally R.; Fisher, Morgan

2010-01-01

Although journalists and reporters have written about academic clustering among college student-athletes, there has been a dearth of scholarly analysis devoted to the subject. This study explored football players' academic major selections to determine if academic clustering actually existed. The seasons 1996, 2001, and 2006 were selected for…

Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students

Science.gov (United States)

Ochoa, Alma Rosa Aguila; Sander, Paul

2012-01-01

Introduction: Research with the Academic Behavioural Confidence scale using European students has shown that students have high levels of confidence in their academic abilities. It is generally accepted that people in more collectivist cultures have more realistic confidence levels in contrast to the overconfidence seen in individualistic European…

Multidimensional perfectionism and academic procrastination: relationships with depression in university students.

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Saddler, C D; Sacks, L A

1993-12-01

Depression in university students is associated with numerous problematic outcomes. Unidimensional perfectionism and academic procrastination have each independently been related with depression and with one another in university students. Multidimensional perfectionism, consisting of self and social dimensions, and academic procrastination have not been simultaneously examined for their interrelationships with one another and with depression. Measures of multidimensional perfectionism, academic procrastination, and depression were administered to 150 undergraduate and graduate students. Analyses showed that only one dimension of perfectionism was correlated with procrastination, although both perfectionism and procrastination were important in accounting for depression in these students. Findings are discussed as they relate to the treatment of university students for the symptoms of depression.

The too-much-talent effect: team interdependence determines when more talent is too much or not enough.

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Swaab, Roderick I; Schaerer, Michael; Anicich, Eric M; Ronay, Richard; Galinsky, Adam D

2014-08-01

Five studies examined the relationship between talent and team performance. Two survey studies found that people believe there is a linear and nearly monotonic relationship between talent and performance: Participants expected that more talent improves performance and that this relationship never turns negative. However, building off research on status conflicts, we predicted that talent facilitates performance-but only up to a point, after which the benefits of more talent decrease and eventually become detrimental as intrateam coordination suffers. We also predicted that the level of task interdependence is a key determinant of when more talent is detrimental rather than beneficial. Three archival studies revealed that the too-much-talent effect emerged when team members were interdependent (football and basketball) but not independent (baseball). Our basketball analysis also established the mediating role of team coordination. When teams need to come together, more talent can tear them apart. © The Author(s) 2014.

Neurotological symptoms and academic performance of university students.

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

2010-02-01

To compare the academic performance of university students with or without neurotological symptoms. 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. The symptoms presented once, sometimes, many times or always, in a decreasing order of prevalence, were headache (74.0%), difficulty with concentration (57.0%), lack of memory (45.0%), physical indisposition, nausea /dizziness when in moving vehicle (37.0%), fainting (27.0%), nausea (26.0%), sensation of fullness in the ear (26.0%), hypersensitivity to sounds (26.0%), tinnitus (22.0%), vertigo and other kinds of dizziness (21.0%), imbalance when walking (21.0%), difficulty in hearing (21.0%), imminent sensation of fainting (11.0%) and vomiting (8.0%), alone or in different associations; convulsion was not mentioned. The final academic performance score ranged from 5.1 to 10.0. University students with or without neurotological symptoms have manifested similar academic performance.

Students' academic self-efficacy viz-a-viz their academic achievement

African Journals Online (AJOL)

Self-efficacy predicts academic achievement by influencing the effect of skills, previous experience, mental ability, or other self-beliefs on subsequent achievement. Students with high self-efficacy set challenging goals engage in more effective learning strategy use and persevere when encountered by difficult tasks.

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

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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…

Academic performance of male in comparison with female undergraduate medical students in Pharmacology examinations.

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Faisal, Rizwan; Shinwari, Laiyla; Hussain, Shahzadi Saima

2017-02-01

To compare the academic performance of male and female medical students in Pharmacology examinations. The comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from March to August 2015. For evaluating the students' academic performance, male and female students of academic sessions 2013-14 and 2014-15 were divided into 4 groups. Group 1: 80% marks. SPSS 20 was used for data analysis. Of the 200 medical students enrolled, 102(51%) were male and 98(41%) were female. There was no significant difference in the academic performance in terms of gender in multiple choice questions (p=0.811) and short essay questions (p=0.515). The effect of attendance was also insignificant (p=0.130). Significant difference was found between the academic records of urban male and female students compared to rural students (p=0.038). Boarder students' results were insignificantly different from those of day scholars (p=0.887). There was no significant difference between the academic performance of male and female students.

The influence of parenting style on academic achievement and career path.

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Zahed Zahedani, Zahra; Rezaee, Rita; Yazdani, Zahra; Bagheri, Sina; Nabeiei, Parisa

2016-07-01

Several factors affect the academic performance of college students and parenting style is one significant factor. The current study has been done with the purpose of investigating the relationship between parenting styles, academic achievement and career path of students at Shiraz University of Medical Sciences. This is a correlation study carried out at Shiraz University of Medical Sciences. Among 1600 students, 310 students were selected randomly as the sample. Baumrind's Parenting Style and Moqimi's Career Path questionnaires were used and the obtained scores were correlated with the students' transcripts. To study the relation between variables Pearson correlation coefficient was used. There was a significant relationship between authoritarian parenting style and educational success (p=0.03). Also findings showed a significant relationship between firm parenting style and Career Path of the students, authoritarian parenting style and Career Path of the students, educational success and Career Path of the students (p=0.001). Parents have an important role in identifying children's talent and guiding them. Mutual understanding and close relationship between parents and children are recommended. Therefore, it is recommended that the methods of correct interaction of parents and children be more valued and parents familiarize their children with roles of businesses in society and the need for employment in legitimate businesses and this important affair should be more emphasized through mass media and family training classes.

Psychometric properties of the Talent Development Environment Questionnaire with Chinese talented athletes.

Science.gov (United States)

Li, Chunxiao; Martindale, Russell; Wu, Yandan; Si, Gangyan

2018-01-01

The development of talented athletes is a priority for many countries across the world, including China. A validated Chinese 5-factor Talent Development Environment Questionnaire (TDEQ-5) would go some way in helping researchers and practitioners investigate talent development systems within China from an evidence-based perspective. For this purpose, the 25-item English TDEQ-5 was translated to Chinese through a standardised process. The translated scale was then administered to 538 talented Chinese youth athletes. Confirmatory factor analysis revealed adequate model fit of the scale. The internal reliability, concurrent and discriminant validity, and test-retest reliability of the scale were adequately supported. The scale was also invariant across gender. It is recommended that the Chinese TDEQ-5 can be used with confidence in both applied and research settings.

Satisfaction and Academic Engagement among Undergraduate Students: A Case Study in Istanbul University

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Burcu Ozge Özaslan Caliskan

2016-01-01

Full Text Available Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.

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

African Journals Online (AJOL)

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

Influence of teachers' competence on students academic ...

African Journals Online (AJOL)

This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

influence of teachers' competence on students academic ...

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This study investigated the influence of teachers' competence on students; academic performance in senior secondary school chemistry. A random sampling technique was used to select 6 secondary schools out of 12 secondary schools in Yala Local Government Area of Cross River State. 200 students, 20 teachers and 6 ...

Medical Students Circadian Sleep Rhythms and Academic Performance

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Isabel Pérez-Olmos

2006-10-01

Full Text Available Objective: to evaluate, with a preliminarystudy, the distribution of circadian rhythms, sleepschedule patterns and their relationship withacademic performance on medical students.Methodology: in this descriptive study, a 10 itemoriginal questionnaire about sleep rhythms andacademic performance was applied to medicalstudents from different semesters. Week (classtime and weekend schedules, preferences,daytime somnolence and academic performancewere asked. Three chronotypes (morningness,intermediate and eveningness were definedamong waking-sleeping preference, difficulty tosleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit perweek night was also calculated. Results: Of the318 medical students that answered the questionnaire,62.6% corresponded to intermediatechronotypes, 8.8% to evening-type and 28.7%to morning-type. Significant difference wasfound among the two chronotype tails (p=0.000,Chi-square 31.13. No correlation was foundbetween academic performance and age, sex,chronotype, week sleep deficit and sleep hours inweek and weekends. A 71.1% of the students slept6 or fewer hours during class time and 78% hada sleep deficit (more frequent in the eveningchronotype. Conclusions: No relation was foundbetween sleep chronotype and academic performance.Students tend to morningness. Fewstudies have been made on equatorial zones orwithout seasons.

Academic Performance, School Desertion and Emotional Paradigm in University Students

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

2010-01-01

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

Effect of Cognitive Style and Gender on JSS Students' Academic ...

African Journals Online (AJOL)

This study investigated the effects of cognitive style and gender on student's academic achievement in social studies. It was designed to obtain empirical evidence of effects of cognitive style and gender as well as the interaction effects of cognitive style on student's academic achievement in social studies. The subjects of the ...

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

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Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

The Relationship between Academic Procrastination and Students' Burnout

OpenAIRE

BALKIS, MURAT

2013-01-01

In this study, the relationships between academic procrastination, students’ burnout and academic achievement are investigated. The participants comprised 323 students who were enrolled in the different major fields at the Faculty of Education in the Pamukkale University. The ages of respondents varied from 17 to 31. In this study, Aitken Procrastination Inventory, Maslach Burnout Inventory-Student Survey and Personal Information Form were used to gather data. Results from correlation analyse...

Relationship of Academic, Physical and Social Self-Concepts of Students with Their Academic Achievement

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Zahra, Asma-Tuz; Arif, Manzoor H.; Yousuf, Muhammad Imran

2010-01-01

This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bachelor were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used…

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.

Pattern of alcoholic beverage consumption and academic performance among college students

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Aline Silva de Aguiar Nemer

2013-01-01

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

Talent Management: Emphasis on Action

Science.gov (United States)

Butterfield, Barbara

2008-01-01

Recent discussions among HR practitioners in higher education have focused on talent management; specifically, the concept of developing a college or university talent management approach balanced between planning and action. Talent management as a planning tool looks very similar to workforce planning, but where HR will experience a real…

The differential impact of academic self-regulatory methods on academic achievement among university students with and without learning disabilities.

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Ruban, Lilia M; McCoach, D Betsy; McGuire, Joan M; Reis, Sally M

2003-01-01

Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field.

Self-Concept and Secondary School Students' Academic ...

African Journals Online (AJOL)

The purpose of this research was to investigate the influence of self concept on physics students' academic achievement in secondary schools. The study was conducted in Uyo LGA of Akwa Ibom State in Nigeria. A sample size of five hundred (500) senior secondary two physics students took part in the investigation.

Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement

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Kennedy, Renea F.

2016-01-01

The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…

Academic Stress and Coping Strategies among Students with ...

African Journals Online (AJOL)

This study examined the level of academic stress among university students with disabilities and the nature of coping strategies they used to deal with stress. It also examined if there existed significant differences in stress and coping strategies among students with different disabilities and between students with and without ...

Increasing Academic Growth through Motivating Students To Read.

Science.gov (United States)

Duignan, Sandra; Klioris, Ann; Porter, Jennifer; Rockett, Nicole; Vogwill, Kathy

This report describes a program for increasing academic growth through motivating students to read. The targeted population includes kindergarten, first, third, and high school special education students. The lack of motivation in reading was documented through data revealed by pre-surveys and post-surveys of students' interest in books. Analysis…

The Project TALENT Twin and Sibling Study.

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Prescott, Carol A; Achorn, Deanna Lyter; Kaiser, Ashley; Mitchell, Lindsey; McArdle, John J; Lapham, Susan J

2013-02-01

Project TALENT is a US national longitudinal study of about 377,000 individuals born in 1942-1946, first assessed in 1960. Students in about 1,200 schools participated in a 2-day battery covering aptitudes, abilities, interests, and individual and family characteristics (Flanagan, 1962; www.projectTALENT.org). Follow-up assessments 1, 5, and 11 years later assessed educational and occupational outcomes. The sample includes approximately 92,000 siblings from 40,000 families, including 2,500 twin pairs and 1,200 other siblings of twins. Until recently, almost no behavior genetic research has been conducted with the sample. In the original data collection information was not collected with the intent to link family members. Recently, we developed algorithms using names, addresses, birthdates, and information about family structure to link siblings and identify twins. We are testing several methods to determine zygosity, including use of yearbook photographs. In this paper, we summarize the design and measures in Project TALENT, describe the Twin and Sibling sample, and present our twin-sib-classmate model. In most twin and family designs, the 'shared environment' includes factors specific to the family combined with between-family differences associated with macro-level variables such as socioeconomic status. The school-based sampling design used in Project TALENT provides a unique opportunity to partition the shared environment into variation shared by siblings, specific to twins, and associated with school- and community-level factors. The availability of many measured characteristics on the family, schools, and neighborhoods enhances the ability to study the impact of specific factors on behavioral variation.

Approaches for University Students and their Relationship to Academic Performance

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Evelyn Fernández-Castillo

2015-05-01

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

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.

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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

Association between Eating Behavior and Academic Performance in University Students.

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

2016-01-01

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

Validation of the student athletes' motivation towards sports and academics questionnaire to Korean student-athletes.

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Park, Sunghee; Hong, Seungbun; Lee, Miyoung

2015-08-01

The current study had three aims: (1) to validate a Korean version of the Student Athletes' Motivation toward Sports and Academics Questionnaire (SAMSAQ-Kr), (2) to examine South Korean university student-athletes' motivation towards athletic and academic achievement, and (3) to identify the relationship between athletic identity and their athletic and academic achievement. A total of 126 South Korean university student-athletes (41.4% males and 58.6% females; mean age 20.5, SD = 2.74) completed the SAMSAQ-Kr. To investigate the validity evidence of the SAMSAQ-Kr a confirmatory factor analysis (CFA) and Rasch model were employed. To examine the relationship between Athletic Identity Measurement Scale (AIMS) and SAMSAQ for Spearman correlation coefficients were calculated. Findings indicated that the SAMSAQ-Kr showed a different model from other versions and revealed positive correlations between AIMS scores and athletic motivations. The current study highlighted that importance of considering socio-cultural context in developing questionnaire and contributed to help understand South Korean university student-athletes' motivation towards athletic and academic achievement.

Psychological Factors in the Development of Football-Talent from the Perspective of an Integrative Sport-Talent Model

Science.gov (United States)

Orosz, Robert; Mezo, Ferenc

2015-01-01

This study presents a new, integrative model of sports talent. Following the theoretical part of the study a football-talent research is presented, in which a theoretical framework is provided by this new theory of sports talent. This research examines the role of psychological factors in football talent development. The sample was N = 425…

Superstorm Sandy and the academic achievement of university students.

Science.gov (United States)

Doyle, Matthew D; Lockwood, Brian; Comiskey, John G

2017-10-01

Much of the literature on the consequences of natural disasters has focused on their physical and psychological ramifications. Few researchers have considered how the impacts of a natural disaster can influence academic achievement. This study analyses data collected from nearly 300 students at a mid-sized, private university in the northeast United States to determine if the effects of Cyclone Sandy in 2012 are associated with measures of academic achievement. The findings reveal that experiencing headaches after the event resulted in a higher likelihood of students suffering a loss of academic motivation. In addition, experiencing headaches and a loss of academic motivation were correlated with a lower grade point average (GPA) during the semester in which Sandy made landfall. However, the more direct effects of the superstorm, including displacement and a loss of power, did not have a significant bearing on academic achievement. Lastly, the paper examines the implications for higher education policy and future research. © 2017 The Author(s). Disasters © Overseas Development Institute, 2017.

The effect of high school chemistry instruction on students' academic self-concept

Science.gov (United States)

Morgan, Peter Wallace

The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.

Teacher: Students' Interpersonal Relationships and Students' Academic Achievements in Social Studies

Science.gov (United States)

Fan, F. A.

2012-01-01

Background: The classroom is a social system in which the teacher and the students interact as organizational members. The quality of classroom relations is dependent on the activities of both the instructor and the students. Several environmental conditions and circumstances often tend to either improve or depress the academic performances of…

[Changes in academic motivation among elementary and junior high school students].

Science.gov (United States)

Nishimura, Takuma; Sakurai, Shigeo

2013-02-01

This study examined changes in academic motivation among elementary and junior high school students. Based on self-determination theory (Ryan & Deci, 2000a), we focused on changes in autonomous and controlled motivation. In Study 1, we examined inter-individual changes in academic motivation among 5th to 9th grade students (N = 1 572) through a cross-sectional study. In Study 2, we examined intra-individual changes in academic motivation among students (N = 128) who were in transition from elementary to junior high school through a longitudinal study. All participants completed the Academic Motivation Scale (Nishimura, Kawamura, & Sakurai, 2011) that measured autonomous and controlled motivation. The results revealed that autonomous motivation decreased in the students from elementary to junior high school, while controlled motivation increased during the same period. This is a unique finding because a prior study conducted in a Western culture suggested that both motivations decrease gradually in school.

Investigating the relationship between information literacy and academic performance among students.

Science.gov (United States)

Soleymani, Mohammad Reza

2014-01-01

Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academic performance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their academic performance.

Breakup Effects on University Students' Perceived Academic Performance

Science.gov (United States)

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

2012-01-01

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

Student Hunger on Campus: Food Insecurity Among College Students and Implications for Academic Institutions.

Science.gov (United States)

Payne-Sturges, Devon C; Tjaden, Allison; Caldeira, Kimberly M; Vincent, Kathryn B; Arria, Amelia M

2018-02-01

To estimate the prevalence of food insecurity among students at a large mid-Atlantic publicly funded university; examine the association between food insecurity, demographic characteristics, potential financial risk factors, and self-reported physical and mental health and academic performance; and identify possible risk factors for food insecurity. Cross-sectional survey. Large, public mid-Atlantic university. Two hundred thirty-seven undergraduate students. US Department of Agriculture (USDA) 18-item Household Food Security Survey Module (HFSSM) and questions on demographics, student status, economic factors, housing stability, living arrangements, academic performance, and self-rated physical health and depression symptoms. Multivariate logistic regression analysis. Among students surveyed, 15% were food insecure; an additional 16% were at risk of food insecurity. Students who were African American, other race/ethnicity, receiving multiple forms of financial aid, or experiencing housing problems were more likely to be food insecure or at the risk of food insecurity (Adjusted Odds Ratio [AOR] = 4.00, 95% confidence interval [CI] = 1.83-8.71, P value health concern that might have implications for academic performance, retention, and graduation rates. Universities that measure food insecurity among their students will be better positioned to advocate for policy changes at state and federal levels regarding college affordability and student financial assistance.